Meet the Team
Dr. Jade Wexler is an Associate Professor of Special Education in the
Department of Counseling, Higher Education, and Special Education at the University of Maryland. As a former high school special education teacher in Maryland, Dr. Wexler aims to bring her practical experience in the field to her research. She is focused on bridging the research to practice gap and values the partnerships she forms with school district administrators and teachers to do this work. Dr. Wexler’s scholarship focuses on improving literacy instruction for adolescents with reading difficulties and disabilities through innovative teacher professional development and coaching.
In collaboration with her lab colleagues and students, she studies the ways in which professional development and coaching models support teachers’ implementation and sustainability of sustain evevidence-based literacy practices in their classrooms.
Dr. Alexandra Shelton is a Faculty Specialist of Special Education in the Department of Counseling, Higher Education, and Special Education at the University of Maryland. Dr. Shelton's work focuses on improving literacy instruction and intervention for secondary students with reading difficulties and disabilities via intensive intervention and teacher professional development and coaching. She is currently the project director of two federally funded grants (including one funded by the Institute of Education Sciences) that aim to provide professional development and coaching to middle school teachers to promote their use of evidence-based literacy practices.
As a former high school special education teacher, she served students in the general and special education settings in English language arts, reading, math, and science.
Erin is a doctoral candidate in the department of Teaching and Learning, Policy and Leadership at the University of Maryland. Her research explores ways to disrupt persistent patters of inequitable literacy achievment through dialogic instructional practices especially text-based discussion. She is also interested in how to prepare teachers, both pre- and in-service for these instructional practices.
Erin is a former teacher who has served as a special education teacher at both the elementary and middle school level and as a Reading Recovery teacher.
Bailey Seulbi Lee is a graduate research assistant in the Adolescent Literacy & Professional Development Lab. She is a second-year Master's student in Special Education at the University of Maryland. After she received her B.S. in Special Education with a minor in Human Development also from the University of Maryland, she has worked as a special education teacher in DC. Her research interests include language development and literacy intervention of children with autism. Bailey plans to attend graduate school to pursue a doctoral degree in Special Education after graduation.
Kailah Hall is an undergraduate research assistant in the Adolescent Literacy & Professional Development Lab. She is a senior at the University of Maryland, College Park where she is pursuing a B.A. in Psychology. Her research interests are primarily in school and educational psychology and focus on the factors that affect how students learn. She hopes to attend graduate school soon to fulfill these interests.