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Faculty Bio

Michael S. Rosenberg is a Professor in the Department of Special Education, and Chair of Doctoral Studies, in the School of Education at Johns Hopkins University. Prior to his 22 years at Hopkins (11 as Department Chair), Dr. Rosenberg was an Assistant Professor for 4 years at Ball State University in Muncie, Indiana and, for an all too brief semester, a visiting scholar at Westminster College in Oxford, England. Dr. Rosenberg completed his doctoral work at Penn State University, and was recently a Fulbright Fellow at Saint Patrick's College in Dublin, Ireland. His research efforts are a direct result of his practical experiences as a teacher. Prior to his return to graduate study, Dr. Rosenberg taught secondary students with learning and behavior disorders for a Board of Cooperative Educational Services in New York.

Dr. Rosenberg is the co-author of four textbooks: Special Education for Today's Teachers, an introduction to teaching students with disabilities; Educating Students with Behavior Disorders, a methods text for teachers of students with challenging behaviors; Student Teacher To Master Teacher, a handbook for preservice and beginning teachers of students with mild to moderate disabilities; and The Special Education Sourcebook, a comprehensive teacher's guide to programs, materials and information sources in special education. A recipient of numerous competitive federal and state grants, he has authored or co-authored over 60 articles and chapters, presented at numerous national conferences, and served as a field editor for a number of special education journals.

Dr. Rosenberg has designed and implemented a comprehensive behavior management model (PAR) for educational settings. This involves the training and performance assessment of various constituencies involved in the delivery of educational services. He is also engaged in the evaluation of a number of program initiatives involving compliance to federal requirements for students with special educational needs in urban environments. Dr. Rosenberg is also active in a line of research related to personnel shortages in special education, and coordinated the certification and licensure research team under the auspices of the Center on Personnel Studies in Special Education (COPSSE), a joint effort by Hopkins, Vanderbilt University and the University of Florida.

Dr. Rosenberg has completed a term as President of the Higher Education Consortium for Special Education and has served as Research Committee Chair, Publications Chair, and Secretary for the Council for Learning Disabilities. He was the first President of the Maryland Council for Learning Disabilities and completed a term as PTA President for Rodgers Forge Elementary School, where his son attended school. He has advised over 30 doctoral graduates and was a recipient of the 2007 TED/Merrill Teacher of Excellence Award.

Faculty CV

EARNED DEGREES

Ph.D., The Pennsylvania State University,1982 (Special Education)

M.Ed., State University College at Buffalo, 1979 (Special Education)

B.S., State University College at Buffalo, 1975 (Special Education)

PROFESSIONAL EXPERIENCE

The Johns Hopkins University, 7/91-present, Professor, Department of Special Education; Chair, 1991-2000.

Fulbright Fellow, 1/08-6/08, St. Patrick's College, Dublin, Ireland.

The Johns Hopkins University, 9/86-6/91, Assistant/Associate Professor; Coordinator of Special Education

Ball State University, 9/82-8/86, Associate/Assistant Professor; Director, Graduate Program inBehavior Analysis

Westminster College, Oxford, England, 2/85-6/85, Visiting Lecturer in Special Education

Orleans-Niagara Board of Cooperative Educational Services, 9/75-8/79, Teacher of Learning Disabled and Emotionally Disturbed Adolescents

SELECTED PUBLICATIONS

Selected Books

Rosenberg, M.S., Westling, D., & McLesky J. (2008) Special Educators for Today’s Teachers: An Introduction. New York: Merrill/Prentice Hall.

Rosenberg,M.S., O'Shea, L., & O'Shea, D. J. (2006) Student teacher to master teacher (4th edition). New York: Merrill/Prentice Hall.

Rosenberg, M.S., Wilson, R.J., Maheady, L., & Sindelar, P.T. (2004). Educating students with behavior disorders (3rd edition). Boston: Allyn & Bacon.

Rosenberg, M.S., & Edmond-Rosenberg, I. E. (1994). The special education sourcebook: A teacher's guide to programs, materials, and information sources. Rockville, MD: Woodbine House.

Selected Articles and Book Chapters

Rosenberg, M. S., Boyer,K. L, Sindelar, P.T., & Misra, S. (2007) Alternative route programs to certification in Special Education: Program Infrastructure,instructional delivery, and participant characteristics, Exceptional Children, 73, 224- 241.

