Ph.D., City University of New York, the Graduate School and University Center, 2001

M.S.Malow 1

MICHELINE S. MALOW, Ph.D.

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EDUCATION

Ph.D., City University of New York, The Graduate School and University Center, 2001

Major: Educational Psychology

Specialization: School Psychology

Honors: University Scholarship and Fellowship recipient 1994 & 1995

Dissertation Topic: The Influence of Siblings and Close Friendships on Early Adolescent Cigarette and Alcohol Expectancies

M.S. Ed. & Professional Diploma in School Psychology, The City University of New York, Queens College, 1998

Major: School Psychology

Permanent Certification: School Psychologist

Honors: Corrine J. Weithorn Scholarship, 1994-1995

B. S., Michigan State University, 1981

Major: Retailing and Marketing of Clothing and Textiles. Honors: College of Human Ecology Award for Academic Scholarship, 1979 &1980

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HIGHER EDUCATION TEACHING EXPERIENCE

July 2006 – Manhattanville College, Purchase, New York

Present Associate Professor, Department of Special Education, SOE

Teaching: Graduate level courses in Foundations of Special Education, Research in Special Education, and Child Development.

Responsibilities: Department co-chair, Faculty liaison for the Council for Exceptional Children (CEC), Student advisement, SOE committee work, Manhattanville College committee work, and professional development.

Sept. 2001- Queens College, The City University of New York, Flushing,

June 2006 New York

Assistant Professor, Department of Elementary and Early Childhood Education.

Teaching: Undergraduate and graduate level courses in Child Development, Psychology of Exceptional Children, and Educational Research.

Responsibilities: Student advisement, EECE Alumni Newsletter editor, and Teaching Fellow program liaison.

Jan. 2000 - Queens College, The City University of New York

July 2001 Flushing, New York;

Visiting Assistant Professor, Department of Elementary and Early Childhood Education.

Teaching: Graduate level courses in Child Development, Psychology of Exceptional Children, and Educational Psychology.

Sept. 1997- Queens College, The City University of New York

Dec. 2000 Flushing, New York;

Adjunct Lecturer, Department of Elementary and Early Childhood Education.

Teaching: Undergraduate and graduate level courses in Child Development, and Psychology of Exceptional Children.

Sept. 1996- Queens College, The City University of New York

Dec. 2000 Flushing, New York;

Adjunct Lecturer, Department of Secondary Education and Youth Services.

Teaching: Undergraduate and graduate level courses in Educational Psychology.

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RELATED PROFESSIONAL EXPERIENCE

June 2008- Westchester Jewish Community Services

Present Hartsdale, New York

NYS Licensed Psychologist / Learning and Evaluation Center Consultant

Responsibilities: Psycho-educational assessment coordinator, supervision of doctoral fellows, externs and learning center staff in testing rotation. Provide

and supervise psycho-educational, psychological, and developmental assessments to individuals with disabilities, and specialized learning and behavioral needs.

July 1998- Hospital Clinic Home Center Instructional Corporation

Sept. 2005 Brooklyn, New York;

School Psychologist / Consultant.

Responsibilities: Conduct intellectual and social assessments, social history interviews, play therapy with children, behavioral observations, and consultation with teachers, parents and community agencies.

April 1995- Research Foundation of the City University of New York,

June 2000 Queens College, Flushing, New York;

Research Assistant; Teen Attitude Study.

Responsibilities: Worked on longitudinal research project. Duties included literature research, administering surveys in schools, compiling data and statistical analysis, presentations at professional conferences.

Sept. 1997- Hospital Clinic Home Center Instructional Corporation

June 1998 Brooklyn, New York;

School Psychology Doctoral Intern.

Responsibilities: Worked as a school psychology intern under the supervision of the clinical director. Performed intellectual assessments, social history interviews, conducted parent groups, provided play therapy sessions, consulted with teachers and parents, and participated in individual and group supervision.

Feb. 1997 - The Graduate School and University Center, C.U.N.Y.

May 1997 Bellevue Hospital, New York, N.Y.;

Practicum Experience.

Responsibilities: Assisted school psychologist in intellectual and psychological assessment and consultations with teachers.

Sept.1996- The Graduate School and University Center, C.U.N.Y.

Dec. 1996 Ossining School District, Ossining, New York;

Practicum Experience

Responsibilities: Assisted school psychologist in behavioral observations, curriculum based assessment data collection, student counseling – individual and groups, and conducting psycho-educational assessments.

Feb. 1996- The International High School Consultation Project

June 1996 Long Island City, New York;

Educational Consultant, Queens College, C.U.N.Y.

Responsibilities: Provided supervised consultative services to student and high school teachers. Worked collaboratively with a young adult on assessment, interventions and tutoring.

Feb. 1996- Queens College, C.U.N.Y.

May 1996 Elmont School District, Elmont, New York;

Practicum Experience,

Responsibilities: Conducted a triennial evaluation for presentation to the school district’s Committee on Special Education under the supervision of the school psychologist.

