Irma Brasseur-Hock
- Teaching Professor
Contact Info
Office Phone:
Department Phone:
Joseph R. Pearson Hall, room #539
Personal Links
Biography —
Irma Brasseur-Hock, PhD serves as a Teaching Professor & Director of Online Special Education Master's Programs, University of Kansas; Assistant Research Professor, KU Center for Research on Learning (KUCRL). Dr. Brasseur-Hock earned her PhD in Special Education from the University of Kansas and has extensive experience as a special education teacher, earning a strong reputation for her expertise in adolescent literacy and secondary school change; she is the developer and validator of the Fusion Reading curriculum, a reading program for struggling adolescent readers, and has designed online professional development to support its implementation. Her professional interests encompass online instructional design, K-12 blended learning, instructional technology, adolescent literacy, professional development, instructional coaching, and instructional sustainability. Dr. Brasseur-Hock has served as Co-PI and project manager on several federally funded research projects focused on systems change, instructional delivery, and adolescent literacy, including grants from the Institute of Education Sciences (IES) related to reading intervention development, efficacy studies, and teacher quality, and has co-authored numerous peer-reviewed publications.
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.
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.
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.
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
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.