Dr. Shernoff’s program of research focuses on:

  • Examining models of training, support, and supervision to maximize teacher effectiveness in high poverty schools
     
  • Leveraging technology to enhance teacher training and support.
     
  • The overall goal of Dr. Shernoff’s work is to expand mental health practice in high poverty schools to include supporting teacher effectiveness as a mechanism for promoting student mental health and learning.
     

Contact Information

For information about Interactive Virtual Training (IVT), please contact Elisa Shernoff at elisa.shernoff@rutgers.edu.

Interactive Virtual Training

  • Interactive Virtual Training for Early Career Teachers In High Poverty Schools (IVT), is a four year, mixed-method, Development and Innovation Grant (R305A150166) funded by the Institute of Education Sciences.
  • A multidisciplinary team of psychologists, computer scientists, and usability engineers are developing a simulation training model in which early career teachers can hone their behavior management skills with animated characters in a 3D virtual classroom.
     
  • Virtual training models provide an alternative to traditional on-the-job training when practice and feedback are required to develop proficiency and when the cost associated with errors is high.

Tour IVT Classroom

Interdisciplinary Team

Elisa S Shernoff

Elisa S. Shernoff, PhD – Principal Investigator

Elisa Shernoff is an Assistant Professor in the School Psychology at the Rutgers Graduate School of Applied and Professional Psychology. Dr. Shernoff directs a program of IES-funded research focused on developing and testing evidence-based instructional and classroom management practices among teachers working in high poverty schools. Her work utilizes mixed-method designs.

 

Claire Brown

Claire Brown, BA - Project Manager

Claire Brown joined Rutgers in 2016 as the Project Manager for IVT. Claire graduated in 2016 from Boston University with a BA in Classical Civilization and a minor in Education. While at BU, Claire was a member of the BU School of Education’s Social Adjustment & Bullying Prevention Laboratory. Her primary research interests include teacher mental health literacy, health education, and school-based mental health intervention

 

Christine Lisetti, PhD

Christine Lisetti, PhD

Christine Lisetti is an Associate Professor at FIU in the School of Computing and Information Sciences and the Director of the Affective Social Computing Laboratory. Her research lies at the intersection of artificial intelligence (AI) and human-computer interaction (HCI) in Computer Science, of emotion and personality theories in Psychology, of social interaction in Communication, and of disciplines providing socio-emotional content (e.g. healthcare, education).

 

Cedric Buche, PhD

Cedric Buche, PhD

Cédric Buche is an Associate Professor at the National Engineering School of Brest (ENIB), member of the LAB-STICC (CNRS). He received a PhD in 2005 in Intelligent Tutoring System and a habilitation to direct research (HDR) degree in 2012 on Artificial Intelligence. He is the Editor-in-Chief of the International Journal of Virtual Reality (IJVR).

 

Alban Delamarre, MS

Alban Delamarre, MS

Alban Delamarre joined the Affective Social Computing Laboratory at FIU as a PhD student in Computer Science in the Fall of 2016. Alban joined ASCL with an M.S. in Computer Science from the Université de Bretagne Occidentale, FRANCE.

 

Stacy Frazier, PhD

Stacy Frazier, PhD

Stacy Frazier is an Associate Professor in Psychology and Associate Professor and Director of Clinical Training in Clinical Science in Child and Adolescent Psychology at FIU. Dr. Frazier directs a program of NIMH-funded research that examines mental health promotion for families living in urban poverty through capacity building in the natural, neighborhood settings that support them.

 

Tommy Chou, MA

Tommy Chou, MA

Tommy Chou is a graduate student in the Clinical Science Ph.D. program at FIU in the Mental Health Interventions and Technology (MINT) Program. He holds an MA in Psychology from Boston University.

 

Joe Gabbard, PhD

Joe Gabbard, PhD

Dr. Gabbard’s work centers on human factors and human-computer interaction; specifically perceptual and cognitive issues related to user experience and usability engineering of novel user interfaces including 3D visualization and interaction in augmented and virtual environments, multimodal interactive systems, and visualizations for life sciences. Gabbard has been a pioneer in usability engineering with respect to applying and creating methods for new interactive systems for more than 19 years.

 

Ali Haskins Lisle, MS

Ali Haskins Lisle, MS

Ali is currently a PhD candidate at Virginia Tech. She has enjoyed research in a variety of human factors areas, including automobile safety and driver assist technologies, night vision goggle design for military applications, and emergency response assistive technologies for first responders. Her dissertation topic explores various elicitation methods to identify user needs of young military veterans for assistive technology.

