Heather Haynes Smith, Ph.D. is a native Texan. She has worked as an elementary teacher, K-12 literacy coach, state level reading technical assistance specialist, reading and teacher preparation program coordinator on research and dissemination grants at The University of Texas, Vaughn Gross Center for Reading and Language Arts, and was a doctoral fellow at The University of Kansas, Beach Center on Disabilities.
Ph.D., University of Kansas
MAT, Trinity University
B.A., Trinity University
Smith, H. H., & James, S. (2020, in press). Moving forward: Using reflection to plan how to address literacy instruction in your classroom. In M. Hougen & S. Smartt (Eds.), The Fundamentals of Literacy Instruction and Assessment, K-6 (Second Edition). Baltimore, MD: Brookes.
Elford, M. D., Smith, H. H., & James, S. (2020, under contract). GET feedback: Giving, exhibiting, and teaching feedback in special education teacher preparation. New Jersey: SLACK, Incorporated.
Smith, H. H. (2018). Service-learning field experience with students with exceptionalities: A commitment to inclusion in general education teacher preparation (pp.182-202). In Eds. T. Meidl & Dowell, M. S. (Eds.) Handbook of Research on Service-learning Initiatives in Teacher Education Programs. IGI Global.
Darst, C., Smith, H. H., & Pemberton, J. (2018). Response to intervention and the impact on eligibility for special education services in Texas. Scholar-Practitioner Quarterly: Special Issue on Special Education.
Smith, H. H., Sanchez, A., Peterson-Ahmad, M., Woodbury, C., & Mitchel, B. B. (2018) Using Learning Express-Ways in special education teacher preparation: Developing student-faculty relationships as a path to partnership. Journal of Special Education Apprenticeship.
Jones, B., Smith, H. H., Hensley-Maloney, L., & Gansle, K. A. (2015). Applying response to intervention to identify learning disabilities in students with visual impairments. Intervention in School and Clinic, 51(1), 28-36.
High incidence disabilities and the integration of academic and behavioral supports including response to intervention (RTI) and multi-tiered systems of supports (MTSS), social and emotional learning, disability studies, inclusive education, general education and special education collaboration, school reform, social justice, experiential learning, feedback, and teacher preparation