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 School of Education (SOED). She joined the Division of Special Education and disAbility Research in 2008. Prior to coming to George Mason University, Dr. Regan was an assistant professor of special education at The George Washington University from 2005-2007. She received her Ph.D. in special education from George Mason University in 2005. Dr. Regan began her career as a special education teacher of students with mild disabilities including students with learning disabilities (LD), Attention/Deficit Hyperactivity Disorder (ADHD), autism, and emotional and behavioral disorders. She taught in separate day facilities for students with EBD and self-contained settings for students with EBD in grades 6 - 8. Professor Regan’s research focuses on improving the evidence-based practice of preservice and inservice special education teachers. In addition, Dr. Regan’s research has involved the development and testing of a technology-based intervention to support the written expression of students with disabilities. She has received over $8 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. She is the editor of The Teacher Educators’ Journal.
- Learning Disabilities, Emotional and Behavioral Disorders
- Writing Instruction, Literacy Practices
- program development
- program improvement
- eCoaching/BIE technology
- Teacher Educators
- Teacher Behavior
- Evmenova, A., Regan, K., Hutchison, A. (2020). AT for writing: Technology-based graphic organizers with embedded supports. TEACHING Exceptional Children, 52. https://doi.org/10.1177/0040059920907571
- Regan, K., Evmenova, A. S., MacVittie, N. P., Leggett, A., Ives, S. T., Schwartzer, J., Mastropieri, M., & Rybicki-Newman, M. P. (2019). A case of early adopters of technology in a social studies classroom. Contemporary Issues in Technology and Teacher Education, 19(3). Retrieved from https://www.citejournal.org/publication/volume-19/issue-3-19/
- Regan, K., Evmenova, A. S., Sacco, D., Schwartzer, J., Chirinos, D. S., & Hughes, M. D. (2019). Teacher perceptions of integrating technology in writing. Technology, Pedagogy, and Education, 28(1), 1-19. doi:10.1080/1475939X.2018.1561507.
- Regan, K., & Weiss, M. (2019). Bug-in-ear coaching for teacher candidates: What, why, and how to get started. Intervention in School and Clinc. Advance online publication. https://doi.org/10.1177/1053451219842218
- 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
- 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
Project WEGO-RIITE Evmenova, A. S., Regan, K., & Hutchison, A. (2018-2022). WEGO-RIITE: Writing Efficiently with Graphic Organizers – Responsive Instruction while Implementing Technology Effectively (CFDA 84.327S) supported by the Technology and Media Services for Individuals with Disabilities: Stepping-Up Technology Implementation grant, Office of Special Education Programs, State Department of Education, Washington, D.C.
Project WeGotIT! Evmenova, A., & Regan, K. (2013-2018). 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).
Project ASCEND Regan, K., & Evmenova, A. (2012-2017). Preparation of Leadership Personnel: Project ASCEND: Applying Scholarship to Create and Evaluate Next Developments in Special Education. U. S. Department of Education, Office of Special Education Programs (OSEP). (Inherited from Margo Mastropieri & Tom Scruggs)
325T Program Improvement Regan, K. (2008-2014). Special Education Pre-Service Training Improvement Grant, U. S. Department of Education, Office of Special Education Programs (OSEP) CFDA 84.325T.
Dynamic Coaching Outreach Project (DCOP) Regan, K., Baker, P. H., & (Weiss, M. as Co-PI in 2016) (2011 – present). A distance model for an endorsement in special education: General Curriculum K-12. Sponsored by the Virginia Department of Education (VDOE) utilizing federal flow-through of IDEA, Part B funds; $768,758 received to date.
VDOE Endorsement Grant Regan, K., & Baker, P. H., & (Weiss, M. as Co-PI in 2016; O’Brien, K. in 2019) (2011 – present). Traineeships for the Endorsement of Special Education Personnel: General Curriculum K-12. Sponsored by the Virginia Department of Education (VDOE) utilizing state funds to address teacher shortage; $1,102,046 received to date.
- Internship in Education (EDCI 790)
- Problems and Methods in Education Research (EDRS 810)
- 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)
- Classroom Management and Applied Behavior Analysis (EDSE 502)
- 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 Standards for Individuals with Disabilities (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)