Jennifer F. Samson
Assistant Professor of Special Education
Room 915 West
Phone: (212) 772-4663
Harvard University, Human Development and Psychology EdD 2009
Harvard University, Mind, Brain, & Education, MEd 2005
San Francisco State University, School Psychology, MA 1996
UC San Diego, Psychology, BA 1994 ·
SPED 701 Assessment of Students with Disabilities
SPED 704 English Language Learners with Special Needs
SPED 707 Research Seminar
SPED 780 Study of Learning Disabilities
SPED 783 Reading Methods for Students with Disabilities
CEDCF 709 Social, Historical, and Philosophical Foundations of General and Bilingual Education
My scholarship is focused on teacher quality with a specific interest in the literacy outcomes of English language learners and students with disabilities. The main question that motivates my work is "How can teachers be more effective when working with students who are culturally, linguistically, and ability diverse?" My work includes analyses of national datasets to better understand language minority students, their teachers, special education, and literacy outcomes have both policy and practice implications. I have tackled this question from the perspective of research, policy, and practice and have published my work in the Journal of Learning Disabilities, Reading and Writing, Teachers College Record, and Teaching Exceptional Children.
Samson, J. F., Hines, S. J. & Li, K. (2015). Effective Use of Paraprofessionals for Reading Intervention. Mentoring and Tutoring: Partnership in Learning, 23(2) 1-14.
Samson, J. F. & Lesaux, N. K. (2015). Disadvantaged Language Minority Students and Their Teachers: A National Picture. Teachers College Record, 17(4), 1-26.
Samson, J. F. (2011). Are they ready to teach all students? A Preliminary Review of Special Education Teacher Preparation Programs and Coursework Relevant to ELs with Disabilities. AccELLerate: Quarterly Review of the National Clearinghouse for English Language Acquisition, 3(3), 21-22.
Kim, J., Samson, J. F., Fitzgerald, R., Hartry, A. (2010). Can a Mixed-methods Literacy Intervention Improve Reading Outcomes for Struggling Readers in Grades 4 to 6? A Randomized Experiment of READ 180. Reading and Writing: An Interdisciplinary Journal. 23, 1109-1129.
Samson, J. F., & Lesaux, N. K., (2009). Language Minority Learners in Special Education: Rates and Predictors of Identification for Services, Journal of Learning Disabilities 42(2), 148-62.
Samson, J. F. (2009). Editor’s Review of Evidence-Based Reading Practices for Response to Intervention edited by Diane Haager, Janette Klingner, & Sharon Vaughn and Response to Intervention: A Practical Guide for Every Teacher by William N. Bender and Cara Shores. Harvard Educational Review. 79 (1), 148-159.
Rinaldi, C., & Samson, J. F., (2008). Response to Intervention for ELLs: Special Education Referral Recommendations for English Language Learners with Academic Difficulties within an RTI Model Teaching Exceptional Children, 40(5), 6-14.
Bleiweiss, J. & Samson, J. F. (2/2014-3/2015). Autism Online Professional Development Modules. New York City Department of Education Contract. $53,500.
Connor, D. & Samson, J. F. (2015). Hunter College Learning Lab Program Support Grant. Selz Foundation. $23,000.
Samson, J. F. & Collins, B. (Co-PI’s). (June 2011). Teacher Effectiveness for English Language Learners. Center for American Progress Contract. $10,000.