Amanda PassmorePurdue University Northwest · School of Education
Amanda Passmore
Doctor of Philosophy
About
9
Publications
3,822
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104
Citations
Introduction
Amanda Passmore, MEd has experience as an instructional coach for special education teachers, providing in
person support to build educator’s capacity in behavior management, lesson planning, and instruction. She has also been a special and general education teacher. She is currently a special education doctoral student at the University of Illinois at Chicago and doctoral intern for the Division of Early Childhood. Her research interests include social emotional learning through play to support
Additional affiliations
July 2017 - present
Position
- PhD Student
Description
- Perspectives & Utilization of Special Education High-Leverage Practices Exploration of Play Behaviors Among Preschool Students Defining Teacher Leadership: Perspectives from Special Educators Special Education Leaders for Urban Centers of Tomorrow Teacher Leadership Measures
Publications
Publications (9)
Pretend play is crucial for developing communication and cognitive skills in preschool children. Targeted coaching during pretend play can effectively support family-centered practices and home-based assistance. This study employed a detailed collective case study to explore how eCoaching can aid family-centered practices during at-home pretend pla...
A unique component of early childhood involves understanding how caregivers and educators promote children’s developmental outcomes, with play opportunities being a key avenue for enhancing these skills. Targeted coaching is one type of support that can tap into active family engagement during playful learning. This collective case study examined h...
The implementation of effective practices to support students with disabilities requires strong leadership and understanding of the procedures to individualize educational programming. Thus, special education teacher leadership represents an important factor for facilitating the implementation of effective practices to support the education of stud...
Play-based learning is an integral component of the early childhood classroom; however, little research has been conducted around how children with and without disabilities engage in play within an inclusive preschool setting during center time. The present investigation utilizes the Play Observation Scale and Test of Playfulness to descriptively c...
The implementation of effective inclusive school practices requires strong leadership and understanding of procedures, services, and programming for students with disabilities. While school administrators often provide instructional leadership, many do not have preparation in special education, undermining their ability to enact a schoolwide vision...
Teachers are reporting increased incidence of stress, depression, burnout, and anxiety resulting in overall poor mental health and well‐being outcomes. Recently, mindfulness‐based interventions have emerged as having the potential to improve these deleterious impacts. This meta‐analysis investigated the effects of mindfulness‐based interventions on...