Sept. 1994- Queens College, C.U.N.Y.

Dec. 1994 Glen Head School District, Glen Head, New York;

Practicum Experience, Queens College, C.U.N.Y.

Responsibilities: Assisted school psychologist in academic and intellectual assessments, student counseling and consultations with parents and teachers.

May 1988- Madison York Residence for Seniors

Feb. 1992 Rego Park, New York;

Activities Assistant. Volunteer

Responsibilities: Assisted activities director with recreational and artistic programming for ambulatory senior residents.

Oct. 1991- Schneider's Children's Hospital, L.I.J.M.C.

June 1992 Floral Park, New York;

Special Education Tutor. Volunteer

Responsibilities: Tutored learning disabled children in the Department of Child Psychiatry.

June 1990- Montessori Academy of New York

Dec. 1991 Elmhurst, New York;

Teacher’s Aide. Volunteer

Responsibilities: Assisted in a nursery classroom as a teacher's aide.

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PUBLICATIONS

Book

Johnson, P., & Malow-Iroff, M.S. (2008). Adolescents and Risk. Making Sense of

Adolescent Psychology. Praeger Publishing, Greenwood Press: Ct.

Journal Articles – Peer Reviewed

Bisland, B.M., O’Connor, E., & Malow, M. (2013). Perspectives. practices and constraints

in social studies instruction: A case study of alternatively certified elementary

teachers. The International Journal of Social Education, 24 (2), 117-144.

Malow, M.S., Krute, L., & Wepner, S. (2012). Using student feedback to examine teacher

education programs. Excelsior: Leadership in Teaching and Learning, 7(1), 1 – 14.

O'Connor, E.A., Malow, M.S., & Bisland, B.M. (2011). Mentorship and instruction

received during training: Experiences and views of alternatively certified teachers.

Educational Review, 63(2), 219-232.

Malow, M.S., & Lombardo, M.H. (2011). Reflection and connection in the art classroom:

Bridging theory and practice. Insights on Learning Disabilities: From Prevailing

Theories to Validated Practices, 8(1), 83-93.

Malow, M.S., Gomez, D.W., Austin, V.L, & Barowsky, E.I. (2011). Teacher efficacy:

Perceptions of secondary students with emotional and behavioral disorders and

concomitant learning problems. Insights on Learning Disabilities: From Prevailing

Theories to Validated Practices, 8(1), 21-36.

Austin, V., Malow, M., Gomez, D., Barowsky, E. (2011). Effective teacher behaviors

evident in successful teachers of students with emotional and behavioral disorders.

Journal of the American Academy of Special Education Professionals, Winter 2011,

Available from http://www.naset.org

Malow-Iroff, M. S., O’Connor, E., & Bisland, B. M. (2007). Intention to return: Alternatively certified teachers’ support, ideology and efficacy. Teacher Development, 11, 263-275.

Johnson, P., & Malow-Iroff, M. (2007). The impact of drug abuse on poor and minority families and children. The Journal of Drug Addiction, Education, and Eradication. 2, (3-4), 329 - 342.

Malow-Iroff, M. S. (2006). Cross-sex best friendship influences on early adolescent substance use expectancies and behaviors. The Journal of Psychology, 140, 209 -227.

Chapters in Edited Books

Berte, B, Malow, M.S., & Gomez, D.W. (2013). Warm demander pedagogy: Managing behavior through the 3R’s of insistence. In Honigsfeld, A. & Cohan, A. (Eds.), Breaking the Mold of Classroom Management: What Educators Should Know and Do to Enable Student Success. NY, New York: Rowman and Littlefield.

Malow-Iroff, M. S., Benhar, M., & Martin, S. (2007). Educational reform and the child with disabilities. In Johnson, H. L. & Salz, A. (Eds.), What is Authentic Educational Reform? Pushing Against the Compassionate Conservative Agenda. (pp.71 – 85). N.Y., New York: Lawrence Erlbaum Associates.

Johnson, P., & Malow-Iroff, M. (2006). The impact of drug abuse on poor and minority families and children. In Metrosa, E.V. (Ed). Racial and Ethnic Disparities in Health and Healthcare (pp.205-218). N.Y., New York: Nova Science Publishers, Inc.

Malow-Iroff, M. S., & Johnson, H. (2005). Health and parenting issues in childhood and adolescence. In Farenga, S.J., & Ness, D. (Eds.). Encyclopedia of Education and Human Development (Vol. 3, pp. 867-902). Armonk, New York: M.E. Sharpe.

Published Conference Proceedings

Malow-Iroff, M.S., & Stuerwalt, K. (2008). What aesthetic education practices can contribute to the education of students with special needs in an inclusive setting. Available from: http://qcpages.qc.cuny.edu/Education/conference.html

On-line Professional Educator Articles

Malow, M. (2014, September). Mindfulness for Teachers. Strategies for Successful

Learning, 8(1), Available from