Curriculum Vitae MICHAEL M. GERBER … update: 9.30.14 Curriculum Vitae MICHAEL M. GERBER BIOGRAPHICAL DATA Address: Education Department Gevirtz Graduate School of Education

Last update: 9.30.14

Curriculum Vitae MICHAEL M. GERBER

BIOGRAPHICAL DATA Address: Education Department Gevirtz Graduate School of Education University of California Santa Barbara, CA 93106 Telephone: (805) 893-3936 Fax: (805) 893-7264 Email [email protected] PROFESSIONAL EXPERIENCE 2006 - 2009 Chair, Education Department, Gevirtz Graduate School of Education, UCSB 2006 - Chair, Steering Committee, UC-Wide Center for Research on Special Education,

Disabilities, and Developmental Risk 2003 - 2006 Emphasis Leader, Special Education, Disabilities, & Risk Studies 2002 - 2004 Program Leader, Joint Graduate Group, Joint Doctoral Program in Educational

Leadership with California Polytechnical State University, San Luis Obispo 2000- 2004 Emphasis Leader, Educational Leadership & Organizations 1997 - Professor, Education Department, University of California, Santa Barbara, CA

Contributing Faculty, Educational Leadership & Organizations, Special Education, Disabilities, & Risk Studies, Interdisciplinary Graduate Emphasis in Cognitive Science

1994 - Director, Center for Advanced Studies of Individual Differences, Institute for Social, Behavioral, and Economic Research, University of California, Santa Barbara, CA

1997-1999 Founding Member, Steering Committee, Interdisciplinary Graduate Emphasis in Cognitive Science

1995-1997 Professor, Educational Psychology, Development & Disabilities, Graduate School of Education, University of California, Santa Barbara, CA

1991-1995 Professor and Program Leader Special Education Program, Graduate School of Education, University of California Santa Barbara, CA

1986-1990 Program Leader Special Education Program, Graduate School of Education, University of California Santa Barbara, CA

1985-1986 Associate Professor, Special Education Program, Graduate School of Education, University of California, Santa Barbara, CA

1981-1985 Assistant Professor, Special Education Program, Graduate School of Education, University of California, Santa Barbara, CA

1978-1981 Research Assistant, Learning Disabilities Research Institute,University of Virginia,Charlottesville, VA

1976-1978 Project Director (ESEA Title I)/Curriculum Assistant Fruitvale School, Oakland Public Schools, Oakland, CA

Michael M. Gerber Last update 9.30.14

1973-1976 Resource Teacher, Opportunity Class Program (learning & behavior problems), K-6, Webster School, Oakland Public Schools, Oakland, CA

1972-1973 Instructor/Head of Clinical Laboratory Services, St. Luke's Hospital and Nursing School, P.O. Malosa, Malawi (Africa)

1970-1972 Teacher, 5-6, Webster School, Oakland Public Schools, Oakland, CA EDUCATION University of Virginia, 1981, Ph.D. (Special Education) University of San Francisco, 1975-76, M.A. (Elementary Education) California State University, Hayward, 1969-1970, (Teaching Credential) University of California, Santa Cruz, 1965-69 , B.A. (Economics) PROFESSIONAL CERTIFICATION Elementary teaching credential (California) Learning handicaps specialist (California) Administration/supervision (California) INVITED LECTURES, COLLOQUIA, SEMINARS 2012 Keynote address, 10th Annual Special Education Program Alumni Dinner, Dominican

University 2011 First Summer School for Postgraduate Students, Hong Kong Institute of Education

(Writing a Thesis and Journal Articles – Similarities and Differences) 1999 Seminar (Policy Analysis Research in Special Education), School of Education,

University of San Francisco 1998 Lecture (Is class size reduction good for special education? A cognitive-economic

perspective”), Division of Special Education, California State University, Los Angeles. 1997 Colloquium (“Is there a theory of special education?”), Special Education Department,

School of Education, University of Texas, Austin. 1994 Colloquium,("Are effective school effective with disabled students?").Special Education

Department, University of Illinois, Chicago, IL 1993 Colloquium,("Teacher decision making and the inclusion of students with disabilities in

general education settings: Tolerance theory"),Department of Special Education, West Virginia University, Morgantown, WV

1990 Invited Distinguished Lecture (“The current future of special education”), Special Education Department, School of Education, California State University, San Diego.

1984 Colloquium ("Sampling issues in microcomputer effectiveness research with LD students"), LRDC & Special Education Department, University of Pittsburgh.


FUNDED PROPOSALS 2012-13 Principal Investigator, Growth Models of School Achievement Risk for English

Learners, UCSB Chicano Studies Institute Seed Grant

2009-13 Co-Principal Investigator, Growth in Literacy, Language, and Cognition in Children with Reading Disabilities who are English Language Learners (in collaboration with H. L. Swanson, P.I., Michael Orosco, Co-PI, UCR), U. S. Dept. of Education, Institute for Education Sciences.

2009-12 Co-Principal Investigator, Strategy Training, Problem Solving, and Working Memory in Children with Math Disabilities (in collaboration with H. L. Swanson, P.I., UCR), U. S. Dept. of Education, Institute for Education Sciences.

2008-11 Co-Principal Investigator, Post-doctoral methodological training in instruction, reading, math, and cognition research on children at risk for learning disabilities (in collaboration with H. L. Swanson, P.I., UCR), U. S. Dept. of Education, Institute for Education Sciences.

2005-07 Co-Principal Investigator, Project WRITE!, Head Start, U. S. Dept. of Health & Human Services, $50,000.

2001-06 Co-Principal Investigator, CASETrainer, OBEMLA/USDOE, $1,025,534

2004-05 Principal Investigator, Continued Longitudinal Study (La Patera), $10,000. 2002-03 Co-Principal Investigator, Application of Virtual Environments Technology for

Cognitive, Physical, and Social Rehabilitation Research Across Disciplines/UCSB, $20,000

2001-03 Co-Principal Investigator, . Literacy and cognitive functioning in bilingual and non-bilingual children at risk or not at risk of reading disabilities, UC Linguistic Minority Research Institute (with H. Lee Swanson).

2000-02 Co-Principal Investigator, SchoolLink, Verizon Foundation, $100,000 (Gift)

2000-03 Co-Principal Investigator, La Patera, OSEP/USDOE, $525,000 1997-00 Co-Principal Investigator, CASELINK, OSEP/USDOE, $520,000

1996-97 Instructional Improvement Grant, $5.000 1996-97 Co-Principal Investigator, Linguistic Minorities in Charter Schools, Linguistic

Minority Research Institute. $10,000 1992-97 Co-Principal Investigator, Policy Research and Exchange Doctoral Training: A

Project with the Social Sciences, Personnel Preparation Leadership Training Grant, $425,000.

1990-94 Co-Principal Investigator, Early Childhood Special Education Training Project (USDE, DPP), Masters Training Grant, $491,180.

1990-93 Co-Principal Investigator, School Environment Project (USDE, SEP Office), Field Initiated Research Grant, $652,263.

1989-91 Principal Investigator, LH Math Project (USDE, SEP Office), Field Initiated Research Grant, $408,249.


1987-88 Co-Principal Investigator, Heterogeneous and Homogeneous Groupings for Computer-Based Writing for Learning Disabled Junior High School Students (USDE, SEP Office), Field Initiated Research Grant, $124,475.

1986-89 Principal Investigator, Doctoral Training Program in Policy Analysis Research (USDE, SEP Office), Preparation of Leadership Personnel, $217,456.

1983-87 Co-Principal Investigator, Technology Effectiveness Research (USDE, SEP Office), Handicapped Research and Demonstration, $1,000,000.

1983-84 Co-Principal Investigator, The efficacy of cognitive training for learning disabled delinquents. (USDE, SEP Office), Student Initiated Grant, Grant No. G0083-02160, $14,219.

1983-84 Principal Investigator, Effect of Microcomputer-Administered Spelling Assessment on LH Students' Performance and Teachers' Management of Instruction (USDE, SEP Office), Handicapped Research and Demonstration, $50,000.

1983-86 Faculty Coordinator, Doctoral Training Program in Policy Analysis Research (USDE, SEP Office), Preparation of Leadership Personnel, $295,000.

1982-83 Principal Investigator, Child Study Teams in California (Calif. State Dept. of Educ.), $25,000.

PUBLICATIONS Gerber, M. M., Kauffman, J.M. (1979). Production functions in special education: Microanalysis

and behavioral technology. Journal of Special Education Technology, 3, 25-28.

