Dr. Mary Catherine Scheeler
TitleAssociate Professor of Education (Special Education)
DepartmentEducational Psychology, Counseling, and Special Education
Dr. Scheeler earned her Ph.D. and M.Ed. in Special Education, and B.S. degree in Special Education and Elementary Education at Penn State. Her research focuses on finding effective techniques to prepare teachers to work with children with special needs. Her work with immediate feedback, use of technology in teacher supervision, and generalization of teaching techniques supports this research focus.
Areas of Expertise
Educational Psychology, Counseling, and Special Education
SPLED 400 Teaching Exceptional Students in General Education Settings
SPLED 401 Motivating Exceptional Learners
SPLED 425 Orientation to Human Variation and Special Education Services
SPLED 412 Instruction for Students with Mild Disabilities
SPLED 404 Working with Families and Professionals in Special Education
SPLED 495E Practicum in Special Education
SPLED 454 Assessment for Instruction
SPLED 500 Doctoral Seminar: Etiology and Characteristics of Students with Disabilities
SPLED 500 Doctoral Seminars: Issues and Trends in Teacher Preparation
SPLED 503C Applied Behavior Analysis for Special Education
SPLED 530 Problems in the Education of Persons with Learning Disabilities
SPLED 573 Introduction to Research in Special Education
SPLED 595A Practicum in Special Education (Graduate)
SPLED 595B Field Experience in Off-Campus Laboratories
SPLED 595C Internship in Special Education Supervision
SPLED 596 Individual Studies
SPLED 600 Thesis Research
SPLED 602 Supervised Experiences in College Teaching
Tuesdays 10-11 or by appointment
Education HistoryPh.D. Special Education, Penn State University M.Ed. Special Education, Penn State University B.S. Special Education and Elementary Education, Penn State University
Scheeler, M. C., McKinnon, K., & Stout, J. (2012). Effects of immediate feedback delivered via webcam and bug-in-ear technology on preservice teacher performance. Teacher Education and Special Education, 35, 77-90.
Scheeler, M. C., Congdon, M., & Stansbery, S. (2010). Providing immediate feedback to co-teachers through bug-in-ear technology: An effective method of peer coaching in inclusion classrooms. Teacher Education and Special Education, 33, 83-96.
Scheeler, M. C., Macluckie, M., & Albright, K. (2010). Effects of immediate feedback delivered by peer tutors on the oral presentation skills of adolescents with learning disabilities. Remedial and special education, 31, 77-86.
Scheeler, M. C., Bruno, K., Grubb, E., & Seavey, T. L. (2009). Generalizing teaching techniques from university to K-12 classrooms: Teaching preservice teachers to use what they learn. Journal of Behavioral Education, 18, 189-210.
Scheeler, M. C. (2008). Generalizing effective teaching skills: The missing link in teacher preparation. Journal of Behavioral Education, 17(2), 145-159.
Lee, D. L., Belfiore, P. J., Scheeler, M. C., Hua, Y., & Smith, R. (2004). Behavioral momentum in academics: Using embedded high‐p sequences to increase academic productivity. Psychology in the Schools, 41, 789-801.
Scheeler, M. C., Ruhl, K. L., & McAfee, J. K. (2004). Providing performance feedback to teachers: A review. Teacher Education and Special Education, 27, 396-407.
Belfiore, P. J., Lee, D. L., Scheeler, M. C., & Klein, D. (2002). Implications of behavioral momentum and academic achievement for students with behavior disorders: Theory, application, and practice. Psychology in the Schools, 39, 171-179.
Scheeler, M. C., & Lee, D. L. (2002). Using technology to deliver immediate corrective feedback to preservice teachers. Journal of Behavioral Education, 11, 231-241.
Penn State College of Education Research Initiation Grant 2014 -2015: Use of Bug-in-Ear Technology by Special Educators to Provide Immediate Feedback to Paraeducators Working with Students with Autism.