Irma Brasseur-Hock

Teaching Professor

Contact Info

ibrasser@ku.edu

Office Phone:

785-864-6479

Department Phone:

785-864-4780

Joseph R. Pearson Hall, room #539

Joseph R. Pearson Hall, room #740

Curriculum Vita (pdf) Curriculum Vita (pdf)

Biography —

Irma Brasseur-Hock, PhD, is the Teaching Professor and Director for the Online Teacher Education Programs in the Department of Special Education and Assistant Research Professor in the Center for Research on Learning. Dr. Brasseur-Hock served as a secondary classroom teacher of general and special education students for fifteen years. Her research interests include online instructional design, preservice/Inservice teacher education, adolescent literacy, reading instructional practices, personalized/blended learning, instructional coaching, and instructional sustainability. She is highly regarded for her skills as a professional development specialist in adolescent literary and secondary school change. Dr. Brasseur has served as Co-PI and project manager on several IES grants including a reading intervention development grant, a Striving Readers efficacy study, a teacher quality development grant, and an IES measurement grant. In these leadership roles, Dr. Brasseur's work has focused on systems change, instructional delivery, and adolescent literacy. She has co-authored dissemination work from these studies in numerous peer-reviewed, scholarly works and presentations, including publications found in Learning Disability Quarterly, the Journal of Learning Disabilities, and the Journal of Learning and Individual Difference.

Education —

Special Education, University of Kansas, 2005, Lawrence, KS

Special Education, Eastern Michigan University, 1990

Special Education, Central Michigan University, 1984

Selected Publications —

Brasseur-Hock, I. F., Deshler, D. D., Bradley, B. A., Clark, K., & Ruggles, M. (2015). Blended instructional design: An online course to enhance learning for ALL students [Other]. University of Kansas Center for Research on Learning.

Hock, M. F., & Brasseur-Hock, I. F. (2015). Comprehension instruction for at-risk students [Book Chapters]. In S. R. Paris, D. Fisher, & K. Headley (Eds.), Adolescent literacy, Field tested: Effective solutions for every classroom (Issue 2nd). The International Reading Association.

Robinson, S., Brasseur-Hock, I. F., & Leko, M. (2014). Methods and assessment: Literacy interventions for struggling Learners and students with high-incidence disabilities: High-incidence online graduate program SPED 741 [Other]. University of Kansas Department of Special Education.

Hock, M. F., Brasseur-Hock, I. F., & Deshler, D. D. (2013). Evidence supporting the Fusion Reading program [Reports]. McGraw-Hill Education.

Hock, M. F., Brasseur-Hock, I. F., & Deshler, D. D. (2012). Fusion reading program (Issue Tech. Rep.) [Reports]. University of Kansas Center for Research on Learning.

Brasseur, I. F., Hock, M. F., & Deshler, D. D. (2012). Fusion reading: Establish the course [Other]. McGraw-Hill.

Hock, M. F., Brasseur, I. F., & Deshler, D. D. (2012). Fusion strategy integration [Other]. McGraw-Hill.

Brasseur-Hock, I. F. (2012). Online professional development modules to support implementation of Fusion Reading: Establish the course year one [Other]. McGraw-Hill Education Group.

Brasseur-Hock, I. F. (2012). Online professional development modules to support implementation of Fusion Reading: Fusion reading assessment System [Other]. McGraw-Hill Education Group.

Brasseur-Hock, I. F., Hock, M. F., Biancarosa, G., Kiefer, M., & Deshler, D. D. (2011). Adolescents struggling readers in urban schools: Results of a latent class analysis [Journal Articles]. Journal of Psychology and Education: Learning and Individual Differences, 21, 438–452.

Hock, M. F., & Brasseur-Hock, I. F. (2009). Literacy interventions for adolescent struggling readers [Book Chapters]. In S. R. Paris, D. Fisher, & K. Headley (Eds.), Adolescent literacy, Field tested: Effective solutions for every classroom (pp. 129–142). The International Reading Association.

Selected Presentations —

Brasseur-Hock, I. F. (1/26/2016 - 1/28/2016). Blended Learning and SIM: a new way to integrate Strategic Instruction. Florida SIM update January 2016. Orlando Florida

Hock, M. F., & Brasseur-Hock, I. F. (1/1/2012 - 12/31/2014). Establishment of a comprehensive two-year intensive reading program for students with disabilities in middle and high school. Minneapolis/St Paul Consortium of middle and High Schools. Spring Lake Park, MN

Brasseur-Hock, I. F., & Hock, M. F. (12/31/2013). Adolescent Literacy: Preparing the Future. Webinar presentation as part of the McGraw Hill Education. Lawrence, KS

Hock, M. F., & Brasseur-Hock, I. F. (12/31/2011). Establishment of a comprehensive two-year intensive reading program for adolescent struggling readers in middle and high schools. Virginia Project Schools. Ashland, VA

Hock, M. F., & Brasseur-Hock, I. F. (1/1/2010 - 12/31/2010). A series of PD workshops and instructional coaching site visits to support implementation of Fusion Reading in the Michigan Striving Readers Project. We conducted 8 Days of PD on FR components and 6 days of coaching. Lansing, Muskegon, Inkster & Westwood, MI

Hock, M. F., & Brasseur, I. F. (12/31/2006). A descriptive study of reading component skills of 350 urban adolescent struggling readers. Report presented at the Institute of Education Sciences (IES) Research Conference. Washington, DC

Awards & Honors —

International SIM Leadership Award
The University of Kansas Center for Research on Learning
2011

Grants & Other Funded Activity —

"Development of Blended Learning Science Environments that Support Three-Dimensional Learning of Crosscutting Concepts, Science and Engineering Practices, and Disciplinary Core Ideas". National Science Foundation. $2861171.00. Submitted 12/5/2016 (7/1/2017 - 12/31/2020). Federal. Status: Proposal Submitted

Accelerating Reading Achievement for Adolescents with Severe Reading Disabilities. US Dept of Education. $1498745.00. Submitted 7/31/2015 (7/1/2016 - 6/30/2020). Federal. Status: Proposal Submitted

Adolescent literacy partnerships: Meeting the needs of all students. CFDA 84.323. CFDA 84.323. $1300000.00. (1/1/2007 - 12/31/2012). Other States. Status: Funded. For 5 years. State Professional Development Grant. The primary goals of the project are to improve student achievement and literacy, support the implementation of evidenced practices for students with disabilities in middle and high schools, and build sustainability of systemic changes. My role is that of CO-PI with .20 FTE devoted to the project.

Continious Improvement Partnership with Charlotte Mecklenburg Schools. Department of Education Institute for Educational Sciences. $1990000.00. Submitted 9/1/2014. Federal. Status: Proposal Submitted. For four years. Principal investigator at .25 FTE. The proposal describes a plan to continue a well established research partnership and to expand the Fusion Reading program for non exceptional children who struggle with reading. We will focus on addressing the district’s need to improve performance on the Common Core State Standards (CCSS). We will intervene with students in 6th, 7th, and 8th grades who have the most intractable learning challenges in reading and who have been nonresponsive to previous instruction.