Kauffman, J.M. (1981). Peer tutoring in academic settings. In P.Strain (Ed.)., The utilization of classroom peers as behavior change agents. (pp.155-187). N.Y.: Plenum.

Gerber, M. M. (1981). Economic considerations of "appropriate" education for exceptional children. Exceptional Education Quarterly, 2, 49-57.

Krouse, J. P., Kauffman, J. M., & Gerber, M. M. (1981). Peer tutoring: Procedures, promises, and unresolved issues. Exceptional Education Quarterly, 1, 107-115.

Gerber, M. M., & Hall, R. J. (1982). Development of spelling in learning disabled and normally achieving students. Prepared for the Society for Learning Disabilities & Remedial Education.

Gerber, M. M., & Semmel, M. I. (1982). Technical assistance delivery models for rural special education of preschool handicapped children with International Journal of Mental Health, 12, 144-158.

Gerber, M. M. (1982). Effects of self-monitoring training on spelling performance of learning disabled and normally achieving students. Special Education Research Laboratory, University of California, Santa Barbara.

Niemann, C. & Gerber, M. M. (1982). Self-monitoring and acquisition of new academic skills Special Education Research Laboratory, University of California, Santa Barbara.


Gerber, M. M. (1983). Learning disabilities and cognitive strategies: A case for training or constraining problem solving. Journal of Learning Disabilities, 16, 255-260.

Cosden, M.A., Gerber, M. M., & Lenchner, O. (1983). Pupil study team training manual, Policy Analysis in Special Education, Handicapped Children's Model Program, University of California, Santa Barbara.

Gerber, M. M., Bruce, M., Semmel, M. I., Schram, L. (1984). Problem solving teams in California: Appropriate responses by school site staff to children who are difficult to teach or manage. California Department of Education, Special Education Office

Nulman, J. H., & Gerber, M. M. (1984). Improving spelling performance by imitating a child's errors, Journal of Learning Disabilities, 17, 328-333.

Varnhagen, S., Gerber, M. M. (1984). Microcomputers and spelling assessment: Reasons to be cautious, Learning Disability Quarterly, 7, 266-270.

Gerber, M. M., & Semmel, M.I. (1984). Teacher as imperfect test: Reconceptualizing the referral process. Educational Psychologist, 19, 1-12.

Gerber, M. M., (1984). Investigations of orthographic problem-solving ability in learning disabled and normally achieving students Learning Disability Quarterly, 7, 157-164.

Gerber, M. M., & Semmel, M. I. (1984). Research training in special education. Teacher Education and Special Education, 7, 66-74.

Lydiatt, S. & Gerber, M. M. (1984). Research and practice in teaching spelling. Academic Therapy, 20, 5-10.

Gerber, M. M. (1984). Techniques to teach generalizable spelling skills. Academic Therapy, 20, 49-58.

Gerber, M. M. (1984). The Department of Education's Sixth Annual Report to Congress on P.L. 94-142: Is Congress getting the full story? Exceptional Children, 51, 209-224.

Gerber, M. M., & Semmel, M. I. (1985). Microeconomics of referral and reintegration: A paradigm for evaluation of special education. Studies in Educational Evaluation, 11, 13-29.

English, J. P., Gerber, M. M., & Semmel, M. I. (1985). Microcomputer- administered spelling tests: Effects on learning handicapped and normally achieving students. Journal of Reading, Writing, and Learning Disabilities International, 1, 165-176.

English, J. P., Gerber, M. M., & Semmel, M. I. (1985). Microcomputer effects on instructional environments. Journal of Reading, Writing, and Learning Disabilities International, 1, 99-104.

Duran, J., & Gerber, M. M. (1985). A philosophical approach to learning disability theory: An epistemological analysis. Policy Analysis Research Postdoctoral Training Program, University of California, Santa Barbara.

Gerber, M. M. (1985). Spelling as concept driven problem solving. In B. Hutson(Ed.), Advances reading/language research (Vol.3) (pp. 39-75). Greenwich, CN: JAI Press Inc.


Gerber, M. M., & Cohen, S. (1985). Assessment of spelling skills. In A.F. Rotatori, & R. Fox (Eds.), Assessment for regular and special education teachers: A case study format (pp. 249-278). Austin, TX: Pro-Ed.

Cohen, S., & Gerber, M. M. (1985). Assessment of written expression and handwriting skills. In A.F. Rotatori, & R. Fox (Eds.), Assessment for regular and special education teachers: A case study format (pp. 213-248). Austin TX: Pro-Ed.

Gerber, M. M. (1986). Accuracy of prediction of spelling performance by learning disabled and normally achieving students. Working Paper, Special Education Research Laboratory, University of California, Santa Barbara.

Gerber, M. M. (1986). Generalization of spelling strategies by LD students as a result of contingent imitation/modeling and mastery criteria. Journal of Learning Disabilities, 19 , 530-537.

Gerber, M. M. (1986). Cognitive- behavioral training in the curriculum: Time, slow learners, and basic skills. Focus on Exceptional Children, 18, 1-12.

Christensen, C.A., Gerber, M. M., & Everhart, R. B. (1986). Towards a sociological perspective on learning disabilities. Educational Theory, 36, 317-331.

Gerber, M. M. (1986). Teaching with microcomputers. Academic Therapy, 22, 117-124. Cosden, M. A., Gerber, M. M., Goldman, S. R,. Semmel, D. S., & Semmel M. I. (1986). Survey

of microcomputer access and use by mildly handicapped students in Southern California. Journal of Special Education Technology, 7, 5-13.

Christensen, C. A., & Gerber, M. M. (1986). Effects of game format in computerized drill and practice on development of automaticity in single digit addition for learning disabled students. Project TEECh, Special Education Laboratories, University of California, Santa Barbara, 1986.

Gerber, M. M., Gore, D., Hoag, S., Osgood, R., Symer, E., & White, A. (1986). Class size reduction study. Goleta Union School District, Budget Advisory Committee,Goleta, CA..

Cosden, M., Gerber, M. M., Semmel, D. S., Goldman, S. R., & Semmel, M. I. (1987). Microcomputer use within micro-educational environments. Exceptional Children, 53, 399-409.

Larson, K. A., & Gerber, M. M. (1987). Effects of social metacognitive training for enhancing overt behavior in learning disabled and low-achieving delinquents, Exceptional Children, 54, 201-211.

Goldman, S. R., Semmel, D. S., Cosden, M. A., Gerber, M. M., & Semmel, M. I. (1987). Special education administrators' policies and practices on microcomputer acquisition, allocation, and access for mildly handicapped children: Interfaces with regular education. Exceptional Children, 53, 330-339.

Gerber, M. M., & Hall, R. J. (1987). Information-processing approaches to studying spelling deficiencies. Journal of Learning Disabilities, 20, 34-42.

Gerber, M. M., & C. Christensen. (1987). Not known, because not looked for? A response to "Learning Disabilities: A Reply" Educational Theory, 37, 339-341.


Gerber, M. M., & M. I. Semmel. (1987). The future of special education research. Report of proceedings of the National Inquiry Study Group on development of a research agenda for the future of education or students with special needs.

Gerber, M. M. (May 4, 1988). "Recent calls for change lead to slippery slope". Education Week.

Gerber, M. M. (1988). Cognitive-behavioral training in the curriculum: Time slow learners, and basic skills. children. In E. L. Meyen, G. A. Vergason, & R. J. Whelan (Eds.)., Effective instructional strategies for exceptional. Denver: Love (Republication of #27).

Gerber, M. M. (1988). Application of cognitive-behavioral training methods to teaching basic skills to mildly handicapped elementary school students In M.C.Wang, M.C. Reynolds, H.J.Walberg (Eds.), The handbook of special education: Research and practice. (Vol 1.) (167-186). Oxford, England: Pergamon Press.

Gerber, M. M. (1988). Tolerance and technology of instruction: Implications of the NAS Report for special education. Exceptional Children, 54, 309-314.

J. M. Kauffman, Gerber, M. M., & M. I. Semmel. (1988). Arguable assumptions underlying the regular education initiative. Journal of Learning Disabilities, 21, 6-11.

Gerber, M. M. (1989). Special education curriculum and instruction: Spelling. In T. Husen & N. Postelthwaite, (Eds.), International encyclopedia of education: Research and studies (Supplement, Vol. 1), Oxford: Pergamon.

Hall, R.J., Gerber, M. M., & Stricker, A.G. (1989). Cognitive training: Implications for spelling instruction. In J. Hughes & R. J. Hall (Eds.), Handbook of cognitive behavioral approaches in the schools. (pp347-388). NY: Guilford Press.

