Marcia L. Rock

Dr. Rock has over twenty years of experience as a teacher, administrator, and university professor, specializing in the education of students with behavioral challenges. Guided by Gandhi’s dictum, “Be the change you wish to see in the world”, she has received a number of awards including: The University of Alabama’s Outstanding Commitment to Excellence in Teaching Award, Old Dominion University's Darden College of Education Fellows Award, and the Alabama Federation of the Council for Exceptional Children’s Jasper Harvey Award for Outstanding Teacher Educator. Her research activities are multifaceted, focusing currently on two strands: strategic self-monitoring for students with attention deficit hyperactivity disorder (ADHD) and technology innovation in teacher preparation. Dr. Rock serves as a consulting editor and a field reviewer for several professional journals. Also, she has acted as guest co-editor of special issues on positive behavior supports and effective instruction for two journals, Exceptionality and Preventing School Failure. She has authored or co-authored over 20 articles that have appeared in The Journal of Positive Behavior Interventions, Journal of Behavioral Education, Exceptionality, Intervention in School & Clinic, Teaching Exceptional Children, Focus on Exceptional Children, Preventing School Failure, Teacher Education and Special Education, Education & Treatment of Children, the Journal of Staff Development, and Phi Delta Kappen. Past president of the Alabama Council for Children with Behavior Disorders (CCBD), a previous member of Alabama’s ADHD Statewide Advisory Council, and a recent consultant for the Alabama State Department of Education and the Pennsylvania Area Training and Technical Assistance Network (PaTTAN), Dr. Rock is committed to reducing the gap between research and practice. Currently, she directs Project TEEACH, an $800,000 OSEP funded personnel preparation grant.

There are 22 included publications by Marcia L. Rock :

