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in each building for those participants who prefer face-to-face support rather than an online
application. Pairing participants may also facilitate the fidelity checking procedure so that while
supporting each other, team members can also conduct observations to monitor the intervention’s
fidelity. Finally, more data must be conducted from participants in the TIRP to allow for a more
deep and broad analysis of their perceptions.
About the Authors
Dr. Michele Marable is a Professor of special education at
Canisius College. After 16 years in the classroom, she earned a
Ph.D. from the State University of NY at Buffalo. At the college
level, her teaching emphasizes classroom environments that
promote equity and justice and foster respect for all learners. Her
research interests include issues in teacher preparation in terms of
culturally relevant pedagogy, inquiry, and mentoring new
teachers. A life-long Buffalonian, she serves on two boards of
directors- Cradle Beach and Tapestry Charter School
.
Dr. Kelly Harper is an Associate Professor in the Childhood
Education program at Canisius College in Buffalo, NY. Currently,
she is a Co-PI for a federally funded grant, The JUSTICE Project
(Justice for Underserved Students: Teacher Preparation in
Inclusive Classroom Environments). Dr. Harper teaches courses
such as Elementary Math Methods and Seminar in Teaching and
Assessment and supervises early childhood/childhood teacher
candidates in the field. Her research interests include practitioner
inquiry, teacher preparation, assistive technology and social
justice in the classroom. Prior to her career in higher education,
she was an elementary and middle school teacher in
Massachusetts.