Gerber, M. M. (1989). The new "diversity" and special education Are we going forward or starting again? California Public Schools Forum, 3, 19-31.

Gerber, M. M., & Levine- Donnerstein, D. (1989). Educating all children: Ten years later. Exceptional Children, 56, 17-27.

Gerber, M. M., & Hall, R. J. (1989). Cognitive-behavioral training in spelling for learning handicapped students. Learning Disability Quarterly, 12, 159-171.

Lenchner, O., Gerber, M. M., & Routh, D. K. (1990). Phonological awareness tasks as predictors of decoding ability: Beyond segmentation. Journal of Learning Disabilities, 23, 240-247

Christensen, C. & Gerber, M. M. (1990). Effectiveness of computerized drill and practice games in teaching basic math facts. Exceptionality, 1, 149-165.

Hall, R. J. & Gerber, M. M. (1990). Cognition and academic performance: An introduction. In H. L. Swanson & B. K. Keogh (Eds.)., Learning disabilities: Theoretical and research issues (pp. 233-245). Hillsdale, NJ: Lawrence Erlbaum Associates.

Gerber, M. M., & Semmel, M. I. (1990). If at first you don't succeed, bye, bye again: A response to general educators' views on the REI. Remedial and Special Education, 11, 53-59.

Gerber, M. M. (1990). A framework for research and related activities on instructional technology and systems change. Paper for COSMOS Corporation, and OSERS, U. S. Department of Education, September, 1990.


Gerber, M. M. (November 11, 1990). Cocaine children. Crack babies don't deserve to be stigmatized by media. Santa Barbara News-Press, Santa Barbara, CA.

Gerber, M. M., Perelman, V., & Lopez-Reyna, N. (1991). Assessment and evaluation of exceptional children in the Soviet Union. In N. Bray (Ed.)., International review of research in mental retardation, (Vol. 17) (117-151). New York: Academic Press.

Larson, K., & Gerber, M. M. (1992). Metacognition and learning disabilities. In N. N. Singh, & I. L. Beale (Eds.)., Current perspectives in learning disabilities: Nature, theory, and treatment (pp.126-169). New York: Springer- Verlag.

Zawaiza, T., & Gerber, M. M. (1993). Effects of explicit instruction on math word problem solving by learning disabled community college students, Learning Disabilities Quarterly, 16, 64-79.

MacMillan, D. L., Gerber, M. M., & Semmel, M. I. (1994). The social context of Dunn: then and now. Journal of Special Education (special issue)., 26, 466-480.

Semmel, M. I., Gerber, M. M., & MacMillan, D. L. (1994). Twenty-five years after Dunn's article: policy analysis research in special education. Journal of Special Education (special issue). 26, 481-495.

Graves, A., Gerber, M. M., & Semmel, M. I. (1994). The effects of story prompts on narrative production of students with and without learning disabilities. Learning Disabilities Quarterly, 17, 154-164.

Gerber, M. M., Semmel, D. S., & Semmel, M. I. (1994). Computer-based dynamic assessment of multidigit multiplication. Exceptional Children, 61, 114-125.

Gerber, M. M. (1994). Postmodernism in special education. Journal of Special Education, 28, 368-378.

Gerber, M. M., & Semmel, M. I. (1995). Why do educational reform commissions fail to address special education? In R. Ginsburg & D. Plank (Eds.)., Commissions, reports, reforms and educational policy (pp.213-231).Westport, CN: Praeger Press.

Gerber, M. M. (Ed.). (Sept., 1995). CLAS Technical Reports (No. 101-106). Special Education Research Laboratory. Community & Organizations Research Institute, University of California, Santa Barbara, CA.

Gerber, M. M., & Fitzsimons A. (1995). Voices on violence: Concern and first consensus. Bullock, L. M. & Gable, R. A., Eds.), Perspectives on School Aggression and Violence: Highlights from the Working Forum on Children and Youth Who Have Aggressive and Violent Behavior (pp.31-35). Council for Children with Behavioral Disorders, Tampa, Florida, February 2-3, 1995

Gerber, M. M. (1995). Inclusion at the high-water mark? Some thoughts on Zigmond and Baker's case studies of inclusive educational programs. Journal of Special Education, 29, 181-191.

MacMillan, D. L., Gerber, M. M., & Semmel, M. I. (1995). The social context: Then and now. In J. M. Kauffman & D. P. Hallahan, (Eds.)., The illusion of full inclusion (pp. 19-37). Austin, TX: Pro-Ed.


Semmel, M. I., Gerber, M. M., & MacMillan D. L. (1995). A legacy of policy analysis research in special education. In J. M. Kauffman & D. P. Hallahan, (Eds.), The illusion of full inclusion (pp. 39-57). Austin, TX: Pro-Ed.

Lesar, S., Gerber, M. M., & Semmel, M. I. (1996). HIV infection in children: Family stress, social support, and adaptation. Special Issue: Families of children and adolescents with special needs. Exceptional Children, 62 , 224-236.

Szabo, J., & Gerber, M. M. (1996). Charter schools and special education. Special Education Leadership Review, 3 , 135-148.

Gerber, M. M. (1997). Reforming special education: Beyond inclusion. In C. Christensen, & F. Rizvi (Eds.), Disabilities and dilemmas of education and justice, (pp156-174). London: Falmer Press.

Larivee, B., Gerber, M. M., & Semmel, M. I. (1997). Case studies of schools varying in effectiveness with mildly handicapped learners. The Elementary School Journal, 98 , 27-50.

Cook, B., Semmel, M. I., & Gerber, M. M. (1997). Are effective schools reforms effective for all students? The implications of joint outcome production for school reform. Exceptionality, 7, 77-96.

Cook, B., Gerber, M. M., & Semmel, M. I. (1997). Reflections on "Are effective schools reforms effective for all students? The implications of joint outcome production for school reform" Exceptionality, 7, 131-138.

Parrish, T., Kaleba, D., Gerber, M. M., & McLaughlin, M. (1998). Study of incidence and cost of disabilities in California. American Institutes for Research, Palo Alto, CA.

Ochoa, T., Vasquez, L., & Gerber, M. M. (1999). New generation of computer- assisted tools for students with disabilities. Intervention, 34, 251-254.

Cook, B. G., Semmel, M. I., & Gerber, M. M. (1999). Attitudes of principals and special education teachers toward the inclusion of students with mild disabilities: Critical differences of opinion. Remedial and Special Education, 20, 199-207.

Gerber, M. M., English, J., & Singer, G. S. (1999). Bridging between craft and academic knowledge: A computer supported problem based learning model for professional preparation in special education. Teacher Education and Special Education, 22, 100-113.

Gerber, M. M., & Singer, G. (1999). Problem-based learning in hypermedia environments. Proceedings of the 1999 Industry-University Technology Workshops, UC Digital Media Innovation Program & UCSB Interdisciplinary Humanities Center.

Evans, J. & Gerber, M. M. (1999). The changing governance of education and its comparative impact on special education in the United Kingdom and the United States. In M. McLaughlin & M. Rouse (Eds.), Special education and school reform in the United States and Britain (pp. 147-166). London: Routledge.

Gerber, M. M. (2000). An appreciation of learning disabilities: The value of blue-green algae. Exceptionality, 8 (1), 29-42.


Parrish, T., Kaleba, D., Gerber, M. M., & L. Brock. (2000). Adjusting special education aid for severity: The case of census-based funding in California. The Center for Special Education Finance, John C. Flanagan Research Center, American Institutes for Research, Palo Alto, CA. (Available online at http://www.csef-air.org/stanalysis_downloads.html#StAnSe)

Cook, B., Murphy, J., Gerber, M. M. (2000). Backlash against the inclusion of students with learning disabilities in higher education: Implications for transition to post-secondary environments. Work, 14, 31-40.

Gerber, M. M. (2000). Dynamic assessment for learning disabled students: Lessons in theory and design. In C. S. Lidz & J. Elliott (Eds.), : Dynamic assessment: Prevailing models and applications (pp. 263-292). Amsterdam: Elsevier Science.

Ochoa, T., Leafstedt, J., Hough, S., Kyle, S., Rogers-Adkinson D., Koomar, P., Gerber, M. M. (2001). Web technology as a teaching tool: A multicultural special education case. Educational Technology & Society, 4(1), 50-60. (Available online at http://ifets.ieee.org/periodical/vol_1_2001/v_1_2001.html).

Collins, K., & Gerber, M. M. (2001). Teachers’ beliefs about mathematics reform: Instructional implications for students with learning disabilities Research in the Schools, 8, 59-70.