 

Lee Lisle, MS

Lee Lisle, MS

Lee is currently a PhD candidate in Computer Science and Applications at Virginia Tech. He has performed research in human computer interaction and vehicle interfaces. He is interested in augmented reality in both vehicular and mobile applications.

IVT Dissemination

Enhancing Teacher Effectiveness and Connectedness

Enhancing Teacher Effectiveness and Connectedness among Early Career Teachers in Urban Schools

  • Dr. Shernoff's prior grant, Enhancing Effectiveness and Connectedness Among Early Career Teachers in Urban Schools was a Development and Innovation Grant (R305A090085) funded by the Institute of Education Science.
  • Using a mixed-method, iterative research design, we developed and tested the feasibility and promise of a training and supervision model for early career teachers.
  • The training model provided support around the most robust empirical predictors of turnover, including effectiveness managing classrooms and engaging learners, and connectedness to colleagues.

 

TST Dissemination

Publications

Shernoff, E.S., Frazier, S.L. Marinez-Lora, A., Lakind, D., Atkins, M.S., Jakobsons, L., Bhaumik, D., Hamre, B.K., Patel, D., Parker Katz, M., Neal, J. & Smylie, M. (2016). Expanding the role of school psychologists to support early career teachers: A mixed-method study. School Psychology Review, 45, 226-249. https://doi.org/10.17105/spr45-2.226-249

Shernoff, E.S., Lakind, D., Frazier, S.L. & Jakobsons, L. (2015). Coaching early career teachers in urban elementary schools: A mixed-method study. School Mental Health, 7, 6-20. doi: http://dx.doi.org/10.1007/s12310-014-9136-6

Shernoff, E.S., Marinez-Lora, A., Frazier, S.L., Jakobsons, L.J., Atkins, M.S., and Bonner, D. (2011). Teachers supporting teachers in urban schools: What iterative research designs can teach us. School Psychology Review, 40, 465–485.

Shernoff, E.S.,, Mehta, T., Atkins, M.S., Torf, R. & Spencer, J. (2011). A qualitative study of the sources and impact of stress among urban teachers. School Mental Health, 3, 59-69. http://dx.doi.org/10.1007/s12310-011-9051-z

Neal, J.W., Shernoff, E.S., Frazier, S.L., Stachowicz, E., Frangos, R., & Atkins, M.S. (2008). Change from within: Engaging teacher key opinion leaders in the diffusion of interventions in urban schools. The Community Psychologist, 41, 37-57.
 

Presentations

Lorenzo, A.C. & Shernoff, E.S. (2016, February). Preservice training for teachers and classroom management outcomes. Poster presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Franza, N.A. Eichert, B.W., Lorenzo, A.C., & Shernoff, E.S. (2015, February). Early career teacher effectiveness and connectedness in urban schools: A mixed-method study. Poster presented at the annual meeting of the National Association of School Psychologists, Orlando, FL.

Lorenzo, A.C. & Shernoff, E.S. (2015, February). Professional learning communities: Connecting and supporting urban teachers. Poster presented at the annual meeting of the National Association of School Psychologists, Orlando, FL.

Newell, M., Shernoff, E.S., & Lorenzo, A. (2014, April). Baby steps: Urban early career teachers’ development of effectiveness. Poster presented at the annual Rutgers University Honors Thesis Presentations, Piscataway, NJ.

Shernoff, E.S. (2014, February). Discussant. In J. Green (Chair), The gap between real-world mental health practices and evidence-based strategies. Symposium conducted at the annual meeting of the National Association of School Psychologists, Washington, DC.

Bhaumik, R., Shernoff, E.S., Zao, W., Lakind, D., Solomon, B. Bhuamik, D. Schoenwald, S. & Atkins, M.S. (2012, September). Multilevel regression and SEM approaches to growth curve modeling. Poster presented at the annual Department of Psychiatry Research Conference. Chicago, IL.

Patel, D., Lakind, D., & Shernoff, E.S. (2012, September). Coaching early career teachers in urban schools: A mixed-method study of evidence-based practices. Poster presented at the annual Department of Psychiatry Research Conference. Chicago, IL.

Shernoff, E.S., Jakobsons, L., Lakind, D., Gabel, S., Patel, D., & Cole, K. (2012, May). The role of coaching in supporting early career teachers in urban schools. In K. Becker (Chair), Beyond the intervention: Multidimensional considerations for high quality implementation in schools. Symposium conducted at the annual meeting of the Society for Prevention Research. Washington, DC.