TitleDateViewsBrief Description
Back to Basics: Rules, Praise, Ignoring, and Reprimands Revisited 2009 27683 Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations. In that there...
Can You Hear Me Now? : Evaluation of an Online Wireless Technology to Provide Real-Time Feedback to Special Education Teachers-In-Training 2009 3358 In this study, the authors examine whether an advanced online technology can be used to give teacher trainees real-time feedback on their use of research-based classroom practices. Participants include 15 teachers enrolled in a field-based graduate s...
Data management and use through research practice partnerships: A literature review 2020 637 Through research-practice partnerships (RPPs) researchers and practitioners engage in long-term problem-solving collaborations aimed, in part, at increasing the capacity of personnel in local schools and districts to manage and use educational data f...
eCoaching: The Effects on Co-Teachers’ Planning and Instruction 2014 2978 Although co-teaching has become a popular approach to special education service provision in inclusive classrooms, practitioners have struggled to carry it out well. One suggestion for improvement has been to provide co-teachers with training that in...
Effective Crisis Management Planning: Creating a Collaborative Framework 2000 11423 Violence has permeated the fabric of public schools. Many teachers are fearful, unprepared, and ill equipped to deal with dangerous student behavior. One of the major impacts of the lack of active crisis planning and management has been unsafe classr...
The Effects of Fading a Strategic Self-Monitoring Intervention on Students’ Academic Engagement, Accuracy, and Productivity 2007 6029 In this study, using a single-case multiple-treatment reversal (A-B-A-B-C) research design, we replicated and extended previous strategic self-monitoring research by teaching five students, with and without disabilities, to use ACT-REACT to increase ...
ENGAGE: a blueprint for incorporating social skills training into daily academic instruction.(Examine the Demands of Curriculum and Instruction, Note Essential Social Skills, Go Forward and Teach, Actively Monitor, Gauge Progress, Exchange Reflections)(Report). 2008 5479 Student success in school depends, in part, on adequate social-interpersonal skills. Yet, in a time when all students are expected to reach specified academic goals, school personnel are hard-pressed to find ways to address the social-interpersonal b...
Equity and social justice in research practice partnerships in the United States 2022 1279 Research–practice partnerships (RPPs) have grown rapidly in the last decade in the United States to challenge traditional notions of education research by emphasizing the importance of researchers and practitioners working together in a spirit of mut...
Graphic Organizers: Tools to Build Behavioral Literacy and Foster Emotional Competency 2004 21721 Too frequently, current approaches to discipline de-emphasize the importance of social, emotional, and behavioral instruction and overemphasize the use of punishment. When reactive, punitive consequences are the primary form of discipline, a negative...
How Are They Now? Longer Term Effects of eCoaching Through Online Bug-In-Ear Technology 2014 4137 In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology. Quantitative data on five dependent variables were extracted from 14 participants’ electronically archived v...
Intervention assistance: is it substance or symbolism? 2001 2845 In 1990, the Commonwealth of Pennsylvania revised its special education standards to require intervention-assistance services (i.e., Instructional Support Teams or ISTs) for elementary-age (K-6) public school students who experience academic or behav...
Introduction to the special issue: improving outcomes for students with exceptionalities in the general curriculum. 2008 2361 Beginning with Public Law 94-142 (see Education for All Handicapped Children Act [IDEA] of 1975, codified and amended as Individuals With Disabilities Education Act of 2000), a succession of legislative acts has had a powerful influence on public edu...
Message From the Guest Editors: An Introduction to the Special Issue—Part I 2002 1446 Being strategic implies intentionality. It involves knowing what one wants to happen, and then intentionally seeing that it occurs. It also implies having a toolbox from which one can pull tools or tactics to apply, and it implies selecting the best ...
Message From the Guest Editors: An Introduction to the Special Issue—Part II 2003 1445 As we posited in Part I of this special issue, time is an important consideration for teachers to address when they are teaching students how to acquire, maintain, and generalize strategic approaches to learning. Time also poses a quandary to the edu...
On the Same Page: Practical Techniques to Enhance Co-Teaching Interactions 2010 11609 As increasing numbers of students with disabilities are taught in general education classrooms, co-teaching has become an established method of special education service provision. No longer viewed by education professionals as a collaborative model-...
Parents as Equal Partners: Balancing the Scales During IEP Development 2000 4348 Fifteen years ago, as a beginning special education teacher, I was proud of the preparation I had received in developing individualized education programs (IEPs). I was confident in my knowledge and skills and spent long hours after school and on wee...
Promote Student Success During Independent Seatwork 2009 13884 Students with learning and behavioral disorders often lack the requisite academic skills and behavioral self-control to remain engaged during passive seatwork activities. Because independent seatwork composes a large portion of the instructional time...
REACH: a framework for differentiating classroom instruction 2008 33852 Today, teachers are responsible not only for meeting the diverse needs of all students but also for ensuring improved educational outcomes. Accordingly, school personnel are seeking proven ways to strengthen traditional classroom practices. Beginning...
Strategic Solutions to Promoting Incremental Change 2002 2502 Being strategic at facilitating change in the quality of accommodations employed on behalf of students with learning disabilities means focusing on aspects that can be changed (teacher-specific variables) rather than those that cannot or are more dif...
Transfiguring It Out: Converting Disengaged Learners to Active Participants 2004 4005 Do you want to help students believe in themselves and their learning potential? This article addresses the challenge of disengaged students and provides teachers with a "transfiguration" model that uses a practical and robust strategy to transform d...
Use of Strategic Self -Monitoring to Enhance Academic Engagement, Productivity, and Accuracy of Students With and Without Exceptionalities 2005 12548 This study investigated the effects of a strategic self-monitoring intervention (i.e., The University of Alabama ACT-REACT) on the academic engagement, nontargeted problem behavior, productivity, and accuracy of students with and without disabilities...
Using Due Process Opinions as an Opportunity to Improve Educational Practice 2009 4231 There is little question that today’s society is a litigious one, and few professions can escape the realities of such. Although there is no mandate for national data collection on special education due process hearings (Ahearn, 2002), Chambers, Harr...