Nicole Peterson, M.Ed.
Assistant Professor, Counseling and Special Education
- Doctoral candidate in special education and disability policy, Virginia Commonwealth University (anticipated 2021)
- M.Ed. in special education, Virginia Commonwealth University
- B.A. in elementary education, anthropology, Roger Williams University
- In-service teacher supports, including coaching and self-reflection
- Classroom management and behavior support
- Teacher implementation determinants
- Council for Exceptional Children, Division of Research Doctoral Scholar Nominee (2020)
- VCU Alumni 10 under 10 Nominee (2015)
- Christie Award Nominee, Henrico County Public Schools (2015)
- R.E.B. Award for Teaching Excellence Nominee (2014)
- Top Ten Finalist, Richmond Public Schools Teacher of the Tear (2010)
- School of Education Faculty Award, Roger Williams University Bristol, RI (2004)
- Sutherland, K.S., McLeod, B. D., Conroy, M.A., Lyon, A.R., & Peterson, N. (accepted). Book Chapter: Implementation Science in Special Education: Progress and Promise.
- Stehle Wallace, E., Senter, R., Peterson, N., Dunn, K. T., & Chow, J. (2021). How to Establish a Language-Rich Environment Through a Collaborative SLP–Teacher Partnership. TEACHING Exceptional Children. https://doi.org/10.1177/0040059921990690
- Chow, J. C., Granger, K. L., Broda, M. D., & Peterson, N. (2020). Predictive role of classroom management in literacy development in preschool children at risk of EBD. Behavioral Disorders. https://doi.org/10.1177/0198742920972322
Nicole Peterson is the coordinator for the Special Education Teacher Certificate program. A career educator, Peterson has taught at the elementary level in both general and special education as well as lead school change as a Positive Behavior Interventions and Supports (PBIS) coach. At the university level, she teaches courses in classroom management and behavior support, assessment, and disability.
As a member of the BEST in CLASS research team (Kevin Sutherland, Ph.D., principal investigator), Peterson has served as a teacher coach and coach trainer. Her dissertation will examine the role of teacher-level determinants, specifically teaching experience on the implementation of a tier 2 support for students who are diagnosed or at risk for emotional behavior disorders (EBD).