Gerber, M. M. (2001). The essential social science of behavior disorders. Behavior disorders (Special Issue: The meaning of science and empirical rigor in the social sciences), 27, 12-20.

Gerber, M. M. (2001). All teachers are dynamic tests. Issues in Education. Contributions from Educational Psychology, 7,193-200.

Gerber, M. M. (2002). A meta-research commentary on MacMillan and Siperstein’s “Learning disabilities as operationally defined by schools.” In R. Bradley, L. Danielson, D. Hallahan (Eds.), Identification of learning disabilities (p. 341-50). Mahwah, NJ: Lawrence Erlbaum

Gerber. M. M. (2002). Reforming special education: beyond ‘inclusion’. In J. Soler, J. Wearmouth & G. Reid (Eds.), Contexualizing difficulty in literacy development. Exploring policy, culture, ethnicity, and ethics (pp. 303-320). London, UK: RoutledgeFalmer (Republication of Gerber, M. M., 1997).

Swanson, H. L., Sáez, L., Gerber, M., & Leafstedt, J. (2004). Literacy and cognitive functioning in bilingual and non-bilingual children at or not at risk for reading disabilities. Journal of Educational Psychology, 96, 3-18.

Gerber, M. M. (2004). Special education is what schools do. A response to Hardman and Mulder, “Federal education reform: Critical issus in public education and their impact on students with disabilities”. In L. A. Bullock & R. A. Gable (Eds.), Quality personnel preparation in emotional/behavioral disorders: Current perspectives and future directions (pp. 37-43). Denton, TX: Institute for Behavioral and Learning Differences, University of North Texas.

Gerber M. M., & Durgunoglu, A. Y. (Eds.). (2004). Reading risk and Intervention for young English learners. Introduction to special issue. Learning Disabilities Research & Practice, 19, 199-201.


Swanson, H. L., Sáez, L., & Gerber, M. M. (2004). Do phonological and executive processes in English learners at risk for reading disabilities in grade 1 predict performance in grade 2? Learning Disabilities Research & Practice, 19, 225-238.

Gerber, M. M., Jiménez, T., Leafstedt, J., Villaruz, J., Richards, C., & English, J. (2004). English reading effects of small-group intensive intervention in Spanish for K-1 English learners. Learning Disabilities Research & Practice, 19, 239-251.

Leafstedt, J., Richards, C., & Gerber, M. M. (2004). Effectiveness of explicit phonological awareness instruction for at-risk English learners. Learning Disabilities Research & Practice, 19, 252-261.

Leafstedt, J., & Gerber, M. M. (2005). Crossover of phonological processing skills: A study of Spanish-speaking students in two instructional settings. RASE: Remedial and Special Education, 26, 226-235.

Gerber, M. M., & Solari, E. (2005). Teaching effort and the future of cognitive-behavior interventions. Behavior Disorders, 30, 289-299.

Gerber, M. M. (2005). Teachers are still the test: Limitations of response to instruction strategies for identifying children with learning disabilities. Journal of Learning Disabilities, 38, 516-524.

Gerber, M. M. (2005). Response to tough teaching: The 2% solution. (Commentary). Learning Disability Quarterly, 28, 189-190.

Jiménez, T., Gerber, M., Hough, S., & English, J. (2005/2006). Training teachers to educate students with disabilities: A problem-based approach. International Journal of Learning, 12. Online.

Richards, C., Leafstedt, J. M., & Gerber M. M. (2006). Qualitative and quantitative examination of four low-performing kindergarten English learners. Characteristics of responsive and nonresponsive students. Remedial And Special Education, 27, 218-234.

Jiménez, T. C., Gerber, M., Hough, S., & English, J. (2006). Training teachers to educate students with disabilities: A problem-based approach. The International Journal of Learning, 12(7), 195-206.

Jiménez, T., Filippini, A., & Gerber, M. M. (2006). Shared reading within latino families: An Analysis of change in parents’ reading interactions and children’s language use during a storybook reading intervention. Bilingual Research Journal, 30, 431-452.

Crockett, J. , Gerber, M. M., & Landrum, T. (2007). Achieving the radical reform of special education. Essays in honor of James M. Kauffman. Malwah, NJ: Lawrence Erlbaum Assoc.

Gerber, M. M. (2007). Globalization, human capital, and learning disabilities. Learning Disabilities Research & Practice, 22, 216–217

Gerber, M. M. (2008). Foreword. In T. C. Jiménez, & V. L. Graf (Eds.), Education for all. Preparing for the next 30 years of special education. San Francisco, CA: Jossey-Bass.


Matera, C., & Gerber, M. M. (2008). Effects of a literacy curriculum that supports writing development of Spanish-speaking English learners in Head Start. NHSA Dialog, 11, 25–43.

Swanson, H. L., Rosston, K., Gerber, M. M., & Solari, E. (2008). Influence of oral language and phonological awareness on children's bilingual reading. Journal of School Psychology, 46, 413–429.

Gerber, M. M., & Solari, E. (2008). Future challenges to CBI in practice and policy. Mayer, M. J., Van Acker, R., Lochman, J. E. & Gresham, F. M. (Eds.), Cognitive Behavioral Interventions for Students with Emotional/Behavioral Disorders (pp. 385- 409). NY, NY: Guildford Press.

Solari, E. J. & Gerber, M. M. (2008). Early comprehension instruction for Spanish-speaking English language learners: teaching text-level reading skills while maintaining effects on word level skills. Learning Disabilities Research & Practice, 23, 155–168.

Nefdt, N., Koegel, R., Singer, G., & Gerber, M. M. (2010). The use of a self-directed learning program to provide introductory training in pivotal response treatment to parents of children with autism. Journal of Positive Behavior Intervention, 12, 23 - 32.

Gerber, M. M., & Richards-Tutor, C. (2011). Teaching spelling to students with learning disabilities. In R. O’Connor & P. Vadasy (Eds.), Handbook of Reading Interventions (pp. 113-137). NY, NY: Guilford Press.

Gerber, M. M. (2011). Perspectives on the history of special education. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of Special Education (pp. 3-14). NY, NY: Routledge.

Swanson, H. L., Orosco, M. J., Lussier, C. M., Gerber, M. M., & Guzman-Orth, D. A. (2011). The influence of working memory and phonological processing on English language learner children's bilingual reading and language acquisition. Journal of Educational Psychology, 103(4), 838-856.

Gerber, M. M. (2012). Emerging issues in teacher education for inclusion in the U.S. In C. Forlin (Ed.). Future Directions for Teacher Education for Inclusion (pp. 71-80). New York: Routledge.

Kelting, S., Gerber, M., Conley, S., & Brenner, M. E. (2012). Education leaders’ decision-making processes about instructional technology in a university multiple stakeholder environment. The ACEF Journal, 2(2), 61-78.

Cook, B., Gerber, M., Hong, L. Y., Mannan, H., & Zhang, W. J. (2012). Early identification for special education: Implications for research and development in the Pacific Rim. Journal of International Special Needs Education. 15(2), 75-88.

Fillipini, A. L., Gerber, M. M., & Leafstedt, J. M. (2012). A vocabulary-added reading intervention for English learners at-risk of reading difficulties. International Journal of Special Education, 27(3), 14-26 .

Richards-Tutor, C.. Solari, E. J., Leafstedt, J. M., Gerber, M. M., Aceves, T. C., Filippini, A. (2013). Response to intervention for English Learners: Examining models for determining response and nonresponse. Assessment for Effective Intervention, 38, 172–184.


Jimerson, S. R., Hong, S., Stage, S., & Gerber, M. (2013). Examining oral reading fluency trajectories among English language learners and English speaking students. New Approaches In Educational Research, 2(1), 3–11.

Solari, E., Aceves, T., Higareda, I., Richards-Tutor, C., Filippini, A., Gerber, M., & Leafstedt, J. (2014). Longitudinal prediction of 1st and 2nd grade English oral reading fluency in English language learners: Which early reading and language skills are better predictors? Psychology in the Schools, 51(2), 126-142.

Moran, A., Swanson, H. L., & Gerber, M. M. (2014). The effects of paraphrasing interventions on problem solving accuracy for children at risk for math disabilities. Learning Disabilities Research & Practice. 29(3), 97–105.

Guzman-Orth, D., Grimm, R., Gerber, M. M., Orosco, M. J., Swanson, H. L., & Lussier, C. (in press, 2014). Psychometric properties of the Working Memory Rating Scale for Spanish-speaking English language learners. Journal of Psychoeducational Assessment.

