College of Education > Faculty & Staff > Faculty A-Z > Amy Feiker Hollenbeck
Special Education and Reading
Dr. Hollenbeck’s research focuses on educational reform from an integrative perspective, bringing together ideas across disciplines to enhance and support learning in the K-12 classroom. The experiences and perspectives of teachers and other school-based professionals are at the center of her research, as she seeks to understand how educational reform and professional development in research-based instructional practices impact classroom instruction. She is also interested in enhancing the learning of teachers, both through professional development and preservice preparation. Focal areas of her research include reading instruction, special education teacher preparation, and high leverage practices.
Research Interests Preservice and Inservice Teacher Preparation; High Leverage Practices in Special Education; Reading Instruction
Selected Publications Patrikakou, E., Ockerman, M. S., & Feiker Hollenbeck, A. (2020). Perceptions of leadership and clarity of roles within multi-tiered systems: A structural equation model. The Journal of Counselor Preparation and Supervision, 13(4). Retrieved from https://repository.wcsu.edu/jcps/vol13/iss4/7.
Patrikakou, E. N., Ockerman, M. S., & Hollenbeck, A. F. (2016). Needs and contradictions of a changing field: Evidence from a national Response to Intervention implementation study. The Professional Counselor, 6(3), 233-250.
Hollenbeck, A.F. (2015). The familiar observer: Learning to see beyond the expected in educational research. International Journal of Research and Method in Education, 38(2), 149-165. DOI: 10.1080/1743727X.2014.920809
Hollenbeck, A. F. & Rieckhoff, B. S. (2014). Leadership for literacy: A glimpse into the principal’s office. Journal of Reading Education, 40(1), 29-35.
Hollenbeck, A. F. & Patrikakou, E. N. (2014). Response to Intervention in Illinois: Exploring school professionals’ attitudes and beliefs. Mid-Western Educational Researcher, 26(2).
Hollenbeck, A. F. (2013). Beyond talking about books: Implications of the reading comprehension instruction and pedagogical beliefs of a special educator perceived as effective. Learning Disability Quarterly, 36(2), 112-125.
Hollenbeck. A.F. & Kalchman, M. (2013). Professional development for conceptual change: Extending the paradigm to teaching reading comprehension in US schools. Professional Development in Education, 39, 638-655.
Hollenbeck, A. F. & Saternus, K. (2013). Mind the comprehension iceberg: Avoiding Titanic mistakes with the CCSS. Reading Teacher, 66(7), 558-568.
Hollenbeck, A.F. (2011). Instructional makeover: Supporting the reading comprehension of students with disabilities in a discussion-based format. Intervention in School & Clinic, 46 (4), 211-220.
Hollenbeck, A. F. (2007). From IDEA to implementation: A discussion of foundational and future responsiveness-to-intervention research. Learning Disabilities Research & Practice, 22, 137-146.