Krawec, Jennifer

Title
Assistant Professor of Professional Practice
Department
Teaching and Learning
Degree
University of Miami, Ph.D., Education, 2010
Specialization
Special Education

Dr. Jennifer Krawec joined the University of Miami faculty in 2012 as a Research Assistant Professor. Prior to this, she was an Assistant Professor at Missouri State University’s Department of Counseling, Leadership, and Special Education. Dr. Krawec is the Principal Investigator of the IES Mathematics and Science Special Education Research Grant titled Solve It! - Grades 5-6: Improving Math Problem Solving for Students with Learning Disabilities in Urban School. The purpose of this 3-year, 1.5 million-dollar project is to modify an existing intervention for 5th and 6th graders that was previously validated with middle and secondary students with learning disabilities.

Dr. Krawec began her career as a teacher in an inclusive classroom in M-DCPS. She eventually graduated from the University of Miami in 2010 with a Ph.D. in special education. Her research focuses on the processing differences in math problem solving of students with LD and the instructional interventions that address them. Dr. Krawec received the CEC Division for Learning Disabilities’ dissertation award as well as the doctoral dissertation award from the International Academy for Research in Learning Disabilities.

Dr. Krawec’s work has been published in the Journal of Educational Psychology, Journal of Learning Disabilities, Learning Disabilities Quarterly, Learning Disabilities Research & Practice, and Middle Grades Research Journal. She serves on the editorial board of Learning Disabilities Research & Practice and is a reviewer for several other journals. Her professional publications include “Using number lines to solve math word problems: A strategy for students with learning disabilities,” “The role of teacher training in cognitive strategy instruction to improve math problem solving,” and “Metacognitive strategy use of eighth-grade student with and without learning disabilities during mathematical problem solving: A think-aloud analysis.”


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