Directory » DEBRA MCKEOWN
DEBRA MCKEOWN
Associate Professor
Google Scholar Profile:
Research Interests
Assessment
Professional Development
Writing
Writing Instruction
BIOGRAPHY
Dr. McKeown recently joined the Department of Teaching, Learning and Culture after more than five years at Georgia State University where she was an Assistant Professor in the Department of Educational Psychology and Special Education. She received her doctorate in Special Education from Vanderbilt University where she trained under Drs. Karen Harris and Steve Graham. McKeown also has ten years of classroom teaching in various settings including charter, urban and international schools. She currently conducts intervention research in the area of writing. Most of her work focuses on impoverished urban settings where she works at both the teacher and student levels. She presents her work at national and international conferences and publishes in top tier journals. She is currently co-PI on a federal grant to demonstrate the efficacy of a writing intervention combining teacher instruction and an intelligent tutor to improve writing outcomes for elementary aged children.
Education
Ph.D., Special Education, Literacy, Vanderbilt University (2012)
M.Phil., Anthropology, Chinese University of Hong Kong (2008)
M.A., Varying Exceptionalities, University of South Florida (1997)
B.A., Anthropology, University of South Florida (1996)
COURSES TAUGHT
EDCI715. ACAD WRIT INTL GRAD
2020A
RDNG361. ASSESSMENT IN RDNG
2018C
RDNG604. RDNG DIAGNOSIS
2020C,2019A
FORMER DOCTORAL STUDENTS
Ashton Hughes, Ed.D. (Summer 2022)
SELECTED PUBLICATIONS
Books and Monographs
McKeown, D., & FitzPatrick, E. (2018). Planning to write is planning to succeed: Word architects need blueprints too. In Best Practices in Writing Instruction. Graham, S., MacArthur, C., & Hebert, M. (Eds). New York: Guilford.
Journal Articles
McKeown, D., FitzPatrick, E., Brown, M., Brindle, M, Owens, J., & Hendrick, R., (2019; Online 05.29.18). Urban teachers[48]19 implementation of SRSD for persuasive writing following practice-based professional development: positive effects mediated by compromised fidelity. Reading and Writing: An Interdisciplinary Journal, 32, 1483-1506. doi.org/10.1007/s11145-018-9864-3 [Impact factor: 1.942; Citations: 4
Schwab, J. R., Houchins, D. E., Peng, P., McKeown, D., Varjas, K., & Emerson, J. (2019). The effects of a multi-component intervention to increase math performance for students with EBD in alternative educational settings. International Journal of Special Education, 34(1), 226[48]13244. [Impact Factor: 0.13; Citations: 0
Stuckey, A., & McKeown, D. (2019). High school teachers[48]19 use of behavior prompting and specific praise: An exploratory study. Research in the Schools, 26(1), 35-47. https://tinyurl.com/sfbtpaw [Acceptance rate: 26%
McKeown, D., FitzPatrick, E., Brown, M., Brindle, M, Owens, J., & Hendrick, R., (2018, in press). Urban teachers[48]19 implementation of SRSD for persuasive writing following practice-based professional development: positive effects mediated by compromised fidelity. Reading and Writing.
Stuckey, A., & McKeown, D. (2018, in press). Effects of a behavior prompting routine on specific praise rates in high school. Research in the Schools.
RESEARCH PROJECTS
Development of Foundational Literacy Skills to Kindergarten and Grade-1 Children in High-poverty (Low SES) Schools through Systematic, Explicit, and Multisensory Instruction
Co-PI (). US Department of Education - Institute of Education Sciences (Federal)
2019-07-01 — 2023-06-30
2019-07-01 — 2023-06-30
Longitudinally Exploring Effects of Language Learning on Reading, Executive Function, and Dispositions of Elementary Students (LEELLE)
Co-PI (). US Department of Education - Institute of Education Sciences (Federal)
2019-07-01 — 2023-06-30
2019-07-01 — 2023-06-30
Catapult #5
Efficacy of a web-based writing partner (We-Write Persuasively) to improve writing persuasive essays for 5th grade students
Co-PI. US Department of Education - Institute of Education Sciences (Federal)
2018-07-01 — 2022-06-30
2018-07-01 — 2022-06-30
Promoting Improvements in Teacher Quality Through Massively Open Online Professional Development