Jessica Whitley

Biographie

My research and teaching are driven by a dedication to improving the school experiences of students with exceptionalities. I am particularly interested in documenting, identifying influences on, and developing interventions related to psychosocial and mental health functioning. I draw on a variety of methods and data sources in my research, including analyses of small student focus groups and modeling of data from the National Longitudinal Survey of Children and Youth. In my teaching, I aim to best prepare future teachers of inclusive classrooms and further develop the skills and knowledge of graduate-level learners.

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PUBLICATIONS CHOISIES

Whitley, J. (2020). Evidence-based practices for teaching learners with emotional and behavioral disorders.

Lloyd, R. J., de Montigny, J., & Whitley, J. (2019). Comprehensive School Health in Teacher Education and Schools: Becoming a Champion of Health.

Whitley, J., Smith, D., Vaillancourt, T. & Neufeld, J. (2018). Promoting Mental Health Literacy among Educators: Critical in School-Based Prevention and Intervention.

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DANS LES MÉDIAS

For parents of kids with complex needs, COVID-19 school disruptions mean losing a lifeline of key supports

Faculty of Education - University of Ottawa, 7 mars 2021

Experiences that shape pre-service teachers’ inclusive practice beliefs: a group concept mapping study

International Journal of Inclusive Education, 23 décembre 2020