Senior Research Scientist/Instructional Designer
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Short Biography – Education – Current Projects – Selected Publications
Dr. Tracey Hall specializes in alternative assessment and instructional design grounded in effective teaching practices. These experiences are applied in the development and implementation of UDL projects, collaborative partnerships, and professional presentations.
Dr. Hall brings to her work at CAST more than two decades of experience in the areas of curriculum-based measurement, teacher professional development, special-needs instruction and curriculum design, progress monitoring, and large-scale assessments.
She directs CAST’s initiatives to create and evaluate digital supported environments across content areas. She is also co- and principal investigator on several federal and foundation funded grants. Dr. Hall also served as director of curriculum for theNational Center on Accessing the General Curriculum (1999–2004).
Tracey is a frequent presenter at national and international education conferences. She has taught courses on special education reading and writing, learning disabilities, and behavior management. She has been a special education teacher, consultant, administrator and university professor. She has consulted at the national and international levels. Before joining CAST, Dr. Hall was an assistant professor at Pennsylvania State University in the Department of Educational and School Psychology and Special Education.
Ph.D., Special Education, University of Oregon, Eugene, OR
M.A., Special Education, University of Oregon, Eugene, OR
B.S., Elementary/Special Education, University of Oregon, Eugene, OR
Project Monitor – OSEP funded project to create and evaluate the application of progress monitoring in an interactive digital reading environment. The project, Technology and Standards Based Reform - Monitoring Students Progress Towards Standards in Reading, will determine whether the addition of progress monitoring in this setting leads to better reading instruction for all students, especially those with disabilities.
Science Writer – OSEP funded project creating a technology-based writing approach to meet the challenge of supporting all students in the science report-writing process.
Urban Ecology Institute – Applying UDL principles as well as curriculum-based measurement (CBM) techniques to grades 11-12 instructional modules developed by the Urban Ecology Institute (UEI) of Boston College.
Worrell, F., Watkins, M, & Hall, T.E. (In Press). Self-concept in Trinidadian adolescents: Reliability and validity of self-concept scores in secondary school students in Trinidad and Tobago. School Psychology International.
Papalia-Berardi, A. & Hall, T. E. (2007). Teacher assistance team social validity: A perspective from general education teachers. Education and Treatment of Children 30 (7) 89-110.
Hall, T. & Stahl, S. (2006). Using Universal Design for Learning to expand access to higher education. In M. Adams & S. Brown (Eds.), Inclusive Learning in Higher Education. London: RoutledgeFalmer.
Hall, T., Meyer, A., & Strangman, N. (2005). UDL implementation: Examples using best practices and curriculum enhancements. In D.H. Rose, A. Meyer, & C. Hitchcock (Eds.), The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.
Hall, T. E., Worrell, F., & Watkins, M. (2004). Exporting school psychology to a developing country: A case study of Trinidad and Tobago. Hawaii International Conference on Education, Waikiki, HI (2004, January).
Guinee, K., Eagleton, M. B., & Hall, T. E. (2003). Adolescents’ Internet search strategies: Drawing upon familiar cognitive paradigms when accessing electronic information sources. Journal of Educational Computing Research, 29(3), 363–374.