Herrell, K. & Shernoff, E.S. (2012, March). Using thematic analysis to explore early career teacher experiences in urban schools. Paper presented at the annual Graduate Student Research Association Conference. DeKalb, IL.

Shernoff, E.S. & Maríñez-Lora, A. (2012, March). Integrating qualitative and quantitative data into a funded development study. Paper presented at the annual Institute of Education Sciences Research Conference. Washington, DC.

Shernoff, E.S., Frazier, S.L., Maríñez-Lora, A., Jakobsons, L.S., Atkins, M.S., & Keel, J. (2011, March). Development of the Teachers Supporting Teachers in Urban Schools Program: What iterative research designs can teach us. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness. Washington, DC.

Cappella, E., Yeon Kim, H., Shernoff, E.S., & Atkins, M.S. (2010, June). Systematic observations of classroom context and student engagement: Research and intervention implications for students with behavioral challenges. Paper presented at the annual meeting of the Society for Prevention Research, Denver, CO.

Shernoff, E.S., Jakobsons, L., Frazier, S.L., Maríñez-Lora, A., Atkins, M.S., Hamre, B., Kolacz, J., Parker-Katz, M. & Smylie, M. (2010, June). Teachers Supporting Teachers in Urban Schools: An initial examination of fidelity and consumer satisfaction. Poster presented at the annual Institute of Education Sciences Research Conference, National Harbor, MD.

Shernoff, E.S., Jakobsons, L., Frazier, S.L., Marinez-Lora, A., & Atkins, M. S. (2010, March). Teachers supporting teachers in urban schools. In J. Sprague (Chair), Five Programs to Strengthen the Classroom Environment. Symposium conducted at the 7th International Conference on Positive Behavior Support, St. Louis, MO.

Shernoff, E.S., Mehta, T., Torf, R. Spencer, J. & Atkins, M.S. (2008, August). Teacher stress in urban schools: Who’s looking out for teachers? Poster presented at the annual meeting of the American Psychological Association, Boston, MA.

Coaching and Consultation in Evidence-Based Practices

The Classroom Strategies Coaching (CSC) Model Project Description

  • Dr. Shernoff’s program of research also focuses on examining the role that coaching and consultation plays in supporting the use of evidence-based practices in high poverty schools
  • She is currently the Co-Principal Investigator of a randomized controlled trial of an instructional coaching model (Dr. Linda Reddy is the Principal Investigator) (https://collaborativecoaching.rutgers.edu/project-overview funded by the Brady Education Foundation (http://www.bradyeducationfoundation.org)
  • The Classroom Strategies Assessment System (CSAS; Reddy & Dudek, 2014) provides the framework for the coaching model which includes a cycle of observation and conferencing using an evidence-informed assessment.
Brady Ed Foundation

Coaching and Consultation Dissemination

Publications

Shernoff, E.S., Lekwa, A.J., Reddy, L.A. & Coccaro, C. (in press ). Examining teachers’ attitudes and experiences with coaching to inform research-based practice: An iterative developmental design study. Submitted to the Journal of Educational and Psychological Consultation.

Lekwa, A. J., Reddy, L. A., & Shernoff, E.S. (2016). Advancing instructional coaching with teacher formative assessment and input. In S. Lawrence, (Ed.), Literacy Program Evaluation and Development Initiatives for P-12 Teaching, Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-0669-0.ch003

Reddy, L.A., Dudek, C.M., & Shernoff, E.S. (2016). Teacher formative assessment: The missing link in response to intervention. In S. Jimerson (Ed). Handbook for Response to Intervention – Second Edition. Springer Press, NY: NY. https://doi.org/10.1007/978-1-4899-7568-3_34
 

Presentations

Reddy, L., Shernoff, E.S., & Lekwa, A.L. (2017, February). Examining the efficacy of the Collaborative Coaching Model implemented in high poverty schools. In A. Holdaway (Chair), Coaching teachers in universal SEB programming: Promising research-practice models. Symposium submitted to the annual meeting of the National Association of School Psychologists, San Antonio, TX.

Lekwa, A. L., Reddy, L. A., Lefkowitz, R, Shernoff, E.S., Davis, W. & Mathews, C. (2017, February). Practically and reliably measuring change in teaching practices. Paper submitted for presentation at the annual meeting of the National Association of School Psychologists, San Antonio, TX.

