Stacy Szczesiul, Graduate School of Education
Associate Professor, Graduate Coordinator for Doctoral Programs
The role of internal and external accountability systems in school improvement - The role of leadership in building strong internal accountabiltiy.
Teachers' occupational expectations in a changing policy context
The relationship between teacher efficacy beliefs, school improvement and student performance
B.A., M.Ed., University of South Carolina - Columbia
Ed.D., Harvard University
Spencer Foundation - A two-year $40,000 Research Grant focusing on the experiences of second-stage teachers conducted by the Project on the Next Generation of Teachers at Harvard University's Graduate School of Education. Research Associate
NH Department of Education State Performance Plan - A multi-year $500,000 State Performance Plan Grant from the NH Department of Education Bureau of Special Education. Primary Staff
Instructional Leadership and School Reform
Managing Change and Conflict
School Leadership Research Planning Seminar
Assessment of Students with Moderate Disabilities
Partnership with the National Parks Service: Designing the NPS Leadership Task book
Schools as High Performing Learning Organizations: Working with district-level leadership teams to establish organizational coherence and improvement strategy
Principles and Practices for Effective School Improvement: International partnership with University of Haifa and St. Mary's College (Belfast)
2006 Muscott, H., Pomerleau, T., and Szczesiul, S. (forthcoming) "Large-Scale Implementation of Program-wide Positive Behavioral Interventions and Supports in Early Childhood Education Programs in New Hampshire." NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field.
Muscott, H., Szczesiul, S., and Berk, B. (2008). "Creating Home School Partnerships by Engaging Families in Schoolwide Positive Behavior Supports." Teaching Exceptional Children, 40(6), 6-14
Donaldson, M., Johnson, S.M., Kirkpatrick, C., Marinell, W., Steele, J., and Szczesiul, S. (2008) "Angling for Access, Bartering for Change: How second-stage teachers experience differentiated roles in schools." Teachers College Press, 110(5)/
Watson, D., Charner-Laird, M., Kirkpatrick, C., Szczesiul, S., and Gordon, P. (2006). "Effective Urban Teaching: Grappling with Definitions, Grappling with Difference." Journal of Teacher Education, 57(4), 395-409.
American Educational Research Association, member
The Council for Exceptional Children, member
Association for Supervision and Curriculum Development, member