Phone: (703) 993-9858
Fax: (703) 993-3681
Email: kregan (@gmu.edu)
George Mason University
Finley Building 201B
4400 University Dr.
Fairfax, VA 22030
Kelley S. Regan is an Associate Professor in the College of Education and Human Development. She received her Ph.D. in Special Education from George Mason University in 2005, her M.S. in Special Education and B.S. in Psychology degress from Longwood College in Farmville, Virginia. Prior to entering academia, Professor Regan served as a special education teacher of students with mild disabilities including students with learning disabilities (LD), Attention/Deficit Hyperactivity Disorder (ADHD), autism, and behavioral/emotional difficulties. She taught in separate day facilities for students with emotional and behavioral disabilties (EBD) and self-contained settings for students with EBD in grades 6 - 8.
Prior to coming to George Mason University, Professor Regan taught on the faculty of The George Washington University (GWU) in Washington, D.C.. While there, she trained and supervised pre-service teachers of students with EBD. Before becoming a faculty member at George Mason University in the Division of Speical Education and disAbility Research, she was the Assistant Director of the Helen A. Kellar Institute of Human disAbilities (KIHd).
Professor Regan is interested in improving outcomes for students with learning disabilities, emotional disturbance, and autism. She has received over $7 million in external research and personnel preparation funding from the U. S. Department of Education’s Office of Special Education Program (OSEP) and the Virginia Department of Education. Her focused research has involved improving the knowledge and skills of preservice and inservice teachers. In addition, Professor Regan has focused her research and scholarship on conducting applied intervention research to support the literacy skills of students with disabilities.
- Academic and behavioral Interventions for students with high incidence disabiltiies
- Learning Disabilities, Emotional and Behavioral difficulties
- Writing Instruction and other LIteracy Practices
- Teacher Preparation Programs
- Teacher Behavior
- Regan, K., & Weiss, M. (in press). Bug-in-ear coaching for teacher candidates: What, why, and how to get started. Intervention in School and Clinc.
- Regan, K., Evmennova, A., Good, K., Leggett, A., Ahn, S. Y., & Mastrolpieri, M. A. (2017). Persuasive writing with mobile-based graphic organizers in inclusive classrooms across the curriculum. Journal of Special Education Technology. Advance online publication. https://doi.org/10.177/0162643417727292
Regan, K., Weiss, M., & Evmenova, A. S. (2017). Using eCoaching to improve practice of novice teacher educators. Journal of Teaching and Learning with Technology, 6(1), 45-64.
Regan, K., Evmenova, A., Boykin, A., Sacco, D., Good, K., Ahn, S. Y., MacVittie, N., & Hughes, M. D. (2016). Supporting struggling writers with class-wide teacher implementation of a computer-based graphic organizer. Reading and Writing Quarterly: Overcoming Learning Difficulties. Advance online publication. http://dx.doi.org/10.1080/10573569.2016.1221781
Regan, K., Evmenova, A. S., Kurz, L. A., Hughes, M. D., Sacco, D., Ahn, S. Y., MacVittie, N.,Good, K., Boykin, A., Schwartzer, J., & Chirinos, D. S. (2016). Researchers Apply Lesson Study: A Cycle of Lesson Planning, Implementation, and Revision. Learning Disabilities Research and Practice, 31(2), 113-122. DOI: 10.1111/ldrp.12101
Berkeley, S., Regan, K., Dimitrov, D., Guckert, M., & Ray, S. (2016). Teachers’ basic knowledge of reading instruction: Insights from a teacher preparation program. The Teacher Educators’ Journal, 9, p. 23-49.
