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Director

In August 2005, John Begeny began his role as an Assistant Professor in the School Psychology Program at North Carolina State University.

He received his B.S. in Psychology and B.A. in English at Western Michigan University in 2000, and completed his M.S. in 2002 and Ph.D. in 2005 in School Psychology at Syracuse University. John completed his pre-doctoral internship at the University of Nebraska Medical Center, Munroe Meyer Institute.

Prior to and during his employment at NC State, John obtained a variety of professional-practice experiences (e.g., school psychologist intern in elementary schools and a medical hospital, classroom teacher for a non-public school, paraprofessional for a public school, school district consultant in academic instruction and assessment, clinician in a psychoeducational clinic). In addition, he obtained these experiences in a variety of different settings (e.g., urban, suburban, and rural schools in the Northeast, Midwest, Northwest, and Southern United States; rural and urban schools in Latin America). John has also worked with hundreds of K-12 teachers and with a wide range of student populations (e.g., English language learners, children with diagnosed learning disabilities, children with autism, and children with severe behavior disorders).

John has received several grants for his research activities, including an early career research grant from the Society for the Study of School Psychology (with co-investigator Dr. Scott Methe) and grants to develop early literacy instructional materials for parents and teachers. John has also received grants to fund reading projects for students in low-income communities, including communities in Central America. As part of The Guilford Press School Practitioner Series, John is currently writing a book intended to help educators use academic consultation in schools.

In his graduate- and undergraduate-level teaching at NCSU, John regularly supplements traditional coursework with applied experiences in the community (e.g., schools and community-based after school programs). Students in his classes therefore obtain hands-on experiences working with children, parents, school teachers, and/or community-based educators. Overall, John’s professional goal is to work and partner with teachers and parents to help connect research and practice, and to help train university students to enter the challenging yet important field of education.

Although John is passionate about his professional work and goals, his non-professional life helps to keep him balanced and happy. Outside of his professional life, John spends a great deal of time with music-related activities (e.g., learning Latin dances, learning to play musical instruments, attending live shows). He also devotes his time to friends, family, reading, learning Spanish, and learning more about the world and people through traveling.

Most of John’s current research investigates:

• Reading interventions that enable elementary-aged students to become better readers
• Methods to identify students with reading difficulties and successfully monitor their progress when they receive intervention
• Strategies to narrow the gap between research and practice
• Issues concerning effective education internationally

To learn more about Dr. John Begeny, including how to get in contact with him, please view the links below:

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Graduate Students

The following students have each significantly contributed to ERPAS. As such, each of these students are (or will be) listed as a co-author of one or more publications. Click here to review a list of our most recent publications. Individuals interested in applying to become a North Carolina State University school psychology graduate student should click here for additional information.

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Undergraduate Students

Since Fall 2005, the ERPAS group has included over 70 different NCSU undergraduate students. Undergraduate students generally apply to work with the ERPAS group because of their strong interest in education, research, working with children, working with teachers, and/or working with families. These students also tend to have strong interests in understanding diversity and issues of social justice, such as ensuring that all children have equal opportunities for an effective education.

Nearly all of our undergraduate students ultimately apply (and get in) to competitive graduate programs in fields related to education and/or psychology (e.g., school psychology, child-clinical psychology, school counseling, elementary education, developmental psychology, social work).

The following students are currently involved with ERPAS. Like many of our previous undergraduate students and community volunteers, many of the individuals listed below have been involved with our team for two or more years and some have even been asked to co-author professional presentations and publications. Click here for more information about undergraduate co-authors of professional publications.

NCSU undergraduate students interested in applying to work with our team should click here for additional information. Although most of our undergraduate students are NCSU psychology majors, being a psychology major is not required to work with our team.

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Community Partners

Since Fall 2005, the ERPAS group has included dozens of members from the community who work with us as co-creators of information and educational resources. Community partners regularly include parents of grade-school children, educators working in schools (e.g., principals, school psychologists, special education teachers, regular education teachers), and directors of community-based organizations that aim to improve children's education (e.g., Boys and Girls Clubs, YMCAs, The Homework Haven).

Also, community partners sometimes include members from the community who are not directly associated with a specific community-partner organization, such as those listed above. Instead, these community members want to work with our team because of their strong interest in learning more about community-based partnerships and/or applied research in education. These individuals often come to our team with background experiences (or interests in) working with children, working in schools, and/or working with a non-profit organization.

Community members work with our team on a volunteer basis and typically commit approximately 8-12 hours per week. Similar to the university students who work with us, community members also tend to have strong interests in understanding diversity and issues of social justice, such as ensuring that all children have equal opportunities for an effective education. Many of our previous community-member partners also have interest in pursuing their education in graduate school, usually in fields related to education and/or psychology (e.g., school psychology, child-clinical psychology, school counseling, elementary education, developmental psychology, social work).

Some individuals from partner organizations, as well as community members unaffiliated with partner organizations, have been asked to co-author professional presentations and publications. Click here for more information about community-partner co-authors of professional publications.

Because our work often involves research with child participants, and because the identity of research participants must always be kept anonymous, we cannot list names of community partners or their associated organizations if that information has the potential of revealing specific locations of our research (and thus the participants of that research).

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Former ERPAS Members

Although there have been several former ERPAS Members who have contributed significantly to our work, these university students and community-member partners demonstrated notable leadership and involvement while working as part of our team.

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