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Vincent Connelly

ASSOCIATE PROFESSOR
Office: Education, Hamilton Smith Hall Room 329, Durham, NH 03824
Websites:

Vincent is an Associate Professor of Education at the University of New Hampshire. His area of expertise is in the field of special education. <br /><br />His work focuses broadly on the preparation of special educators, specifically the examination of the efficacy of a variety of avenues to providing clinical practice for beginning special educators. He has examined issues of state and federal policy in university/school partnerships, teacher evaluation, the efficacy of alternative routes to educator preparation, student teaching, teacher attrition in special education, and the use of restraint and seclusion in schools. <br /><br />In a time of deepening of inequality and a resurgence of a discourse of deficits in the United States, Vincent's teaching is focused on empowering beginning educators to make a case for their students as learners, by giving voice to their current abilities and how different ability-focused pedagogical methods to address barriers to learning can be effective. <br /><br />Vincent's emergent areas of interest and research focus on the dual nature of disability as an object of both protection and stratification. In a time where disability identification disparities according to race, social class, gender and/or language are increasing, Vincent's work examines the dilemmas of equity in special education, the essentializing power of deficit views, and the consequences of a disability diagnosis. These extant disability and service delivery disparities in the field test our current assumptions about justice in American schools, and they must be systematically examined in a situated, historical context.

Courses Taught

  • EDUC 739: Equitable Assessment IEP Plan
  • EDUC 739/839: Equitable Assessment IEP Plan
  • EDUC 751A: Methods of Inclusive Elem Educ
  • EDUC 751A/851A: Methods of Inclusive Elem Educ
  • EDUC 751B/851B: Methods of Inclusive Sec. Educ
  • EDUC 851A: Methods of Inclusive Elem Educ
  • EDUC 884: Educators as Researchers
  • EDUC 900C: Intrnshp & Sem/Special Educ
  • EDUC 901C: Intrnshp & Sem/Special Educ
  • EDUC 939: Equitable Assessment &Planning
  • EDUC 940: Adv Methods Inclusive Curric

Education

  • Ed.D., Special Education, Johns Hopkins University
  • M.S.Ed., Johns Hopkins University
  • B.A., Psychology, Loyola University - Maryland

Research Interests

  • Issues and policy regarding the preparation, recruitment, and retention of special education personnel

Selected Publications

  • Connelly, V., Wasielewski, L., Bigaj, S., & Birch, M. (2021). Statewide perspectives on developing and sustaining partnerships for clinical experiences. In P. Jenlink (Ed.), Teaching As a Clinical Practice Profession Research on Clinical Practice and Experience in Teacher Preparation. Rowman & Littlefield Publishers.

  • Wasielewski, L. M., Birch, M. L., Bigaj, S., & Connelly, V. (2021). From Placements to Partnerships: The State of Clinical Practice and Preparation. Peabody Journal of Education, 96(1), 43-53. doi:10.1080/0161956x.2020.1864245

  • Connelly, V., Wasielewski, L., Birch, M., & Bigaj, S. (2020). From Placements to Partnerships: The State of Clinical Practice and Preparation. Peabody Journal of Education.. Peabody Journal of Education..

  • Connelly, V., Wasielewski, L., Birch, M., & Bigaj, S. (2020). From placements to partnerships: Case studies in developing and sustaining partnerships for clinical experiences in teaching.. In P. Jenlink (Ed.), Clinical Practice in Teacher Preparation. Lanham, MD: Rowman & Littlefield..

  • Gagnon, D. J., Mattingly, M. J., & Connelly, V. J. (2017). The Restraint and Seclusion of Students With a Disability: Examining Trends in US School Districts and Their Policy Implications. JOURNAL OF DISABILITY POLICY STUDIES, 28(2), 66-76. doi:10.1177/1044207317710697

  • Connelly, V. J., Rosenberg, M. S., & Larson, K. E. (2014). Alternative Routes to Special Education Teacher Preparation Context, Outcomes, and Implications. In HANDBOOK OF RESEARCH ON SPECIAL EDUCATION TEACHER PREPARATION (pp. 215-230). Retrieved from https://www.webofscience.com/

  • Connelly, V., DeMitchell, T., & Gagnon, D. (2014). Teacher evaluation. Principal perceptions of the barriers to dismissal: Research, policy, and practice. Education Law and POlicy Review, 1, 172-192.

  • Fries, K., Connelly, V., & DeMitchell, T. (2008). Academic freedom in the public K-12 classroom: Professional responsibility or constitutional right. A conversation with teachers. 227 Education Law Reporter 505 (2008).. Education Law Reporter, 227.

  • Boyle, E. A., Rosenberg, M. S., Connelly, V. J., Washburn, S. G., 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. doi:10.2307/1593652

  • McCurdy, K., Reagan, E. M., & Connelly, V. (2021, April 28). Inquiry and evidence in a rural teacher residency
    Feelings of support and connectedness: An exploratory social network analysis.. In New England Educational Research Organization. Virtual.

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  • Most Cited Publications