Naomi A. Schoenfeld, Ph.D.
Before completing her Ph.D. at Arizona State University, Dr. Naomi Schoenfeld began her career as a special education teacher. She is active in the local community, serving on the School Board for the Merrimack School District, and in other professional organizations. Her research interests include disability studies, historical perspectives of disability, positive behavior supports in public schools, and models of teacher professional development.
- Ph.D., Arizona State University
- M.Ed., University of Arizona
- B.A., Queens College
- Special Education-Emotional/Behavioral Disorders
- Special Education-Inclusive/General Special Education
- Integration of Research and Practice
- Single-Subject Research
- GSP301 Spirit, Mind, Matter, and Justice
- ED370 Instruction and Accountability I
- ED410 Advocacy, Collaboration, and the Law
- ED536 Instruction for Exceptional Students
- ED543 Social-Emotional Development and Behavior
- ED598 Curriculum for Inclusive Education
- ED857 Innovative Leadership in the Information Age
Recent Publications and Proceedings
- Schoenfeld, N. A. (2018). Broken Fragments of Humanity: Views of Intellectual Disability in the Field Notes of Samuel Gridley Howe. New England Historians Association Conference, Storrs, CT.
- Schoenfeld, N.A. (2017). Health in the Classroom: Special Educators’ Perspectives of Culturally Diverse Healthcare Practices. Council for Exceptional Children Conference, Boston, MA.
- Alqahtani, H. H., & Schoenfeld, N. A. (2014). Teaching Cooking Skills to Young Women with Mild Intellectual Disability: The Effectiveness of Internet Websites. Current Issues in Education, 17 (2), 1-9.
- Rock, M. L., Schoenfeld, N. A., Ploessl, D. M., & Salter, A. (2014). Can you Skype me now? Developing teachers classroom management practices through virtual coaching. Beyond Behavior, 22 (3).
- Schoenfeld, N. A., Janney, D., & Rekart, J. L. (2013). Who is writing? Author affiliation across peer-reviewed journals of Emotional or Behavioral Disorders, 2000 to 2010. Behavioral Disorders, 38 (2), 88-98.