# positions[].organizations[].parent[].label
School of Education and Human Development

# overview
McKeown 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.

# hrJobTitle
Associate Department Head for Graduate Studies Teaching Learning and Culture

# keywords[]
United States -- Social Conditions -- 21st Century

# educationAndTraining[].organization.label
Chinese University of Hong Kong - (Shatin, Hong Kong, China)

# educationAndTraining[].organization.label
University of South Florida - (Tampa, Florida, United States)

# educationAndTraining[].organization.label
University of South Florida - (Tampa, Florida, United States)

# educationAndTraining[].organization.label
Vanderbilt University - (Nashville, Tennessee, United States)

# educationAndTraining[].field
Special Education (High Incidence Disabilities)

# publications[].label
Comparing Validity and Reliability in Special Education Title II and IDEA Data

# publications[].label
Handbook of Research on Special Education Teacher Preparation

# publications[].label
SRSD in Practice: Creating a Professional Development Experience for Teachers to Meet the Writing Needs of Students with EBD

# publications[].label
Overcoming barriers and paradigm wars: Powerful evidence-based writing instruction

# publications[].label
The "GIST" of the reading comprehension problem in grades 4 and 5.

# publications[].label
Teachers' Voices: Perceptions of Effective Professional Development and Classwide Implementation of Self-Regulated Strategy Development in Writing

# publications[].publisher
American Educational Research Association (AERA)

# publications[].label
Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing

# publications[].label
Writing from Multiple Source Texts: SRSD for Fifth Grade Learners in Inclusive Settings

# publications[].label
How to Use Audio Feedback to Improve Students' Writing Quality

# publications[].label
Essentials of Writing Pedagogy for Preservice Teachers With Considerations for Those Teaching Students With Emotional and Behavioral Disorders

# publications[].label
Writing Is Revising: Improving Student Persuasive Writing through Individualized Asynchronous Audio Feedback

# publications[].label
Self-Regulated Strategy Development in Writing: A Classroom Example of Developing Executive Function Processes and Future Directions

# publications[].label
An RCT of PD and expert support for classwide SRSD instruction on timed narrative writing at 4th grade: critical implications

# publications[].label
Urban teachers' implementation of SRSD for persuasive writing following practice-based professional development: positive effects mediated by compromised fidelity

# publications[].label
The writing of students with learning disabilities, meta-analysis of self-regulated strategy development writing intervention studies, and future directions: Redux.

# publications[].label
A Meta-Analysis of Writing Instruction for Students in the Elementary Grades

# publications[].label
Effects of Asynchronous Audio Feedback on the Story Revision Practices of Students with Emotional/Behavioral Disorders

# publications[].label
Professionalism Rubric: A Tool to Avoid Conflating Content Knowledge with Professional Behaviors in Academic Assessments

# publications[].label
All You Need Is Patience and Flexibility: Administrators' Perspectives on Special Educator Knowledge and Skills.

# publications[].label
Self-Regulated Strategy Development: A Framework for Effective Instruction across the Content Areas Guest Editors

# publications[].label
Understanding Teachers' Knowledge and Perceptions on Writing Through a Self-Regulated Strategy Development (SRSD) Professional Development Opportunity

# publications[].label
Assessment for effective strategy instruction in writing

# publications[].label
Beyond the Red Pen: Using Dynamic Assessment to Mediate Writing Mechanics Issues among ESL Learners

# publications[].label
The Effects of a Multi-Component Intervention to Increase Math Performance for Students with EBD in Alternative Educational Settings

# publications[].label
Meeting the Needs of Middle School Writers in a Special Education Classroom: SRSD for the Informational Genre Citing Text-Based Evidence

# publications[].label
An Analysis of Student Skills and Teacher Practices Across Writing Textbooks in Grades 4 and 5

# publications[].label
An Analysis of Reading Comprehension Questions in Kenyan English Textbooks

# researcherOn[].label
Efficacy Trial of the We-Write Teacher-Led and Computer-Supported Intervention with 4th- and 5th-Grade Students

# researcherOn[].awardedBy.label
Institute of Education Sciences - (Washington D.C., District of Columbia, United States)

# schools[]
School of Education and Human Development