Submitted for Review Grimm, R. P., Gerber, M. M., Leafstedt, J. M., & Swanson, H. L. (resubmitted, 2014). Literacy

development in English language learners from kindergarten through eighth grade: A latent growth curve model.

Guzman-Orth, D. A., Nylund-Gibson, K., Gerber, M. M., & Swanson, H. L. (2014). The classification conundrum: Identifying English learners at-risk.


PRESENTATIONS 1. "Graduate student research at LD research institutes. " (with Susan Osborne) Presented at the

Second Annual International Conference on Learning Disabilities (CEC-DCLD), Denver, Colorado, October 31 and November 1, 1980.

2. "The development of orthographic problem solving strategies in learning disabled children. " (with Robert J. Hall) Paper presented to the annual meeting of the American Educational Research Association, Los Angeles, Ca. , April 13-17, 1981.

3. "Effects of self-monitoring training on the spelling performance of learning disabled and normally achieving students. " Paper presented at the annual meeting of the American Educational Research Association, New York City, March 19-23, 1982.

4. "Accuracy of prediction on orthographic problems by learning disabled and normally achieving students. " (with Robert J. Hall) Paper presented at the annual meeting of the American Educational Research Association, New York City, March 19-23, 1982.

5. "Detection of errors in orthographic problems by learning disabled and normally achieving students. " (with Robert J. Hall) Paper presented at the annual meeting of the American Educational Research Association, New York City, March 19-23, 1982.

6. "Who shall be served? A national perspective on the problem of identification and referral of handicapped students. " Paper presented at the CAL-PASE Forum on policy analysis in special education, Sacramento, California, February 25, 1982.

7. "Special education and juvenile justice: Common histories, uncommon goals. " Paper prepared for the conference on Special Education and Juvenile Justice, Santa Barbara, California, June 25-26, 1982.

8. "Investigations of orthographic problem-solving ability in learning disabled and normally achieving students. " Paper presented at the annual meeting of the British Educational Research Association, St. Andrews University, Scotland, U. K. , September 5-7, 1982.

9. "A level of response approach to referral of students with suspected learning handicaps. " Paper presented at the annual meeting of the Council for Learning Disabilities, Kansas City, Missouri, October 8-10, 1982.

10. "Report from Project PASE: Special education and Juvenile Justice. " Presentation made at the annual Conference on Severe Behavior Disorders of Children and Youth (TECBD/CCBD), Tempe, Arizona, November 4, 1982.

11. "School site problem solving teams: Increasing tolerance for individual differences. " Paper presented at a symposium entitled "New directions in research on children and environments: Implications for policy in an era of limitations," at the annual meeting of the California State Council for Exceptional Children, Monterey, California, November 11-14, 1982.

12. "Special education policy considerations in preventing juvenile delinquency. " Presentation as part of a panel on "Prevention" at a symposium, "The brain and behavior: From preschool to penitentiary", Oakland, California, January 21-24, 1983.

13. "Critic for paper session, "Enriching home and school environments for the gifted", at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada, April 11-15, 1983.

14. "Child study teams: Recent research" Paper presented at a California State Department of Education Leadership Training for SELPA Directors and staff, Sacramento, California, August 14-16, 1983.


15. "Social metacognition: A potential model for explaining the link between learning disabilities and delinquency". (with Katherine Larson) Paper presented at the annual meeting of the Council for Learning Disabilities, San Francisco, California, October 7-8, 1983.

16. "A model curriculum for training social problem solving. "(with Katherine Larson) Paper presented at the annual meeting of the California Association for Neurologically Handicapped Children and the Association for Children with Learning Disabilities, Oakland, California, October 28-29, 1983.

17. "Research on variables influencing teachers decisions to refer students for special education. " Presentation as part of a research symposium at the annual meeting of the California Council for Exceptional Children, Pasadena, California, November, 1983.

18. "Sampling issues in microcomputer effectiveness research with LD students. " Colloquium presented at LRDC for the Special Education Department, University of Pittsburgh, March 15, 1984.

19. "Effectiveness of cognitive training on social metacognition and self-control of learning disabled and non-learning disabled delinquents. " (with Katherine Larson) Paper presented at the annual meeting of the Council for Exceptional Children, Washington, D. C. , April 23-27, 1984.

20. "Special education research and training activities at the University of California at Santa Barbara. " (with M. Semmel, D. Semmel, M. Cosden, and others) Presentation at the annual meeting of the Council for Exceptional Children, Washington, D. C. , April 23-27, 1984.

21. "Generalization of spelling strategies by LD students through use of a contingent imitation/modeling procedure" Paper to be presented at the annual meeting of the American Educational Research Association, New Orleans, Louisiana, April 23-27, 1984.

22. "Teachability and teacher tolerance. " Paper presented at the 1984 Pittsburgh Symposium on Research with the Handicapped, May 10, 1984.

23. "Solving spelling problems: Learning to appreciate competence in LD youngsters. " Presentation and workshop at the 8th Annual Kephart Symposia, Aspen, Colorado, July 17, 1984.

24. "An analysis of microcomputer allocations, access, and use patterns for mildly handicapped students (Project TEECh). " (with M. Semmel, D. Semmel, M. Cosden, S. Goldman). Co-presenter at the annual meeting of the Council for Learning Disabilities, Dallas, Texas, October 19, 1984.

25. "American special education under P. L. 94-142: A ten-year retrospective critique. " (with M. Semmel). Presenter at the International Special Education Congress 1985, Nottingham, England, July 16-19, 1985.

26. "Tolerance and technology of instruction: Implications of the NAS Report for special education. " Invited symposium participant at the annual meeting of the American Psychological Association, Los Angeles, August 26, 1985.

27. "Effects of Computer-Controlled Errorless Practice in Spelling for Learning Handicapped Students," paper presented at the annual meeting of the American Educational Research Association, April 16-20, 1986.

28. Invited response to address by Dr. Stephen Lilly, at the annual meeting of the California Federation of the Council for Exceptional Children's Division for Learning Disabilities, Los Angeles, May 3, 1986.

29. "Project TEECh: Implications for teachers and teaching," report at the Invitational Research Symposium on Special Education Technology, Washington, D. C. , June 8-10, 1986.


30. "Acquisition and Automaticity of Spelling in Learning-Handicapped Students," paper presented at the annual meeting of the American Educational Research Association, Washington, D. C. , April 20-24, 1987.

31. Discussant, "The paradox of learning disabilities," annual meeting of the American Educational Research Association, Washington, D. C. , April 20-24, 1987.

32. Paper session chair, annual meeting of the American Educational Research Association, Washington, D. C. , April 23, 1987.

33. Chair/Discussant, International Academy for Research in Learning Disabilities, research meeting, February 4-6, 1988.

34. "Building Tolerance for Individual Differences in the Educational Enterprise," invited keynote address, Minnesota State Department of Education Special Education Evaluation/Research Conference, Minneapolis, MN, February 18, 1988.

35. "Effects of Microcomputer Game Environment on Spelling Drill and Practice for Learning Handicapped Students," paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 5-9, 1988.

36. "Spelling as a Focus for Research," presented at the Invitational Research Symposium on Special Education Technology, Washington, D. C. , June 5-7,1988.

37. "The Variance Question in Classrooms," invited presentation at UCSB Educational Leadership Institute, June 20, 1988.

38. "Dynamic Assessment and Automatic Placement in Math Drill and Practice," (with M. Semmel, D. Semmel, K. Adoradio), presentation at the National Conference on Special Education and Technology, Reno, NV, December 12-13, 1988.

39. "Impact within the classroom: Effects of learning disabilities, dyslexia, and attention deficit disorders, " presentation to the Orton Dyslexia Society, Tri-Counties branch, February 28, 1989.

40. "The New "Diversity" and Special Education: Are We Going Forward or Starting Again?" invited keynote address, First Annual Illinois State Department of Education Special Education Conference, Chicago, IL, March 16-17, 1989.

41. Paper session chair, annual meeting of the American Educational Research Association, San Francisco, CA, March 28, 1989.

42. "Instructional Communication, Knowledge Domain, and Perceived Teachability of Learning Disabled Students," paper presented at the annual meeting of the American Educational Research Association, March 27-31, 1989.

43. "Classrooms and chaos: The complex context of research on learning disabilities," presentation to the California Council for Exceptional Children, Division for Children with Learning Disabilities," December 1, 1989

44. "Origins and impact of the Regular Education Initiative," presentation at the annual meeting of the Association for Children and Adults with Learning Disabilities, February 21, 1990.

