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Earle Knowlton Ed.D., Associate Professor - (SPED)  • Special Education Website (SPED)
	Academic Degrees: Ed.D. , Special Education (Learning Behavior Disorders) , University of Kentucky , Lexington , KY , 1978 M.Ed. , Special Education , University of Louisville , Louisville , KY , 1973 B.S. , Elementary Education , Temple University , Philadelphia , PA , 1972 Specialization(s): Teacher education research and reform; technological innovations in the preparation of learning; technology and cognition/learning Curriculum Vitae	Contact Information: 1122 W. Campus Rd. Joseph R. Pearson Hall, Room 542 University of Kansas Lawrence, KS  66045-3101 Phone:(785) 864-0544 E-mail: eknow@ku.edu Fax: (785) 864-4149

Recent Work

Editorial Activities

• Reviewer, Education and Training in Mental Retardation, 1983-present.

Book Chapters

• Knowlton, H.E. (2007). Instructional planning for students with developmental disabilities. In P. Parette et al. (Eds.), Best and promising practices in developmental disabilities (2nd Ed.) (pp. 215-234). Austin, TX: Pro Ed.
• Knowlton, H.E. (2004). Special education policies and procedures. In K. Lenz, D. Deshler, & B. Kissam (Eds.), Teaching content to all: Evidence-based inclusive practices in middle and secondary schools. (pp. 279-300). Boston: Allyn & Bacon.

Books

• Wehmeyer, M., Sands, D., Knowlton, H.E., & Kozleski, E. (2002). Teaching students with mental retardation. Baltimore: Paul Brookes.

Journal Articles

• Knowlton, H. E., Israel, M., Griswold, D. (2007, March). Effects of interactive video conferencing on teacher education students' knowledge of special education. In R. Carlsen, K. McFerrin, J. Price, R. Weber, & D.A. Willis (Eds.), Proceedings of the International Conference of the Society for Information Technology and Teacher Education (pp. 3619-3626). Chesapeake, VA: Association for the Advancement of Computing in Education.
• DalBello, A. Knowlton, H. E., & Chaffin, J. (2007). Interactive videoconferencing as a medium for special education: Knowledge acquisition in preservice teacher education.  Intervention in School & Clinic, 43(1), 38-46.
• Fitzpatrick, M., & Knowlton, H. E. (2007, Fall). No Child Left Behind's implementation in urban school settings: Implications for serving students with emotional and behavior disorders. Journal of the American Academy of Special Education Professionals. [Online Journal http://aasep.org/aasep-publications/]
• Jaime, K., & Knowlton, H.E. (2007). Visual supports for students with behavior and cognitive challenges. Intervention in School & Clinic, 42(5), 259-270.
• Knowlton, H.E. (2004).  Must the medium be the message? - Instructional technology as a way of dropping a modest anchor for undergraduate curriculum. Reflections, 6, 20-24.

Monographs

• Knowlton, H. E., Israel, M., Griswold, D. (2007, March). Effects of interactive video conferencing on teacher education students' knowledge of special education. In R. Carlsen, K. McFerrin, J. Price, R. Weber, & D.A. Willis (Eds.), Proceedings of the International Conference of the Society for Information Technology and Teacher Education (pp. 3619-3626). Chesapeake, VA: Association for the Advancement of Computing in Education.

Multimedia

• Knowlton, H. E. (2007). Developing effective individualized education programs: A case based tutorial. (Second Edition) [CD ROM]. Upper Saddle River, NJ: Merrill Prentice Hall.

Presentations

• Knowlton, H. E., Israel, M. (2007, March).  Effects of interactive video conferencing on teacher education students' knowledge of special education. Presented at the Society for Information Technology & Teacher Education International Conference, San Antonio, TX.

Websites

• Leadership in the Teacher Education Core (LTEC), University of Kansas Department of Special Education. http://www2.ku.edu/~ltec/
  The Leadership in the Teacher Education Core (LTEC) website provides information about this funded project (CFDA 84.325) that supports doctoral study in special education teacher preparation. These students specialize in four distinct tool areas: research, technology, cultural responsiveness, and professional development. Graduates of this project will be teacher educators who can immediately apply evidence-based best practices in teacher education.

Current Grants/Projects

• Walther-Thomas, C., Griswold, D.E., & Knowlton, E. (2007-2010). Leadership in the Teacher Education Core (L-TEC). USDOE-OSEP CFDA 84.325D. $800,000.
  This OSEP funded grant will produce doctoral level (Ph.D.) teacher educators who can immediately apply evidence-based best practices in teacher education to improve university-based special education personnel preparation. Project participants will gain expert knowledge and skills and critical learning experiences in role functions pertinent to higher education teacher preparation: college teaching and research in teacher education; advisement, supervision and coaching of teachers; and public service via professional development. Four learning tools will be integrated across each role function. These tools are: (1) instructional and telecommunications technology; (2) exposure to and competence regarding cultural and linguistic diversity; (3) multiple approaches to research, development, and evaluation; and (4) development and nurturance of a collaborative learning community including higher education and public school faculty, teacher education candidates, and the doctoral student participants. See http://www2.ku.edu/~ltec
• Knowlton, E. (2008-2009). Toward the development and field evaluation of e-mentoring support networks pertaining to cultural responsiveness for special educators during their induction. KU School of Education. $5,000.
  This project will use web-based tools to assist new special education teachers in interacting more effectively with kids and families whose cultural identities and economic backgrounds might be different than those of the teacher.rnrn