Dr. Jonte C. Taylor

Dr. Jonte C. Taylor
Phone: 8148674415
Office Address:
210 Cedar Bldg
University Park, PA 16802
Campus: University Park

Title

Assistant Professor of Education (SPLED)

Department

Educational Psychology, Counseling, and Special Education

Programs

Special Education

Biography

Dr. Jonte' C. Taylor (JT) is an Assistant Professor of Special Education in the department of Educational Psychology, Counseling, and Special Education in the College of Education at Penn State University.  He taught for approximately 10 years with a variety of populations from PreK to Adult in settings ranging from inclusive classrooms to residential treatment facilities.  His research interests include: science education for students with disabilities, evaluating innovative classroom practices, and bullying issues for students with Autism, Learning Disabilities, and Emotional/Behavioral Disorders.

Areas of Expertise

Age Levels

Adolescence
Childhood
Early Childhood

Curriculum Areas

Curriculum Issues
Early Childhood Ed
Science Ed

Education Levels

Early Childhood
Middle School/Junior High
Primary/Elementary
Professional Education
Secondary/High School

Education Types

Bicultural/Multicultural Ed
Minority Ed
Remedial Ed
Rural Ed

Individual Difference

Collaboration
Conflict/Aggression
Motivation

Leadership Preparation

Educational Leadership
Higher Education Leadership
Teacher Prep

Learning

Classroom Management
Curriculum
Equity and Diversity
Instructional Methods and Design
Learning Assessment

Methodological Research

Evaluation
Measurement
Multiple Methods
Quantitative Research

Social Issues

Discrimination
Education Policy
Peers
Race and Ethnicity
Social Issues

Special Education

AD/HD
Applied Behavioral Analysis
Autism
Early Intervention
Inclusion
Mild Disabilities

Teacher Preparation

In-service Teachers
Pre-service Teachers
Professional Development

Technology

Computer Technology
Video/Visual Technology

Courses Taught

Problems in Educating the Emotionally Disturbed (SPLED 570)

Seminar designed to discuss current issues and methods associated with working with students with emotional/behavioral disorders (EBD).

 

Classroom and School-Wide Management Practices in Special Education (SPLED 504)

The course was designed to present advanced methods for promoting student engagement and positive behaviors and addressing challenging behaviors in classroom and school-wide settings.

 

Inclusive Special Education Foundations: Legal, Characteristics, Collaboration, Assessment, and Management (SPLED 400)

The course was delivered via a model of blended instruction and addresses foundational skills for those working with students with special education needs in general education classrooms.

 

Introduction to Autism Spectrum Disorders: Issues and Concerns (SPLED 461)

The course was designed to provide an introduction to Autism Spectrum Disorder in association with Penn State World Campus distance learning curricula.

 

Motivating Exceptional Learners (SPLED 401)

The course is designed to provide instruction on classroom and student behavior management focusing on teacher student positive interaction.

Education History

Tuskegee University - BA (Special Education) Auburn University - M.Ed. (Collaborative Special Education PreK - 12) Auburn University - Ph.D. (Special Education - Autism/EBD)

Representative Publications

RECENT PUBLICATIONS

Villanueva, MG. & Taylor, J. C.  (2016). Research in science education for students with special needs. In E. Talbott & M. Hughes (Eds.), Handbook of research on diversity in special education.  New York City: Routlege.

Taylor, J. C., Christensen, J. E., & Delport, J. L.  (2015). Socio-economic status. In The SAGE Encyclopedia of Classroom Management (pp. 761 – 763).  Thousand Oaks, CA: SAGE Publications.

Taylor, J. C. (2014). Point not taken:  The non-emphasis of science education for students with disabilities. In J. Settlage & A. Johnston (Eds.), Proceedings of the Science Education at the Crossroads Conference.  Portland, OR.

Taylor, J. C., Chanlen, N. Therrien, W., & Hand, B. (2014).  Improving low achieving students’ critical thinking skills through an argument-based inquiry approach to science.  Academic Exchange Quarterly, 18(1).

Taylor, J. C., & Villanueva, MG. (2014).  The power of multimodal representations:  Using and creating visual supports for students with high incidence disabilities.  Science and Children, 51(5).

Therrien, W. J., Taylor, J. C., Watt, S., Kaldenberg, E. (2014).  Science Instruction for students with emotional and behavioral disorders.  Remedial and Special Education,   35(1), 15-27.

RECENT PRESENTATIONS & WORKSHOPS

Taylor, J. C. (2015, September). Who cares about science?  Why it is important to teach science to students with EBD.  Paper presented at International Meeting of the Council for Children with Behavior Disorders, Atlanta, Georgia.

Taylor, J. C. (2015, August).  Encouraging students with problem behaviors using the arts and project based learning.  Workshop presented at the conference for VSA Crossroads for Arts and Disabilities at the Kennedy Center, Arlington, Virginia.

Taylor, J. C. (2015, April). Changing the tune:  Using song lyrics to teach academic skills.  Paper presented at the Behavior Analysis Research Colloquium, University Park, Pennsylvania. 

Taylor, J. C. (2015, March).  Effective science instruction for students with emotional/behavioral disorders and learning disabilities.  Paper presented at the conference for Science Education for Students with Disabilities-NSTA, Chicago, Illinois.

Taylor, J. C. (2015, March).  Using visual supports successfully for students with disabilities.  Paper presented at the conference for Science Education for Students with Disabilities-NSTA,Chicago, Illinois.

Taylor, J. C. (2014, October).  The importance, implications, and improvement of critical thinking skills for african-american students.  Paper presented at the conference for Black Doctoral Network, Philadelphia, Pennsylvania.

Grants

Taylor, J. C. (PI), McNaughton, D., Douglas, S., & Dexter, D.  (2014).  uJudge: An online collaborative   teaching tool. Funded by The Center for Online Innovative Learning (COIL) at Pennsylvania  State University ($32,000).