Ph.D., University of Wisconsin (Madison)
Elisa Shernoff is an associate professor in the school psychology program.
She
has systematically advanced a mixed-method program of federally funded research
focused on
examining
models of training, support, and supervision to maximize teacher effectiveness
and connectedness in high-poverty schools and
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 30 publications on these issues. Dr. Shernoff is
the principal investigator of an IES-funded development and innovation grant
(July 2015 to June 2019) designed to develop and pilot test interactive virtual
training, a simulation training model 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
coprincipal investigator (August 2014 to July 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 authors 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.
