Megan Mowbray
Clinical Assistant Professor Learning Sciences- Education
B.A. in English, Creative Writing, Colorado College (2004)
Elementary Education Certification, College of Central Florida (2010)
M.S. in Applied Behavior Analysis, Georgia State University (2018)
Ph.D., in Special Education, Georgia State University (2024)
- Specializations
Board Certified Behavior Analyst
Precision Teaching and Explicit Instruction for students with learning disabilities (e.g., dyslexia)
- Biography
Megan H. Mowbray, Ph.D., BCBA, is a clinical assistant professor in the Department of Learning Sciences within the Education of Students with Exceptionalities program. She is currently working with the Partnership for Residency Opportunities for Paraprofessionals, Educators and Leaders (PROPEL) with Associate Dean Dr. DaShaunda Patterson to prepare diverse teachers and educational leaders to work in high-needs areas in urban and rural school districts. Her prior teaching experience is with elementary students with high-incidence disabilities regarding social-emotional development and academic skills. Her research interests include developing and delivering professional development in reading and mathematics to teachers of students with disabilities.
- Publications
Mowbray, M. H. & Stevens, E. A. (in press) Providing virtual intervention: Helpful tips and suggestions for navigating the virtual learning environment. Teaching Exceptional Children.
Mowbray, M. H., Stevens, E. A., Hansen, S. G., & Conine, D. E. (2024). Professional Development with Performance Feedback to Improve Special Education Teachers’ Mathematics Vocabulary Instruction. Journal of Behavioral Education, 1–18. https:doi.org/10.1007/s10864-024-09560-w
Stevens, E. A. & Mowbray, M. H. (2024). Using a vocabulary map routine to explicitly teach mathematics vocabulary. Teaching Exceptional Children. Advance online publication. https://doi.org/10.1177/00400599241231217
Stevens, E. A., Tanner, E., & Mowbray, M. H. (2024). A Systematic Review of Mathematics Vocabulary Interventions for Students With or At-Risk for Mathematics Difficulty. Remedial and Special Education. Advance online publication. https://doi.org/10.1177/07419325241265972
Hansen, S., Raulston, T., Mowbray, M., Carnett, A., & Tullis, C. (2022). Effects of a peer mediated joint
attention intervention in the inclusive preschool classroom. Focus on Autism and Developmental Disabilities, 38(2), 71-79. https://doi.org/10.1177/10883576221108111Stevens, E. A., Leroux, A.J., Mowbray, M.H., & Lee, G.S. (2023). Evaluating the effects of adding explicit vocabulary instruction to a word-problem schema intervention. Exceptional Children, 89(3) 275-293. https://doi.org/10.1177/00144029221112290