45. "LD research," Invited panelist, Council for Learning Disabilities, Austin, Texas, October, 1990.

46. "Cognitive psychology's contributions to LD research," presentation (for Robert J. Hall) at Council for Learning Disabilities, Austin, Texas, October, 1990.

47. "Seeking the professional high ground: Special education teaching in the 90's," keynote address, California state federation, CEC, Division for Learning Disabilities, May 5, 1990.

48. "Coping with spelling," Presentation for Disabled Student Services, Santa Barbara City College, October 17, 1991.


49. "A project of personnel preparation for early childhood special education," Seventh Annual International Early Childhood Conference on Children with Special Needs, St. Louis, Mo. , November 13-17, 1991.

50. "Phonological awareness and implications," talk for the faculty, Montesorri Center School, January 14, 1992.

51. "Quality of teachers' explanations to difficult students," Third International Conference on Cognitive Education, UC Riverside, CA, February 10, 1992.

52. "Project DYNAMATH," Third International Conference on Cognitive Education, UC Riverside, CA, February 12, 1992.

53. "Learning disabilities and the University," Invited panelist/broadcast, Disabled Students Services & Kerr Learning Center, April 7, 1992.

54. "Computer-based modeling of dynamic assessment of mildly handicapped pupils' multiplication performance," 9th International Conference on Technology and Education, Paris, March 19, 1992.

55. (with M. Semmel, T. Abernathy, K. Kelly), "School effects on special education for learning handicapped elementary and junior high students," invited presentation, Pacific Coast Research Conference, February, 1993.

56. "Project Dynamath," presentation at the annual meeting of the Council for Exceptional Children, San Antonio, TX, April, 1993.

57. "Extended practice and acquisition of automaticity of basic math skills in learning disabled and nondisabled students," presentation at the annual meeting of the American Educational Research Association, Atlanta, GA, April, 1993.

58. (with T. Abernathy), “The REITS-R: Measuring Teacher Attitude, “ Paper presented at the American Educational Research Association Annual Meeting, Atlanta, GA, April, 1993.

59. (with T. Abernathy, M. Semmel, K. Kelly, D. S. Semmel, B. Larrivee) "School Effects on Special Education for Learning Disabled Students,” Symposium presentation at the annual meeting of the American Educational Research Association, Atlanta, GA, April, 1993.

60. "Teacher attitudes toward the integration of students with mild disabilities: A school based phenomenon," presentation at the annual meeting of the American Educational Research Association, Atlanta, GA, April, 1993.

61. Moderator, “Students’ diverse worlds,” Seventh annual conference sponsored by the Linguistic Minority Research Institute (and the National Center for Research on Cultural Diversity and Second Language Learning), Santa Barbara, May 15, 1993.

62. "Early childhood special education and public policy," talk presented to the Human Development Program, UCSB, Fall 1993.

63. "Are effective school effective with disabled students?" talk presented to the Graduate School of Education, UCSB, Fall 1993.

64. "DynaMath", invited presentation to the Cognition and Perception Seminar (CAPS), Psychology Department, UCSB, November 17, 1993.

65. "DynaMath," presented at the annual meeting of the American Educational Research Association, New Orleans, April, 1994.

66. “A history to celebrate, a future to be won: Reflections on the field of learning disabilities at centuryís end,” invited keynote address for 35th Anniversary Conference of the Learning Disabilities Association of California, Burbank, California, October 26, 1995.

67. “Vygotskian perspectives on early writing development: Implications for students with learning disabilities," (with G. Manset), presented at the Vygotsky Centennial, the National


Council of Teachers of English Research Assembly: Midwinter Conference, Chicago, February 23-25, 1996.

68. “Inclusion,” presentation at the 24th Annual Conference of the California Association of Private Specialized Education and Services, Asilomar, April 20, 1996.

69. "Designing dynamnic assessment systems," Cognitive Science Colloquium Series, UCSB, March, 1997.

70. Session Chair, Focus on Research (Focus Group Research with Sharon Vaughn), annual meeting of the Council for Exceptional Children, Salt Lake City, April, 1997.

71. “Learning and intelligent systems,” invited presentation, Frostig Symposium on Technology and Learning Disabilities, Pasadena, June, 1997.

72. “Can cognitive behavior interventions unmask true potential in bright students with learning disabilities (with T. Ochoa)?” International Conference of the Council for Children with Behavioral Disorders, Irving, Texas, October, 1997.

73. “Perceptions of and academic expectations for students nominated as disruptive (with T. Ochoa), 21st Annual Conference on Severe Behavior Disorders of Children and Youth, Scottsdale, AZ, November, 1997.

74. “Examining mathematics curriculum reform through assessment of teachers’ beliefs: Implications for inclusion (with K. Collins), paper presented at the annual meeting of the American Educational Research Association, San Diego, April 13, 1998.

75. "Class size reduction and special education (with S. Hough, K. Peckham-Hardin, S. Baukus),” paper presented at the annual meeting of the American Educational Research Association, San Diego, April 15, 1998.

76. “Designing interactive multimedia for professional preparation," presentation at the OSEP Project Directors' Conference, Washington, DC July 15, 1998.

77. “CASELINK: Using interactive multimedia special educator training to address language differences and multicultural issues (with G. Singer),” presentation at the Symposium on Culturally and Linguistically Diverse Exceptional Learners, sponsored by the Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children, November 6, 1998.

78. “Project CASELINK (with G. Singer),” presentation at the 15th annual Pacific Rim Conference on Disabilities, Honolulu, February 2, 1999.

79. “Project CASELINK (with G. Singer),” poster session at the 6th International Conference on Mental Retardation & Other Developmental Disabilities, Maui, February 6, 1999.

80. “An extant data analysis of the incidence of disabilities,” roundtable presentation at the annual meeting of the American Educational Research Association, Montreal, April 20, 1999.

81. “Lost in space: Need for spatial/geographic research and research applications in elementary education,” presentation at the Transitions from Childhood to the Workforce workshop, Varenius Project, Santa Barbara, CA, September 10, 1999.

82. “A theory of special education, “ Psychology Department, University of Padova, April 2000. 83. “CASELINK,” School of Education, University of Southern Queensland, Toowoomba,

Australia, May 2000. 84. “Casting a spell,” Workshop, Australian Association for Special Education, Toowoomba,

Australia, May 2000. 85. “Casting a spell,” Australian Association for Special Education, Rockhampton, Australia,

May 2000.


86. “The future of special education policy,” Queensland Association of Special Schools Principals, Brisbane, June 2000

87. “CASELINK,” Graduate School of Education, University of Queensland, Australia, June 2000.

88. “Project La Patera,” Interdisciplinary Emphasis in Human Development, UCSB, October 2000.

89. “Teachers’ Response to a Mental Health Curriculum,” TECBD, Scottsdale, AZ, November, 2000.

90. “ Disabilities, Delinquency, and Special Education,” invited presentation, KIDS Network of Santa Barbara County, Solvang, CA, December 15, 2000.

91. “Research on cross-language phonemic awareness in bilingual children,” Pacific Coast Research Conference, La Jolla, February 1-2, 2001.

92. “CASELINK/SchoolLink,” Workshop, Midwest Symposium, Kansas City, February 26, 2001.

93. “CASELINK/SchoolLink,” Panel on Issues in Technology and Professional Preparation, OSEP Personnel Preparation Project Directors’ Conference, Washington, February 22, 2001.

94. “Promoting Literacy Crossover in Young English Language Learners: A Novel Phonemic Awareness Training Approach” (with J. English), presented at the American Educational Research Association, Seattle, WA, April, 2001

95. “Individual Differences in Phonological Skills for Spanish-Speaking Kindergartners” (with J. English, J. Leafstedt), presented at the American Educational Research Association, Seattle, WA, April 2001.

96. “Individual Differences in Phonological Ability and Second-Language Crossover,” presentation at the Linguistic Minority Research Institute Research Conference, UCLA, Los Angeles, CA, May 4, 2001.

97. “Schooling and Disabilities: An Evolutionary Process, “ invited address for the First National Congress on Disabilities, Treatment and Integration, University of Padova, Padova, Italy, May 12, 2001.

98. “Beyond Universal Design for Access and Use,” presentation at the OSEP Research Project Directors Conference, Washington, DC, July 12-13, 2001.

99. “Computer-assisted Dynamic Assessment: Lessons and Prospects ,” presentation at the American Psychological Association, San Francisco, CA, August 24, 2001.