Dai, C., Sindelar, P.T., Denslow, D.,Dewey, J., & Rosenberg,M.S. (2007). Economic analysis and the design of alternative-route teacher education programs. Journal of TeacherEducation, 58, 422-439.

Rosenberg, M.S., & Sindelar, P.T. (2005). The proliferation of alternative routes to certification in special education: A critical review of the literature. Journal of SpecialEducation, 39(2), 117-127.

Rosenberg, M. S., Sindelar, P. T., & Hardman, M. (2004). Preparing highly qualified teachers for students with emotional and behavioral disorders: The impact of NCLB and IDEA. Behavioral Disorders, 29, 266-278.

CLD Standards and Ethics Committee: Rosenberg, M.S., Sindelar, P.T., Connelly, V., & Kellar, C. (2004). Alternative routes to certification in special education. Learning Disability Quarterly, 27, 122-123.

Rosenberg, M. S. (2004). Preparing highly qualified teachers for students with emotional and behavioral disorders in a fast track world of alternatives. In L. M. Bullock and R. A. Gable (Eds.), Quality Personnel Preparation in Emotional/Behavioral Disorders: Current Perspectives and Future Directions. Denton, TX: Institute for Behavioral and Learning Differences.

Brownell, M. T., Rosenberg, M. S., Sindelar, P. T., & Smith, D. D. (2004). Teacher education: Toward a qualified teacher in every classroom. In A. McCray-Sorrells, H. J. Reith, & P. T. Sindelar (Eds.), Critical Issues in Special Education (p. 243-257). Boston: Allyn & Bacon.

Sindelar, P. T., & Rosenberg, M. S. (2003). The demand for faculty in special education: A study of searches conducted in 1997-98. Teacher Education and Special Education, 26, 165-171.

Rosenberg, M. S., & Jackman, L. A. (2003). Development, implementation, and sustainability of comprehensive school-wide behavior anagement systems. Intervention in School and Clinic, 39(1), 10-21.

Boyle, E. A., Rosenberg, MN. S., Connelly, V. J., Gallin-Wahburn, S., Brinckerhoff, L. C., Banerjee, M. (2003). Effects of audio-texts on the acquisition of secondary-level content by students with mild disabilities. Learning Disability Quarterly, 26(3), 203-214.

Boyle, E. A., Gallin-Wahburn, S., Rosenberg, M. S., Connelly, V. J., Brinckerhoff, L. C., Banerjee, M. (2003). Reading's SliCK with New Audio Texts and Strategies. Teaching Exceptional Children, 35, 50-55.

Elksnin, L., Bryant, D. P., Gartland, D., King-Sears, M., Rosenberg, M.S., Scanlon, D., Strosnider, r., & Wilson, R. (2001). LD Summit: Important issues for the field of Learning Disabilities. Learning Disabilities Quarterly, 24(4), 297-305.

Sindelar, P. T., & Rosenberg, M. S. (2000). Serving too many masters: The proliferation of ill conceived policies and practices in teacher education. Journal of Teacher Education, 51(3), 188-193.

Rosenberg, M. S., & Sindelar, P. T. (1998). The impact of market driven higher education practices on professional teacher development. Teacher Education and Special Education, 21(3), 227-235.

Rosenberg, M.S., Griffen, C., Kilgore, K., & Carpenter, S. L. (1997). Beginning teachers in special education: A model for providing individualized support. Teacher Education and Special Education, 20(4), 301-321.

Rosenberg, M. S. , Jackson, L., & Yeh, C. (1996). Designing effective field experiences for nontraditional preservice special educators. Teacher Education and Special Education, 19(4), 331-341.

Rock, E. E., Rosenberg, M. S., & Carran, D. C. (1995). Variables affecting the reintegration rate of students with serious emotional disturbance. Exceptional Children,61(3), 254-268.

Rosenberg, M. S., & Rock, E. E. (1994). Alternative certification in special education: Efficacy of a collaborative, field-based teacher preparation program. Teacher Education and Special Education, 17(3), 141-153.

O'Melia, M., & Rosenberg, M.S. (1994). Effects of cooperative homework teams on the acquisition of mathematics skills by secondary students with mild disabilities. Exceptional Children, 60(6), 538-548.

Wood, D.A., Rosenberg, M.S., & Carran, D. (1993). The effects of tape-recorded self-instruction cues on the mathematics performance of students with learning disabilities. Journal of Learning Disabilities, 26(4), 250-258.

