School-wide Systems Change
Positive Behavior and Academic Supports
DaShaunda Patterson is dedicated to developing a strong teacher workforce in order to achieve positive learning outcomes for all learners. To this end, she works with pre-service and in-service teachers in the ESC department. She also serves as the Project Director for a USDOE Teacher Quality Partnership grant called the Network for Enhancing Teacher Quality (NET-Q).
In her roles at GSU, Patterson enjoys teaching, coaching teachers and mentors in the field, co-teaching coursework with colleagues and collaborating with leaders in the central offices of six metro-Atlanta school systems. She also worked with teacher candidates at Auburn University, where she served as a faculty member prior to coming to Georgia State.
Her areas of research and inquiry include: preparation and retention of highly qualified special educators, academic strategies for students with behavior disorders, culturally relevant pedagogy, and positive academic and behavior interventions and supports.
Patterson has authored and co-authored many publications related to these topics. Additionally, she has presented her work at national and international conferences and trainings nationwide. Prior to entering higher education, Patterson worked as both a general and special education teacher in the Atlanta area.
Jolivette, K., Patterson, D. P., Swoszowski, N. C., McDaniel, S. C., Kennedy, C., & Ennis, R. P. (in press). SWPBIS in a residential school for students with emotional and behavioral disorders: First years of implementation and maintenance follow-up focus groups. Residential Treatment for Children and Youth.
Shippen, M. E., Patterson, D., Green, K. L., & Smitherman, T. (2012). Community and school practices to reduce delinquent behavior: Intervening on the school to prison pipeline. Teacher Education and Special Education, 35, 297-309.
Patterson, D., Houchins, D. E., Jolivette, K., Fredrick, L. D., & Heflin, L. J. (2011). The differential effects of Direct Instruction and procedural facilitators on the writing competency of fifth grade students with EBD. Journal of Direct Instruction, 11, 1-14.
Patterson, D., Shippen, M. E., Flores, M. M., Strozier, S., & Taylor, S. (2011). Culturally relevant teaching: Connecting affirmative beliefs with practical classroom skills. In E. D. McCray, P. A. McHatton, & C. Beverly (Eds.), Knowledge, Skills, and Dispositions for Culturally Competent and Interculturally Sensitive Leaders in Education (pp. 269-285). Gainesville, FL: CreateSpace.