Dr. Castellani received his Ph.D. in 1999 in Instructional Technology from George Mason University with an emphasis in Instructional Technology and a cognate minor in Reading and Special Education. He has taught courses in instructional design and development, assistive technology, and has worked to develop technology leadership programs in schools in Maryland. Prior to coming to Johns Hopkins University, he worked on two grant projects developing virtual reality and web-based tools for teaching and learning.
Together with Dr. Tsantis, he authored the monograph Enhancing Learning Environments through Solution Based Data Mining tools: Forecasting for Self-Perpetuating Systemic Reform for the American Institutes of Research. Dr. Castellani?s journal articles include Grounded Neural Networking: A New Tool for Studying Social Complexity. Symbolic Interaction in University of California. He also served as Vice President and Secretary of the Technology and Media Division of the Council for Exceptional Children.
Currently, Dr. Castellani advises and teaches courses in the Technology for Educators and Special Education Technology programs. He coordinates the Technology for Educators partnership programs and advises students in the multimedia development and assistive technology certificate programs. His current research interests are in the areas of data mining and neural networks, special education technology, multimedia development, and the use of emerging technologies for teaching, learning, and school leadership.
Linda Tsantis, Ed.D. coordinates the Early Childhood Special Education graduate program at Johns Hopkins University. Dr. Tsantis received her Ed.D. degree in early childhood / special education at the George Washington University, where she taught in the graduate program. Following a sabbatical assignment in IBM Academic Systems, she was recruited to direct IBM?s innovative study projects investigating the application of computer and communications technologies in special education and early childhood education. The "High Quality Achiever" award recognizing outstanding quality of Education Training Programs was awarded to Dr. Tsantis twice.
Dr. Tsantis was consultant to the Agency for International Development, the Department of Defense Dependents Schools, and Stanford Research Institute International. She also served on the White House Task Force on Innovative Learning. Dr. Tsantis also served on the Board of Directors for the East Coast Migrant Head Start Program. She has received recognition awards from the Council for Exceptional Children Teacher Education Division and the U.S. Department of Education Office of Special Education Programs for the development of innovative teaching programs.
Dr. Tsantis is committed to helping teachers become agents of change who will successfully advocate for children and their families. She mentors her graduate students to publish and present their action research at national and international conferences. Her current work is focused on understanding how to apply findings from neuro-education research to help teachers develop more effective early intervention programs for children with special needs and how to use predictive modeling techniques to shape the future development and allocation of special education services and resources.
Jennifer E. Carinci is an IES Pre-doctoral Fellow in Teacher Development and Leadership with the School of Education at Johns Hopkins University. Her strong academic record includes graduating summa cum laude with an MSEd from Johns Hopkins and the receipt of the Sydney Lake Leadership Award, the highest award given to a graduating senior, from Maryland Institute College of Art (MICA). She earned her BFA from MICA in General Fine Arts with a concentration in printmaking and minors in Language & Literature, History, and Art History and is excited to have the opportunity and the experience to combine her passions through educational research, the IES Training Program, and fulfilling the mission of New Horizons for Learning. Currently, Ms. Carinci is assisting Dr. Nicholas Ialongo at The Center for Prevention and Early Intervention and the JHU Bloomberg School of Public Health with investigations into improving school-based preventive and early treatment interventions for children and adolescents and identifying factors that inhibit or facilitate improved prevention and treatment practices and outcomes.
Since arriving in Baltimore in 2001, Jennifer has worked for many community organizations, museums, and schools, serving students ages 6-18 and supervising adults as a leader, mentor, and selector. Through her service as an Ambassador and Selector for The Baltimore City Teaching Residency (BCTR), she is responsible for evaluating and recommending candidates for teaching positions in the Baltimore City Public School System. Additionally, Ms. Carinci has served as a Resource Specialist for BCTR, observing first year residents to evaluate performance, provide support, and collect data.
Carinci was named New Middle School Art Teacher of the Year in 2007 by the Maryland Art Education Association for her work in Baltimore City. She has experience teaching art at Lombard Middle and ACCE High School, mentoring teachers and artists through MICA and Teaching Artist Institute, and as a consultant for The Maryland Writing Project. Recently, Jennifer studied for seven weeks in Greece as a Fulbright Teacher Scholar and served on the selection committee for Educational Seminar Programs evaluating the 2010-2011 program applications of U.S. teachers and administrators applying to the Greece and Italy programs. She serves on the MICA Alumni Council.
Sara Hooks is a special education doctoral student in the School of Education at Johns Hopkins University. She earned a Bachelors of Science degree in education from the University of Maryland, College Park (UMCP) in 2001. In 2005 she earned a Master of Education degree in special education specializing in high incidence disabilities from UMCP, and completed the School Administration and Supervision certificate program from the Johns Hopkins School of Education in 2009.
Sara taught middle school mathematics and language arts in inclusive settings in Howard and Queen Anne’s Counties. She was special education department chairperson for five years at an elementary school in Queen Anne’s County prior to spending two years providing early intervention services to families in community based settings for the Queen Anne’s County Infants and Toddler’s program. Sara also successfully completed the Special Education Leadership Academy (SELA) through the Maryland State Department of Education in 2008-2009, and completed beginner and advanced TEACCH training at the University of North Carolina for teaching individuals with Autism in January, 2011.
Sara’s research interests include the impact of school reform models on students with disabilities related to Response to Intervention (RTI), and frameworks for professional development to bridge the gap between research and practice in education. As a member of the New Horizons for Learning Team, Sara hopes to utilize her special education knowledge and experience to contribute to the existing body of information available in the Exceptional Learners Archives. Her goals are to collaborate with other special education professionals to bring additional best practice resources for teaching exceptional children to NHFL, and to work with the NHFL team to continue Dee Dickenson’s legacy of bridging the gap between research and practice in education. Sara is excited to start New Horizons for Learning’s special edition journal focusing on exceptional children! Please contact Sara Hooks at email@example.com for suggestions regarding content in the Exceptional Learners Archives of NHFL, or for submissions to the NHFL special edition journal focusing on special education.
Aditi Rao earned her B.A. in English at the University of Texas at Austin, where she simultaneously received her certification to teach English Language Arts to grades 8-12. The culmination of her undergraduate career resulted in a faculty directed study on the implications of developing the skill of empathy in educational settings, centered on research she conducted in Ahmedabad, India. Prior to arriving in Baltimore, Aditi interned at Breakthrough Collaborative, where she developed a college education program while working with colleagues to bridge the gap for inner-city Houston youth. Aditi currently teaches PSAT, SAT and ACT preparation courses through Kaplan, Inc. and is pursuing a MSEd at Johns Hopkins University through the Technology for Educators program.
Aditi hopes to facilitate the use of emerging technologies in the classroom through her work at New Horizons for Learning.
If you would like to share or review a technology resource, please contacti: firstname.lastname@example.org.
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