Rosenberg, M. S. (1989). The effects of daily homework on the acquisition of basic skills by students with learning disabilities. Journalof Learning Disabilities, 22(5), 314-323. Reprinted in Bursuck, W. D. (1995) Homework: Issues and practices for students with LD Austin, TX: Pro-Ed.

Rosenberg, M. S., & Jackson, L. B. (1988). Theoretical models and special education: The impact of varying world views on service delivery and research. Remedial and Special Education, 9(3), 26-34.

PUBLISHED CONFERENCE PROCEEDINGS AND MONOGRAPHS

Rosenberg, M. S., & Sindelar, P. T. (2001). The Proliferation ofAlternative Routes to Certification in Special Education: A Critical Review of the Literature. Reston, VA: Council for Exceptional Children.

Smith, D., Pion, G., Tyler N., Sindelar, P. T., & Rosenberg, M. S. (2001). The Study of Special Education Leadership Personnel. Washington, DC: US Department of Education.

Rosenberg, M. S., DeRuiter, J. A., Westling, D. L., Hart, V., & Best, G. A. (1992). The Changing Roles and Responsibilities of Faculty Involved in Special Education Doctoral Training Programs. HECSE Task Force Report No. 2. Albuquerque, NM: HECSE.

Rosenberg, M. S. (1991). Advances in the education of students with special education needs: Selected illustrations of putting research into practice. Proceedings of the Second Sino-American Symposium on Special Education Technology, (p. 97-107) Taipei, Taiwan, ROC: National Taiwan Normal University.

SELECTED FUNDED GRANTS AND PROGRAM DEVELOPMENT ACTIVITIES

Rosenberg, M.S., & Green, A. Leadership in Special Education for Urban School Reform Office of Special Education and Rehabilitation Services, January 1, 2005 - December 31, 2009 ($790,000).

Rosenberg, M. S. Center for Policy Studies in Special Education: Certification Workgroup. Office of Special Education and Rehabilitation Services, January 1, 2001 - December 31, 2005 ($560,000).

Rosenberg, M. S., & Jackman, L. PAR Model Demonstration Project. Office of Special Education and Rehabilitation Services, January 1, 2001 - December 31, 2004 ($480,000).

Rosenberg, M. S., & Larsen, L. Leadership for School Improvement in Urban Settings. Office of Special Education and Rehabilitation Services, August 1, 1999 – July 31, 2003 ($735,000).

Rosenberg, M. S. Up to PAR: The Implementation and Maintenance of Comprehensive, School-Wide Discipline Programs For All Students. Office of Special Education and Rehabilitation Services, October 1, 1997-September 30, 1997 ($521,000).

Rosenberg, M. S. & Rock, E. E. Preparation of Teachers to Serve Secondary Students with Mild to Moderate Disabilities. Office of Special Education and Rehabilitation Services, Department of Education, August 1, 1993-July 31, 1997 ($323,000).

Rosenberg, M.S. A field-based alternative program for the preparation of teachers to serve students with mild and moderate handicaps. Office of Special Education and Rehabilitation Services, Department of Education, September 1, 1991-August 31, 1993 ($276,900).

Rosenberg, M.S. Preparation of teachers to serve elementary/middle students with mild and moderate handicaps. Office of Special Education and Rehabilitation Services Department of Education, September 1, 1991-August 30, 1993 ($221,000).

Rosenberg, M. S. Preparation of teachers to serve elementary/middle students with mild and moderate handicaps. Submitted to the Office of Special Education and Rehabilitation Services, Department of Education, July 1, 1987-June 30, 1990 ($194,869).

SELECTED SERVICE ACTIVITIES

Chair, Research Committee, Council for Learning Disabilities, 1987-1988.
President, Institutional Representative, and Member at Large, Higher Education Consortium of Special Education (HECSE).
President, Maryland Council for Learning Disabilities, 1988.Chair, Research Committee, Council for Learning Disabilities 1990-1994.
Chair, Maryland State Special Education Advisory Board, 1995-1996
Baltimore County Advisory Board for Special Education, 1992-1994

SELECTED CONSULTATIONS

Consultant, University of Northern Colorado, Evaluation of Doctoral Program, 1996.

Consultant, East Baltimore Mental Health Project, Assisting in the design and evaluation of integrated management and mental health services for the Baltimore City Schools, 1993-present.

Consultant, Various Public School Systems, Assisting in design of structured management programs for special education settings, 1992-present.