Research Scientist
Senior Professional Development Associate
email: Click here
Biography – Education – Current Projects – Selected Publications
Dr. Coyne brings her expertise and training in literacy and the use of technology in instruction to CAST’s research projects and professional development offerings.
Dr. Coyne develops, delivers, and evaluates professional development programs, bringing research-based instructional practices to educators. She works with educators to change instructional practices by integrating UDL and technology into classroom instruction to improve student learning outcomes.
An expert in the development of educational models that use technology, Dr. Coyne was the project director of the Office of Special Education Programs-funded Literacy by Design project, a three-year effort to improve literacy instruction for children with cognitive disabilities using technology. She has also served as Project Director of the OSEP-funded Engaging the Text study, applying her expertise to the development of a technology-based instructional approach for students with learning disabilities. As director of CAST's Family and Community Literacy Project from 1994–1996, Dr. Coyne developed an innovative, technology-based model for supporting literacy development in at-risk families and led the program's demonstration in schools, educational and social service organizations, libraries, and technology centers throughout the country.
Before joining CAST in 1987, Dr. Coyne provided education and placement services to children with traumatic brain injury at Memorial Rehabilitation Center in Jacksonville, Florida, and at Kennedy Memorial Hospital in Brighton, Massachusetts.
Education
Ed.D., Developmental Studies: Literacy & Language, Boston University, Boston, MA
M.Ed., Special Education, Boston University, Boston, MA
B.A., Psychology, Wheaton College, Norton, MA
Instructor for Partnership for Online Professional Development - funded by the Massachusetts Department of Education, three credit graduate level class entitled “Reading Comprehension Strategies and Universal Design for Learning for the Middle and High School Teacher”
UDL Institutes – Held several times a year, the institutes offer educators information, awareness, and strategies for applying Universal Design for Learning to educational practice. The focus of the institutes is on the latest thinking in UDL educator practice, presented by experts in the field. State department of education institutes are currently underway in Massachusetts, Rhode Island, Minnesota, Michigan, and Iowa.
Science Writer – an OSEP-funded project to create a technology-based writing approach to meet the challenge of supporting students (grades 6-10) with and without disabilities in the science report-writing process. The project integrates research-based writing strategies and curriculum based measurement into a flexible, technology-based writing environment.
Strategy Tutor – With funding from the Carnegie Foundation, CAST is developing a web-based strategy instructional tool that helps students with diverse learning needs read and understand websites, especially those rich with educational resources. Strategy Tutor structures the online reading experience to help students learn to evaluate material and acquire the reading-comprehension skills they need to read and learn from educational websites.
Coyne, P., Ganley, P., Hall, T., Meo, G., Murray, E., & Gordon, D. (2006). Applying universal design for learning in the classroom. In D. Rose, & A. Meyer (Eds.), A practical reader in universal design for learning. (pp. 1-13). Cambridge, MA: Harvard Education Press.
Dalton, B., Zeph, L., Coyne, P., & Enright, B. (2006). Literacy by design: Creating universally designed reading environments for students with significant cognitive disabilities. Final report to the U.S. Office of Special Education. Peabody, MA: CAST.
Coyne. P., & L. Zeph. (2003). Literacy by Design: Creating a universally designed reading environment for students with cognitive disabilities. TASH Connections , 29(10), 32-33.
Dalton, B., Pisha, B., Coyne, P., Eagleton, M., & Deysher, S. (2002). Engaging the text: Reciprocal teaching and questioning strategies in a scaffolded learning environment. Final report to the U.S. Office of Special Education . Peabody, MA: CAST. Available: http://www.cast.org/EngagingTheTextFinalReport.htm
Pisha, B., & Coyne, P. (2001). Jumping off the page: Content area curriculum for the internet age. Reading Online , 5(4).
Pisha, B., & Coyne, P. (2001). Smart from the start: The promise of universal design for learning. Remedial and Special Education , 22(4), 197-203.
