Some of our current and former ERPAS members, including undergraduate students and ERPAS director.

 



Director

In August 2005, John Begeny began his role as an Assistant Professor in the School Psychology Program at North Carolina State University.

He received his B.S. in Psychology and B.A. in English at Western Michigan University in 2000, and completed his M.S. in 2002 and Ph.D. in 2005 in School Psychology at Syracuse University. John completed his pre-doctoral internship at the University of Nebraska Medical Center, Munroe Meyer Institute.

Prior to and during his employment at NC State, John obtained a variety of professional-practice experiences (e.g., school psychologist intern in elementary schools and a medical hospital, classroom teacher for a non-public school, paraprofessional for a public school, school district consultant in academic instruction and assessment, clinician in a psychoeducational clinic). In addition, he obtained these experiences in a variety of different settings (e.g., urban, suburban, and rural schools in the Northeast, Midwest, Northwest, and Southern United States; rural and urban schools in Latin America). John has also worked with hundreds of K-12 teachers and with a wide range of student populations (e.g., English language learners, children with diagnosed learning disabilities, children with autism, and children with severe behavior disorders).

John has received several grants for his research activities, including an early career research grant from the Society for the Study of School Psychology and grants to develop early literacy instructional materials for parents and teachers. John has also received grants to fund reading projects for students in low-income communities, including communities in Central America. As part of The Guilford Press Practical Interventions in the Schools Series, John developed a model for helping schools to assist struggling learners in reading, math, and writing.

In his graduate- and undergraduate-level teaching at NCSU, John regularly supplements traditional coursework with applied experiences in the community (e.g., schools and community-based after school programs). Students in his classes therefore obtain hands-on experiences working with children, parents, school teachers, and/or community-based educators. Overall, John’s professional goal is to work and partner with teachers and parents to help connect research and practice, and to help train university students to enter the challenging yet important field of education.

Although John is passionate about his professional work and goals, his non-professional life helps to keep him balanced and happy. Outside of his professional life, John spends a great deal of time with music-related activities (e.g., learning Latin dances, learning to play musical instruments, attending live shows). He also devotes his time to friends, family, reading, learning Spanish, and learning more about the world and people through traveling.

Most of John’s current research investigates:

  • Reading interventions that enable elementary-aged students to become better readers
  • Methods to identify students with reading difficulties and successfully monitor their progress when they receive intervention
  • Strategies to narrow the gap between research and practice
  • Issues concerning effective education internationally

To learn more about Dr. John Begeny, including how to get in contact with him, please view the links below:

  • Contact Information »
  • John Begeny, Ph.D., Assistant Professor of School Psychology at NC State (since 2005)
  • Education »
    • B.S., Western Michigan University (2000, Psychology & English)
    • M.S., Syracuse University (2002, School Psychology)
    • Ph.D., Syracuse University (2005, School Psychology)
  • Research & Professional Interests »
    • Reading interventions, particularly for students with reading difficulties and English Language Learners
    • Math interventions
    • Methods of academic progress monitoring (e.g., curriculum-based measurement)
    • International education
    • Community engaged scholarship (e.g., partnering with schools and parents to improve students' early literacy skills)
    • Strategies for teacher training/staff development
    • Contemporary approaches for early assessment and remediation of student learning difficulties (e.g., response to intervention)
    • The educational achievement gap and related educational inequities
  • Courses Taught »
  • Graduate Level Courses
    • Psychological Interventions (Foundations in Applied Behavior Analysis) - PSY 724
    • School Based Interventions Practicum - PSY 641
    • Teacher Centered Services Practicum - PSY 841A
    • Family Interventions Practicum - PSY 841B

    Undergraduate Level Courses
    • Special Topics Course: Diversity and Privilege in the Context of U.S. Schools - PSY 491
    • Special Topics Course: Community Engaged Scholarship - PSY 491
    • Special Topics Course: Psychology of Reading - PSY 491
    • Special Topics Course: Applied Educational Research - PSY 491
    • Applied Research with Reading Interventions and Assessment - PSY 499
    • Introduction to Psychology - PSY 200
    • Research Methods (taught prior to employment at NCSU)
  • Recent Publications »
  • Click here for recent publications, or view the John's curriculum vita for a full list of publications and presentations. Please note that you will need Adobe Reader to view the CV.
  • Educational Programs & Materials Developed »
  • Curriculum Vita »
  • Please click here to view Dr. John Begeny's curriculum vita. You will need Adobe Reader to view the CV.

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Graduate Students

The following individuals are NCSU doctoral students who are currently involved with our team. As such, each of these students are (or will be) listed as a co-author of one or more professional publications and presentations. Click here to review a list of our most recent publications. Individuals interested in applying to become a North Carolina State University school psychology graduate student should click here for additional information.

Current
Graduate Students

Chelsea M. Bartel, M.A.
NCSU Doctoral Student in the School Psychology Program
cmbartel@ncsu.edu
more »

Education

  • B.S., Kansas State University (2005, Psychology)
  • M.A., Washburn University (2009, Clinical Psychology)
  • Ph.D., North Carolina State University (in progress, School Psychology)

 


Research & Professional Interests

  • Behavioral consultation within the context of problem solving teams
  • Reading interventions for at-risk youth

 


Advisor

 

Diana Jo (Renes) Greene, M.S.
NCSU Doctoral Student in the School Psychology Program
djgreene@ncsu.edu
more »

Education

  • B.S., University of Nebraska at Omaha (2006, Psychology)
  • M.S., University of Nebraska at Omaha (2009, School Psychology)
  • Ph.D., North Carolina State University (in progress, School Psychology)

 


Research & Professional Interests

  • Use of readability formulas in CBM-R passages
  • Reading interventions for older students struggling with reading fluency
  • Teacher training and procedures to improve intervention fidelity