Evmenova, A., Regan, K., Boykin, A., Good, K., Hughes, M., MacVittie, N., Sacco, D., Ahn, S. Y., & Chirinos, D. (2016). Emphasizing planning for essay writing with a computer-based graphic organizer. Exceptional Children, 82(2), 144-169. doi: 10.1177/0014402915585483
Regan, K., S. Berkeley, S., Hughes, M., & Brady, K. (2015). Understanding practitioner perceptions of responsiveness to intervention. Learning Disability Quarterly. Advance online publication. doi:10.1177/0731948715580437
Weiss, M. P., Pellegrino, A., Regan, K., & Mann, L. (2015). Beyond the blind date: Collaborative course development and co-teaching by teacher educators. Teacher Education and Special Education, 38, 79-87. doi: 10.1177/0888406414529308
Regan, K., Berkeley, S., Hughes, M., Kirby, S. (2014). Effects of computer-assisted instruction for struggling elementary readers with disabilities. Journal of Special Education, 48(2), 106-119. doi:10.1177/0022466913497261
Hauth, C. M., Mastropieri, M. A., Scruggs, T. E., & Regan, K. (2013). Can students with emotional and behavioral disabilities improve on planning and writing in the content areas of civics and mathematics? Behavioral Disorders, 38(3), 154-170.
Regan, K., Berkeley, S., & Ray, S. (2013). Beyond teach and hope: Moving from data to action. Teacher Education Quarterly, 40(3), 123-141.
Regan, K., & Martin, P. J. (2013). Cultivating self-regulation for students with mild disabilities: WHAT'S UP? Intervention in School and Clinic. Advance online publication. doi: 10.1177/1053451213496163
Regan, K., Evmenova, A., Baker, P., Jerome, M. K., Spencer, V., Lawson, H., & Werner, T. (2012). Experiences of instructors in on-line learning environments: Identifying & regulating emotions. The Internet and Higher Education, 15(3), 204-212.
Regan, K., & Berkeley, S. (2012). Effective reading and writing instruction: A focus on modeling. Intervention in School and Clinic, 47(5), 276-282.
Evmenova, A.. & Regan, K. (2013 - 2018). Co-principal Investigator: Project WeGotIT!: Writing Efficiently with Graphic Organizers-Teachers Integrating Technology. Technology and Media Services for Individuals with Disabilities-Stepping-Up Technology Implementation, U. S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS). $2,271,831 https://wegotit.gmu.edu
Regan, K., Baker, P., & Weiss, M. (2017-2018). Principal Investigator. A Distance Model for an Endorsement in Special Education: General Curricuum. Viginia Department of Education (VDOE). $16,000
Regan, K. & Evmenova, A. (2012 - 2018). Inherited Principal Investigator. Preparation of Leadership Personnel: Project ASCEND: Applying Scholarship to Create and Evlauate Next Developments in Special Education. U. S. Department of Education, Office of Special Education Programs (OSEP). $1,249,998 https://kihd.gmu.edu/training-grants/ascend/
Regan, K., Baker, P., & Weiss, M. (2017-2018). Principal Investigator. Traineeships for the Endorsement of Special Education Personnel: General Curriculum K-12. Virginia Department of Education (VDOE). $107,376
Regan, K. (2008 - 2014). Principal Investigator: Special Education Pre-Service Training Improvemnet Grant, U. S. Department of Education, Office of Special Education Programs (OSEP) CFDA 84.325T. $499,995
Courses Taught This Semester
Other Courses Taught
- Introduction to Special Education (EDSE 401)
- Classroom Management and Applied Behavior Analysis (EDSE 402)
- Language Development and Reading (EDSE 403)
- Elementary Reading, Curriculum, Strategies for Students Who Access the General Education Curriculum (EDSE 428)
- Language Development and Reading (EDSE 503)
- Elementary Reading, Curriculum, Strategies for Students Who Access the General Education Curriculum (EDSE 628)
- Comprehensive Topics in Special Education: Trends and Issues (EDSE 782)
- Internship: Special Education in General Curriculum (EDSE 783)
- Internship in Special Education (EDSE 790)
- Special Topics (EDSE 794)
- Application of Research Methodology in Special Education (EDSE 842)
- Personnel Preparation Programs in Special Education (EDSE 845)
- Doctoral Internship in Education (EDUC 890)
- Independent Study for the Doctor of Philosophy in Education (EDUC 897)
- Advanced Internship in Education (EDUC 994)
- Doctoral Dissertation Proposal (EDUC 998)