photo of Jennifer Grisham-Brown

 

Jennifer Grisham-Brown, Ed.D.

Professor
Department of Early Childhood, Special Education and Rehabilitation Counseling
621 South Limestone
jennifer.grisham-brown@nulluky.edu
(859) 257-8943

Jennifer Grisham-Brown is a professor and program chair in the Interdisciplinary Early Childhood Education program and faculty director of the Early Childhood Laboratory school. She is co-author of two books on blended education in early childhood education (Blended Practices in Early Childhood Education and Blended Assessment Practices in Early Childhood Education – in press). Her research interests include authentic assessment, tiered instruction, and inclusion of children with significant disabilities.

Dr. Grisham-Brown is co-founder of a children’s home and preschool program in Guatemala City called Hope for Tomorrow, where she accompanies students for the education abroad program.

Vita (PDF)

Research categories: Early Childhood Education, Disabilities

 

Recent Publications:

Hawkins-Lear, S., & Grisham-Brown, J. L. (2018). Teaching Early Math Skills to Young Children with Disabilities in Rural Early Childhood Settings. Rural Special Education Quarterly.
Shepley, C., Grisham-Brown, J. L., Lane, J. et al. (2017). Effects of a training package to increase teachers’ fidelity of naturalistic instructional procedures in inclusive preschool classrooms. Teacher Education and Special Education.
Grisham-Brown, J., & Hemmeter, M. (2017, January (1st Quarter/Winter)). Blended Practices for Teaching Young Children in Inclusive Settings. Paul Brookes.
Hall, A. H., Toland, M. D., Grisham-Brown, J. L. et al. (2014). Exploring interactive writing as an effective practice for increasing head start students' alphabet knowledge skills. Early Childhood Education Journal, 42, 423-430.
Hallam, R., Pretti-Frontczak, K., & Grisham-Brown, J. (2014). Comparing apples and oranges: The mismeasurement of young children through the mismatch of assessment purpose and the interpretation of results. Topics in Early Childhood Special Education., 34(2), 106-115.