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  Graduate School of Applied and Professional Psychology 2019-2021 Faculty and Administration Biographies Elisa Shernoff  

Elisa Shernoff


Ph.D., University of Wisconsin (Madison)

Elisa S. Shernoff is an associate professor and program director of the school psychology program. Her program of research is designed to: (1) examine models of training, support, and supervision to maximize teacher effectiveness and connectedness in high-poverty schools, and (2) leverage technology to enhance teacher training and support. Since 2009, she has secured continuous federal funding from the Institute of Education Sciences. Her first grant, Enhancing Effectiveness and Connectedness among Early Career Teachers in Urban Schools (R305A090085) focused on developing and evaluating training and support for early career teachers working in high poverty schools by targeting the most robust predictors of turnover. Dr. Shernoff is also principal investigator of a follow-up IES-funded Development and Innovation Grant, Interactive Virtual Training for Early Career Teachers in High Poverty Schools (R305A150166; 7/15 to 6/20). This grant is designed todevelop and pilot-test a simulation training model in which early career teachers working in high-poverty schoolscan hone their behavior management skills with disruptive avatars in a virtual training environment (http://news.rutgers.edu/node/47882#.VuDY0hf88mU). Dr. Shernoff was also the co-principal investigator of a three-year randomized controlled trial funded by the Brady Education Foundation (https://collaborativecoaching.rutgers.edu) testing the effectiveness of a collaborative coaching model on teacher behavior management and student achievement (8/2014 to 7/2017).

The overall goal of her work includes expanding mental health practice in schools to include supporting teacher effectiveness as a mechanism for promoting positive academic and behavioral outcomes for children living in poverty. Dr. Shernoff serves on the editorial board of the Journal of School PsychologyandSchool Psychology Review and is a standing 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.


 
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