 


Advisor

 

Hailey Krouse, M.S.
NCSU Doctoral Student in the School Psychology Program
hekrouse@ncsu.edu
more »

Education

  • B.A., University of North Carolina at Chapel Hill (2000, Psychology)
  • M.S., North Carolina State University (2008, School Psychology)
  • Ph.D., North Carolina State University (in progress, School Psychology)

 


Research & Professional Interests

  • The psychometric properties of the WISC-IV with deaf and hard-of-hearing children
  • Autism assessment and strategies for effectively working with and teaching children diagnosed with Autism in the school setting
  • Reading interventions, specifically those focused on building fluency skills

 


Advisor

 

Amy Lynn, M.S.
NCSU Doctoral Student in the School Psychology Program
aelynn@ncsu.edu
more »

Education

  • B.S., University of Rochester (2002, Psychology and German)
  • M.S., North Carolina State University (2008, School Psychology)
  • Ph.D., North Carolina State University (in progress, School Psychology)

 


Research & Professional Interests

  • Cognitive, socioemtional, and behavioral outcomes for maltreated children
  • Working with families to promote student achievement and success
  • Reading interventions, particularly for elementary students with reading difficulties

 


Advisor

 

R. Courtney Mitchell, M.S.
NCSU Doctoral Student in the School Psychology Program
rcmitche@ncsu.edu
more »

Education

  • B.A., University of North Carolina at Chapel Hill (2005, Psychology)
  • M.S., North Carolina State University (in progress, School Psychology)

 


Research & Professional Interests

  • Reading interventions, particularly fluency-based reading interventions
  • Teacher training/staff development with a focus on treatment integrity
  • Addressing the research to practice gap in education, particularly focusing on providing high quality services to meet the needs of students with disabilities

 


Advisor

 

Sarah Ross, M.S.
NCSU Doctoral Student in the School Psychology Program
rosssg1@gmail.com
more »

Education

  • B.A., Wake Forest University (2005, Psychology)
  • M.S., North Carolina State University (2009, School Psychology)
  • Ph.D., North Carolina State University (in progress, School Psychology)

 


Research & Professional Interests

  • Reading Interventions for elementary-aged students with an emphasis on English language learners
  • Single-case design analysis with an emphasis on visual and randomization methods
  • Neuropsychology

 


Advisor

 

Mary Whitehouse, M.S., M.Div.
NCSU Doctoral Student in the School Psychology Program
mhwhiteh@ncsu.edu
more »

Education

  • B.A., University of North Carolina at Greensboro (Psychology)
  • M.Div., Campbell University (Master of Divinity)
  • M.S., North Carolina State University (2009, School Psychology)
  • Ph.D., North Carolina State University (in progress, School Psychology)

 


Research & Professional Interests

  • Reading interventions for students with reading difficulties
  • Parenting and parent training
  • Children with emotional and behavioral disorders
  • Adoption

 


Advisor

 

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Undergraduate Students

Since Fall 2005, the ERPAS group has included over 100 different NCSU undergraduate students. Undergraduate students generally apply to work with the ERPAS group because of their strong interest in education, research, working with children, working with teachers, and/or working with families. These students also tend to have strong interests in understanding diversity and issues of social justice, such as ensuring that all children have equal opportunities for an effective education.

The vast majority of our undergraduate students ultimately apply (and get in) to competitive graduate programs in fields related to education and/or psychology. Some examples include school psychology, child-clinical psychology, school counseling, elementary education, speech therapy, social work, and occupational therapy.

Many undergraduate students stay involved with our team for three or more semesters, and some have even been asked to co-author professional presentations and publications. Click here for more information about undergraduate co-authors of professional publications.

NCSU undergraduate students interested in applying to work with our team should click here for additional information. Although most of our undergraduate students are NCSU psychology majors, being a psychology major is not required to work with our team and we benefit greatly by including students from a range of different disciplines.

 

Community Partners

Since Fall 2005, the ERPAS group has included dozens of members from the community who work with us as co-creators of information and educational resources. Community partners regularly include parents of grade-school children, educators working in schools (e.g., principals, school psychologists, special education teachers, regular education teachers), and directors of community-based organizations that aim to improve children's education (e.g., the Helps Education FundBoys and Girls Clubs, YMCAs, The Homework Haven).

Also, community partners sometimes include members from the community who are not directly associated with a specific community-partner organization, such as those listed above. Instead, these community members want to work with our team because of their strong interest in learning more about community-based partnerships and/or applied research in education. These individuals often come to our team with background experiences (or interests in) working with children, working in schools, and/or working with a non-profit organization.

Community members work with our team on a volunteer basis and typically commit approximately 8-12 hours per week. Similar to the university students who work with us, community members also tend to have strong interests in understanding diversity and issues of social justice, such as ensuring that all children have equal opportunities for an effective education. Many of our previous community-member partners also have interest in pursuing their education in graduate school, usually in fields related to education and/or psychology (e.g., school psychology, child-clinical psychology, school counseling, elementary education, speech therapy, social work).

Some individuals from partner organizations, as well as community members unaffiliated with partner organizations, have been asked to co-author professional presentations and publications. Click here for more information about community-partner co-authors of professional publications.
 

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Former ERPAS Members

At one point in our history we listed all current and former ERPAS members, including a little information about each person’s interests and background. We believe this helped to illustrate the quality and diversity of our team, but as time passed we recognized that the size and active nature of our group was much too large to keep this information current on our website.

Therefore, if you would like to know more about our past or current team members (e.g., community volunteers, community partners, NCSU undergraduate students), please just contact the ERPAS Director by email.

 

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Educational Research and Partnerships for Academic Success (ERPAS)