Jennifer R Ottley
Biographic Data
| ID | 1603500 |
|---|---|
| NAME | Jennifer R Ottley |
| GIVEN NAMES | Jennifer R |
| FAMILY NAME | Ottley |
| SIGNATURE | OTTLEY J R |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0000-0002-1138-8122 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Rural views on community and the inclusion of students with disabilities: “They’re Community Members”
This study addressed the use of inclusive educational practices in two districts nominated by scholars of inclusive education across the USA. The two districts that eventually agreed to be studied were located in rural places. This article analyzes and interprets study data to address the local features related to inclusive educational practice in these places in order to derive insights that might benefit districts elsewhere, including in both r…
Uniting for literacy progress: Ohio’s systems approach to preparing and supporting P20 educators to teach all children to read well
Performance-Based Feedback to Enhance Preservice Teachers' Practice and Preschool Children's Expressive Communication
A multiple-probe, single-case design was used to determine the effect of delayed and immediate performance-based feedback on preservice teachers' use of embedded learning opportunities, an evidence-based practice in early childhood special education, as well as focus children's expressive communication and responses to preservice teachers' practice. Results suggest delayed performance-based feedback improved preservice teachers' practice, which w…
Early childhood literacy coaching: An examination of coaching intensity and changes in educators' literacy knowledge and practice
Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice
In this study, we provide a contemporary examination of the similarities and differences between early childhood general educators (ECEs) and early childhood special educators (ECSEs) within a theoretically driven model that accounted for the associations of beliefs and knowledge with practice. We used structural equation modeling to examine the associations among these multifaceted constructs, controlling for background characteristics, for 147 …
Pre-service teacher use of communication strategies upon receiving immediate feedback
The nature and extent of change in early childhood educators' language and literacy knowledge and beliefs
The nature and extent of change in early childhood educators' language and literacy knowledge and beliefs
Pre-service teacher use of communication strategies upon receiving immediate feedback
Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice
In this study, we provide a contemporary examination of the similarities and differences between early childhood general educators (ECEs) and early childhood special educators (ECSEs) within a theoretically driven model that accounted for the associations of beliefs and knowledge with practice. We used structural equation modeling to examine the associations among these multifaceted constructs, controlling for background characteristics, for 147 …
Early childhood literacy coaching: An examination of coaching intensity and changes in educators' literacy knowledge and practice
Pre-service teacher use of communication strategies upon receiving immediate feedback
The nature and extent of change in early childhood educators' language and literacy knowledge and beliefs
Early childhood literacy coaching: An examination of coaching intensity and changes in educators' literacy knowledge and practice
Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice
In this study, we provide a contemporary examination of the similarities and differences between early childhood general educators (ECEs) and early childhood special educators (ECSEs) within a theoretically driven model that accounted for the associations of beliefs and knowledge with practice. We used structural equation modeling to examine the associations among these multifaceted constructs, controlling for background characteristics, for 147 …
Performance-Based Feedback to Enhance Preservice Teachers' Practice and Preschool Children's Expressive Communication
A multiple-probe, single-case design was used to determine the effect of delayed and immediate performance-based feedback on preservice teachers' use of embedded learning opportunities, an evidence-based practice in early childhood special education, as well as focus children's expressive communication and responses to preservice teachers' practice. Results suggest delayed performance-based feedback improved preservice teachers' practice, which w…
Uniting for literacy progress: Ohio’s systems approach to preparing and supporting P20 educators to teach all children to read well
Rural views on community and the inclusion of students with disabilities: “They’re Community Members”
This study addressed the use of inclusive educational practices in two districts nominated by scholars of inclusive education across the USA. The two districts that eventually agreed to be studied were located in rural places. This article analyzes and interprets study data to address the local features related to inclusive educational practice in these places in order to derive insights that might benefit districts elsewhere, including in both r…
Psychology (5 works) · Developmental psychology (4 works) · Early Childhood Education and Development (4 works) · Mathematics education (4 works) · Medicine (4 works) · Pedagogy (4 works) · Early childhood (3 works) · Literacy (3 works) · Parental Involvement in Education (3 works) · Teacher Education and Leadership Studies (3 works)