DaShaunda PattersonAssociate Dean for Faculty Development and Equity Dean's Office
B.S., Elementary Education, Florida A&M University
M.Ed., Behavior and Learning Disabilities, Georgia State University
Ph.D., Education of Exceptional Students, Georgia State University
Behavior and Learning Disabilities
School-wide Systems Change
Positive Academic and Behavior Supports
DaShaunda Patterson is the associate dean for faculty development and equity. Her work includes the development of faculty instructional skills across delivery formats and platforms, programming to further diversity, inclusion and equity among faculty, staff and students, development of a faculty mentoring program, professional development and evaluation for part-time instructors and to assist faculty in establishing school and community partnerships.
She is also a clinical associate professor in the Department of Learning Sciences dedicated to developing a strong teacher workforce in order to achieve positive learning outcomes for all learners. Her areas of research and inquiry include the 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. She has served as project director and co-principle investigator (PI) on several Teacher Quality Partnership grants.
Patterson, D., Driver. M. K., & Zimmer, K. (2021). Reflections of Teacher Educators. In J. McLeskey, L. Maheady, B. Billingsley, M. T. Brownell, & T. J. Lewis (Eds.), High Leverage Practices for Inclusive Classrooms 2nd Edition. Routledge.
Fisher-Ari, T., Martin, A., Patterson, D., Haile, H. G., Tennies, E., & Ngo, H. (2021). “Dismantling barriers to the demographic imperative: School-University Partnership residencies illuminating and addressing hurdles experienced by global-majority teachers.” School-University Partnerships, 14(3), 116-137.
Ansley, B., Houchins, D., Varjas, K., Roach, A., Patterson, D., and Hendrick, R. (2020). “A Pilot Study of an Online Self-Care and Social-Emotional Competence Program for PK-12 Teachers and Paraeducators.” Teacher and Teacher Education, 98, 1-11.
Patterson, D., Pressley, M., and Patton-Terry, N. (2016). “Approaches to Instruction for Students with Learning Differences.” In R. P. Colarusso, C. O’Rourke, & M. A. Leontovich (Eds.), Special Education for All Teachers 7th edition. Dubuque, IA: Kendall Hunt Publishing.
Darch, C., Shippen, M. E., Darch, E., Patterson, D., & Massey, C. (2014). “School counselors training paraprofessionals: A practical model for providing technical assistance in the rural school setting.” Rural Special Education Quarterly 33(4), 33-40.
Jolivette, K., Patterson, D. P., Swoszowski, N. C., McDaniel, S. C., Kennedy, C., & Ennis, R. P. (2014). “School-wide positive behavioral interventions and supports 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, 31, 63-79.
Shippen, M. E., Miller, A., Patterson, D., Houchins, D. E., & Darch, C. B. (2014). “Improving adolescent reading skills in rural areas using evidence-based practices.” Rural Special Education Quarterly, 33(2).
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., 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: Creatspace. (data-based, invited)
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. (databased)
Shippen, M. E., Crites, S., Flores, M. M., Patterson, D., Houchins, D. E., & Jolivette, K. (2011). “Classroom structure and teacher efficacy in serving students with disabilities: Differences in elementary and secondary teachers.” International Journal of Special Education, 26(3) 36-44. (databased)
Swoszowski, N. C., Patterson, D., & Crosby, S. (2011). “Check-in/check-out: Implementation in and adaptation for students with emotional disturbance in juvenile justice and alternative education settings.” Beyond Behavior, 20(1), 32-41.