100. “A Meta-Research Commentary on MacMillan and Siperstein’s ‘Learning Disabilities as Operationally Defined by Schools’, ” paper presented at the LD Summit (OSEP/USDOE), Washington, DC, August 27-28, 2001.

101. “Validity Issues in Measuring, Assessing, and Facilitating English Reading Crossover for Spanish Speaking Learners: an Examination of Cognitive Functions, Working Memory and Phonological Awareness for Students at Risk and Not At Risk for Failure”(with Jill Leafstedt), paper presented at the annual meeting of the American Educational Association, New Orleans, April, 2002.

102. “The Value of Intensive Phonological Intervention for Spanish-speaking Kindergartners at Risk for Reading Failure in English” (with Jessica A. Villaruz, Teresa Jimenez, Cara Richards, Jill Leafstedt), poster session presented at the annual meeting of the American Educational Association, New Orleans, April 1, 2002.

103. Family Characteristics, Home Literacy Practices and Phonological Awareness of High and Low Performing English Learning Kindergartners, “ (with Judith P. English, Stacey Kyle),


paper presented at the annual meeting of the American Educational Association, New Orleans, April 1, 2002.

104. “Cognitive Differences in Phonological Skills and Working Memory Among Young Spanish-Speaking Students Learning to Read English: Effects and Non-effects of Intensive Direct Instruction in L1” (with Jessica Villaruz), paper presented at the annual meeting of the American Educational Association, New Orleans, April 2, 2002.

105. “SchoolLink: A Web-Based In-Service Model for Teachers of English Language Learners” (with Stacey Kyle, Jill M. Leafstedt), paper presented at the annual meeting of the American Educational Association, New Orleans, April 3, 2002.

106. “Characterizing the Language Ability of At-Risk English Language Learners” (with Tisa C. Jimenez, Jill Leafstedt) paper presented at the annual meeting of the American Educational Association, New Orleans, April 3, 2002.

107. “Innovations in Teacher Preparation,” panel presentation at the annual meeting of the Council for Exceptional Children, New York, April 4, 2002.

108. “Do Family and Home Literacy Practices Predict Reading Skill Performance in Preliterate Monolingual and Bilingual Children? An Analysis of Family Survey Responses and Phonological Assessment Results” (with Judith P. English, Stacey Kyle, Tisa Jimenez, Maria M. Denney), paper presented at the annual meeting of the American Educational Association, New Orleans, April 5, 2002.

109. “A Model for Selecting Spanish Speaking Students at Risk for Reading Failure” (with Jill Leafstedt, Cara Richards, Judy English), poster session presented at the annual meeting of the American Educational Association, New Orleans, April 5, 2002.

110. “Cross language relationships of phonological processing abilities in young, emerging bilingual students” (with J. English, J. Leafstedt), paper presented to the Society for Scientific Research on Reading, Chicago, June 28, 2002.

111. “LaPatera: Conducting Interventions with Spanish Speaking Kindergartners” (with J. Leafstedt), workshop presented at a meeting of the Division for Children with Learning Disabilities, Pittsburgh, September 27, 2002.

112. “Project La Patera,” Panel presentation at the annual convention of the Council for Exceptional Children, Seattle, Washingtion, April 9-12, 2003.

113. “Bilingual development of phonological skills: A three year longitudinal study,” Panel presentation at the 9th International Association for Cognitive Education and Psychology, Seattle, WA, July 2003.

114. “Cross language relationships among phonological processing abilities in young emerging bilingual students.” Presented at the Annual Meeting of the Society for the Scientific Study of Reading, Boulder, CO, June 29, 2003

115. “Longitudinal Study of the Development of Cross-Linguistic Transfer of Phonological Processing Ability.” Presented at the Interdisciplinary Human Development Conference, University of California, Santa Barbara, CA, June 1, 2003.

116. “Commentary on Hardman & Mulder’s Critical Issues in Public Education and the Impact on Students with Disabilities” Presented at the Eagle Summit on Critical Issues on the Future of Personnel Preparation in Emotional/Behavioral Disorders, University of North Texas, Irving, TX, November 1, 2003.

117. “Teachers Are Still The Test: Limitations of Response To Instruction Strategies For Identifying Children With Learning Disabilities,” Invited paper presented at a Symposium


on Responsiveness to Intervention. For the National Research Center on Learning Disabilities, Kansas City, MO, December 5, 2003.

118. “La Patera, 2000-03.” Presented at the University of California Linguistic Minority Institute’s Biliteracy Development Research Forum, Santa Barbara, CA, January 22-24, 2004.

119. “Experimental Measures of Comprehension by Third Grade English Learners: Continued Longitudinal Research.” Presented at the Annual Meeting of the Society for the Scientific Study of Reading, Amsterdam, June 30, 2004.“Assessing the spelling ability of English learners: An analysis of two spelling measures and their relationship to phonological awareness measures (with C. Richards, E. Solari).” Presented at the Annual Meeting of the Society for the Scientific Study of Reading, Amsterdam, June 28, 2004.

121. (with A. Filipppini, C. Richards) “The spelling errors of English Learners: Analyses of pattern differences in English and Spanish instructed students.” Presented at the Annual Meeting of the Society for the Scientific Study of Reading, Amsterdam, The Netherlands, June 28, 2004.

122. (with C. Richards, E. J. Solari) Assessing the spelling ability of English learners: An analysis of two spelling measures and their relationship to phonological awareness measures. Interactive paper presentation at annual meeting of the Society for the Scientific Study of Reading, Amersterdam, The Netherlands June 28, 2004.

123. “Teaching effort and the future of cognitive-behavior interventions.” Presented at the annual meeting of Teacher Educators of Children with Behavior Disorders, Tempe, AZ, November, 2004.

124. “Response-to-instruction models of assessment: Are they valid for english language learners?” Presented at the NCRESSt Forum, Scottsdale, AZ, November, 2004.

125. (with T. Aceves, S. Hough, M. Denney, C. Richards, J. English, I. Salamanca) “Professional Development through Problem Based Learning: Improving Services for Children with Disabilities” Presented at the Twelfth International Conference on Learning, Faculty of Education at the University of Granada, Spain, July 14, 2005.

126. (with E. J. Solari, H. L. Swanson, H.L. “English language learners’ spelling: Analyses of memory processes and phonological awareness on two spelling measures.” Paper presented at the annual meeting of the American Education Research Association, Montreal, Canada, April, 2005.

127. (with E. J. Solari, H. L. Swanson). “Spelling development of young English learners’: The role of alphabet knowledge, phonological awareness and working memory.” Interactive paper presentation at annual meeting of the Society for the Scientific Studies of Reading, Toronto, Ontario, June, 2005.

128. (with A. Filippini, E. J. Solari) “Relationships between EL performance on kindergarten and third grade reading measures.” Interactive paper presentation at annual meeting of the Society for the Scientific Study of Reading, Toronto, Ontario, June, 2005.

129. (with E. J. Solari, A. Filippini, C. Matera). Response to intervention for young English learners. Panel presentation at Council for Exceptional Children, Division of Learning Disabilities, Bridging the Gap between Research and Practice, San Francisco, CA, April, 2006.

130. (with E. J. Solari, C. Richards, T. Jimenez, A. Filippini) Models of reading risks: A longitudinal study of Spanish-speaking English language learners. Panel presentation at the Pacific Coast Research Conference, Coronado, CA, February, 2008.


131. (with C. Cate, D. Holmes) “Student veteran stressors in higher education: A pilot study”. Poster presentation at the annual meeting of the International Society for Traumatic Stress Studies, Atlanta, GA, November 5, 2009.

132. (with C. Cate, D. Holmes) “Prevalence of mental health disorders and service utilization among student veterans:A pilot study”. Poster presentation at the annual meeting of the International Society for Traumatic Stress Studies, Atlanta, GA, November 5, 2009.

133. “The LD construct: Can it be saved? Is it worth saving?”. Panel presentation at the annual meeting of the Council for Exceptional Children Convention and Expo, Nashville, TN, April 22, 2010.

134. “The contributions of research to special education's past, current, and future identity”. Panel presentation at the annual meeting of the Council for Exceptional Children Convention and Expo, Nashville, TN, April 22, 2010.

135. “The future of inclusion: Will practice be shaped by evidence or ideology?”. Lecture at the annual meeting of the Council for Exceptional Children Convention and Expo, Nashville, TN, April 22, 2010.

136. “Early identification of learning disabilities,” Invited keynote address, International Conference of Special Education Research Cooperation in the Pacific Rim Area, Beijing, May 27, 2010.

137. “Reauthorizations of ESEA and IDEA: Implications for special education teachers”, Invited keynote address, Annual Meeting, California Professors of Special Education, San Diego, CA, October 14, 2010.