Reddy, L., & Shernoff, E.S., (2016, October). The Collaborative Coaching Model. In A. Lekwa (Chair), Advancing coaching research and practice with formative assessment of teacher practices in high poverty schools. Symposium to be conducted at the annual meeting of the Northeastern Educational Research Association, Trumbull, CT.

Lekwa, A., Reddy, L., Glover, T., & Shernoff, E.S. (2016, February). Importance of instructional coach's behavior for classroom improvement. Poster presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Shernoff, E.S., Lekwa, A., Reddy, L., & Eichert, B. (2016, February). Examining implementation context before deploying coaching in high poverty schools. Paper presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Research Methods

Mixed-Method Research

Dr. Shernoff’s program of research relies on mixed-method designs, which are especially relevant to questions of information transfer, acceptability, and implementation of evidence-based practices.

Publications

Shernoff, E.S., Mehta, T., Atkins, M.S., Torf, R. & Spencer, J. (2011). A qualitative study of the sources and impact of stress among urban teachers. School Mental Health, 3, 59-69. doi: 10.1007/s12310-011-9051-z http://dx.doi.org/10.1007/s12310-011-9051-z

Shernoff, E.S., Lakind, D., Frazier, S.L. & Jakobsons, L. (2015). Coaching early career teachers in urban elementary schools: A mixed-method study. School Mental Health, 7, 6-20. doi: http://dx.doi.org/10.1007/s12310-014-9136-6

Atkins, M.S., Shernoff, E.S., Frazier, S.L., Schoenwald, S.K., Cappella, E., Marinez-Lora, A., Mehta, T.G., Lakind, D., B, Bhaumik, R. & Bhaumik, D. (2015). Re-designing community mental health services for urban children: Supporting schooling to promote mental health. Journal of Consulting and Clinical Psychology, 83, 839-852. http://dx.doi.org/10.1037/a0039661

Shernoff, E.S., Frazier, S.L. Marinez-Lora, A., Lakind, D., Atkins, M.S., Jakobsons, L., Bhaumik, D., Hamre, B.K., Patel, D., Parker Katz, M., Neal, J. & Smylie, M. (2016). Expanding the role of school psychologists to support early career teachers: A mixed-method study. School Psychology Review, 45, 226-249.

Research Lab

Brian Eichert

Brian Eichert

Brian is a doctoral candidate in the school psychology program at GSAPP. He received his bachelor's degree at Rutgers University where he studied psychology with minors in music, education, and companion animal science. Brian has been involved in qualitative analyses of teacher focus groups, manuscript reviews, and writing vignettes for the IVT project. Current research interests include examining effective system-wide implementation of social and emotional learning programs within high poverty

 

Nina Franza

Nina Franza

Nina graduated from St. Joseph's College, on Long Island, NY in 2014. Nina is a doctoral student at GSAPP and has been involved with conducting focus groups with teachers and analyzing qualitative data. Nina also supervised the creation and editing of vignettes for the IVT project. Nina's research interest include sustainable systems-level interventions, effective consultation, and improving social-emotional learning in schools.

 

Arielle Walzer

Arielle Walzer

Arielle completed a bachelor’s degree in psychology at Emory University and a master’s degree in school psychology at Rowan University. Her research interests are in the areas of social/emotional learning and making schools safer for lesbian, gay, bisexual, and transgender youth. She is currently working to develop the IVT training model for early career teachers in high poverty schools.

 

Emily Morgan

Emily Morgan

Emily graduated from Rutgers University in 2015 with a B.A. in Psychology and minors in both education and religion. She is currently involved in research with Dr. Susan Forman and Dr. Elisa Shernoff. Her own research interests include school-based counseling and systems-level psychology.

 

Sheva Cohen

Sheva Cohen

Sheva Cohen is doctoral student in school psychology at GSAPP. She obtained her BA in Psychology from Thomas Edison State University and has taught students in general education, inclusion, and special education classrooms. Sheva’s experiences as a teacher and in the IVT lab has led to an interest in improving classroom management and training opportunities for teachers.

 

Shaindl Kirzner

Shaindl Kirzner

Shaindl is a doctoral student in school psychology at GSAPP. Prior to joining the School Psychology program at Rutgers, Shaindl taught 8th, 9th and 11th grade for four years. Shaindl graduated in 2014 from Touro College with a BA in Psychology. In the IVT lab, Shaindl has been involved with developing vignettes and implementing the teacher response coding system. Her primary research interests include the effects of positive role models within school systems and social-emotional learning.