Elisa Shernoff is an assistant professor in the school psychology program. Her research centers on developing and testing interventions to enhance the use of evidence-based instructional and classroom management practices among teachers working in high poverty schools. She has authored over 20 publications on these issues. She is the Principal Investigator of an IES-funded Development and Innovation Grant (7/2015 to 6/2019) designed to develop and pilot test interactive virtual training, an advanced video game technology in which early career teachers working in high poverty schools can hone their behavior management skills with disruptive avatars in a virtual training environment. She is also the co-principal investigator (8/2014 to 7/2017) of a randomized controlled trial evaluating the impact of a coaching model on teachers' use of evidence-based instructional and behavior management strategies and student achievement in high poverty elementary schools. Her studies reflect the overall goal of her work to expand mental health practice in high poverty schools to include supporting teacher effectiveness as a mechanism for promoting positive academic and behavioral outcomes for students. Dr. Shernoff serves on the editorial board of the Journal of School Psychology and School Psychology Review and is a grant reviewer for the Institute of Education Sciences, Social and Behavioral Context for Academic Learning panel. She also ad hoc reviews for the American Educational Research Journal, Administration and Policy in Mental Health and Mental Health Services Research, and Remedial and Special Education.
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