138. (with O. Jerman, A. Moran, C. Lussier, M. J. Orosco, L. Swanson) “Strategy Training, Problem Solving, and Working Memory in Children with Math Disabilities”, workshop for Bridging the Gap Between Research & Practice, Annual Conference of the Division for Learning Disabilities, Council for Exceptional Children, Baltimore, MD, October 30, 2010.

139. (with M. J. Orosco, L. Swanson, & D. Guzman) “Growth in Literacy, Language, and Cognition in Children with Reading Disabilities who are English Language Learners”, workshop for Bridging the Gap Between Research & Practice, Annual Conference of the Division for Learning Disabilities, Council for Exceptional Children, Baltimore, MD, October 30, 2010.

140. “The LD construct: Can it be saved? Is it worth saving?” (online). Council for Exceptional Children national webinar, November 4, 2010.

141. “Emerging Issues in Teacher Education for Inclusion in the U.S.”, Keynote address, Global Round Table on the Future Directions for Teacher Education for Inclusion, Hong Kong Institute of Education, Hong Kong, December 14, 2010.

142. (with D. Guzman-Orth, H. L. Swanson, & M. Orosco) “Exploring the Home Literacy Environment for Spanish-Speaking English Learners at Risk for Reading Disabilities,” paper presented at the annual conference of the American Education Research Association, April 12, 2011.

143. “Future trends in educational research,” Opening Session, 1st Summer School for Postgraduate Students, Hong Kong Institute of Education, July 14, 2011.

144. “Selective review of early identification in special education: Implications for research and development in the Pacific Rim,” presentation for the 2012 Pacific Rim Special Education Research Consortium Conference, Santa Barbara, CA, February 9-10, 2012.


145. “Learning disabilities after the reauthorization: Building consensus,” invited panelist, DLD Showcase Session, Council for Exceptional Children Convention & Expo, Denver, CO, April 12, 2012.

146. “Accessing the General Education Curriculum: A Legal, Pedagogical, and Empirical Discussion of What It Means,” invited roundtable discussant at the Council for Exceptional Children Convention & Expo, Denver, CO, April 13, 2012.

147. (with A. Moran, H. L. Swanson) “Mathematics instruction for students with disabilities: The effects of comprehension intervention on mathematics problem-solving for students with mathematics disability,” paper presented at the annual meeting of the American Educational Research Association, Vancouver, Canada, April 15, 2012.

148. (with H. L. Swanson, M. Orosco, C. Lussier, & D. Guzman) “Cognitive processes and self-regulated learning: The influence of working memory on ELL children’s literacy,” paper presented at the annual meeting of the American Education Research Association, Vancouver, Canada, April 17, 2012.

149. “The California and national landscape: Challenges and opportunities in special education Invited presentation for the 43rd Congressional District (Congressman J. Baca) 2012 Annual Education Summit, San Bernardino, CA, May 24, 2012.

150. (with R. Grimm, J. Leafstedt, & H. L. Swanson) “Comparing models of growth in reading between at-risk english language learners and typically developing peers,” paper presented at the annual conference of the Society for the Scientific Study of Reading, Montreal, Canada, July 14, 2012.

151. “Is there a common thread in risks for learning disabilities and learning English as a second language?” presentation for the The Summer Institute on Neurodevelopmental Disorders, Sacramento, CA, August 3, 2012.

152. “Special Education: Past and Future,” Keynote address, Dominican University 10th Annual Alumni Dinner, San Rafael, CA, November 8, 2012.

153. (with B. Johns, A. Filippini) “Reconciling Inclusion and Tiered Instruction”. Invited panel presentation at the Annual Convention and Expo of the Council for Exceptional Children, San Antonio, TX, April 4, 2013.

154. (with H. L. Swanson, C. Lussier, M. J. Orosco, D. Guzman-Orth) “Does Growth in Working Memory Predict Literacy in English Language Learners?”, Annual Meeting of the American Educational Research Association, San Francisco, CA, April 27, 2013.

EDITORIAL BOARDS

Reviewer Journal of Special Education 2001- Occasional Reviewer, Education and Treatment of Children 2001 Occasional Reviewer, Teaching Education (U. of Queensland) 2001 Comitato Scientifico Giornale Italiano delle Disabilità (Scientific Steering (Italian Journal of Disabilities) Committee) 2001 - Reviewer Learning Disability Quarterly 1999 -


Editorial Board, Exceptionality 1999 - Reviewer Learning Disabilities Research & Practice 1995- Occasional Reviewer The Elementary School Journal 2004 - 05 Editorial Board Exceptionality (Journal of the Division 1989 - 1997 for Research, CEC) Reviewer, Exceptional Children, 1984 - 1986 1986 - 1988 1989 - 1991 Editorial Board, Journal of Learning Disabilities 1988- 1998 Consultant Editor, Journal of Special Education Technology, 1986 - 1989 Editorial Board, Learning and Individual Differences 1988 -1992 Editorial Board, Remedial and Special Education 1989 - 86, (formerly Exceptional Education Quarterly) 1986 - 89 Editorial Board, Academic Therapy 1984-1988

PROFESSIONAL ORGANIZATIONS Current Member Society for Research on Educational Effectiveness Current Member Society for the Scientific Study of Reading Current Member Council for Exceptional Children Division for Research 1998-99, President 1997-98, President-elect 1996-97, Vice-President Division for Learning Disabilities 2010-11, President 2009-10, President-elect 2005-07, Publications Committee Chair Division for Behavioral Disorders Teacher Education Division, Current Member American Educational Research Association (Division C, H, K, L) Problem-Based Learning SIG Special Education Research SIG 1995-96, President 1983-84, President Founding Member Consortium To Prevent School Violence Past Member Council for Learning Disabilities


Past Treasurer California Correctional Education Association (term ended 1984) OTHER ORGANIZATIONS 2006- Harding School, Harding Early Childhood Initiative, Harding School 2006- 09 Research Advisory Board (Santa Barbara schools) 2004- 05 Member, California High School Exit Exam Advisory Panel 1999- 00 Member, American Association for Advancement of Science 1993 Chair,Task Force on School Restructuring, Goleta Union School District 1990- 92 Board of Directors, Association for Retarded Citizens 1990- 92 Member, Santa Barbara Chapter Advisory Board 1990- 92 The Orton Dyslexia Society, Santa Barbara Tri-Counties Branch Advisory Board 1992- 94 Santa Barbara Community College, High Tech Center, Disabled Student Services

Last update: 9.30.14

RECENT UNIVERSITY SERVICE

2013-14 Member, Search Committee, Literacy 2012-13 Chair, Search Committee, Educational Policy 2012-13 Planning & Budget Council 2009-11 Graduate Council 2006-09 Chair, Education Department 2006-08 Ad hoc faculty committee on disabilities (UCSB) 2006 External Reviewer, Department of Human Development and Applied Psychology,

The Ontario Institute for Studies in Education of the University of Toronto 2005 External Reviewer, Department of Learning & Instruction, School of Education,

University of San Francisco 2004- 06 Council on Budget & Planning (UCSB) 2004- 06 Committee on Scholarly Communication (UC) 2002- 06 Emphasis Leader, Special Education, Disabilities, & Risk Studies 2002- 05 Personnel Review Committee (Department) 2002- 04 Program Leader, Joint Doctoral Program in Educational Leadership (UCSB/Cal Poly,

SLO) 2002- 04 Information Technology Committee (GGSE) 2002- 03 Chair, Search Committee, Educational Policy and Politics faculty position 2001- 02 Negotiating team, Joint Doctoral Program in Educational Leadership (GGSE) 2001- 02 Education Minor Committee (Department) 2001- 03 Division representative, UC Assembly 2001 -03 Division Advisory Committee to the Chair of the Academic Senate 2000 -04 Emphasis Leader, Educational Leadership and Organizations 2000 -02 Campus Library Committee 2001-02 Negotiator/planner, Joint Doctoral Program in Educational Leadership with California Polytechnic State University, San Luis Obispo 2001-02 Chair, Search Committee, Educational Policy, Language Diversity faculty position 2001-02 Chair, Search Committee, Executive director position, GGSE Leadership Initiative 2000-02 Technology Committee (GGSE) 2000-02 Classroom Renovation Committee (campus)

Documents

Curriculum Vitae MICHAEL M. GERBER … update: 9.30.14 Curriculum Vitae MICHAEL M. GERBER BIOGRAPHICAL DATA Address: Education Department Gevirtz Graduate School of Education