Dr. Trudi Gaines
- Position: Associate Professor
- Department: Teacher Education and Educational Leadership
- Office Location: Building 85, Room 190
- Campus: (850) 474-2848
- Personal: (850) 516-2775
- Curriculum Vitae (CV)
Dr. Trudi Gaines is an Associate Professor and teaches courses in educational psychology and exceptional student education at both the undergraduate and graduate levels.
Her research has been published in several peer-reviewed journals and she co-authored a chapter for a book, “Interplay of creativity and giftedness in science.” Publishers of her work include Educational Technology and Research, Electronic Journal of Inclusive Education, National Academic Advising Association Journal, Adolescence, and Journal of Behavior Analysis of Offender and Victim – Treatment and Prevention.
Gaines has researched inclusion in K-12 classrooms, the integration of technology into K-12 classrooms, the use of technology in academic advising, behavioral coaching to reduce delinquency and recidivism, and school responses to students who abuse drugs.
Her areas of interest include the use of technology in education, inclusion in education, K-12 students at risk for school failure, and collaboration with graduate students working on research projects.
Gaines, a former high school teacher, also has a part-time private counseling practice.
Degrees & Institutions:
Gaines received her bachelor's degree in German Literature with a minor in English Literature from Drew University. From there she received her master's degree in Counselor Education from Kean University where she graduated with Honors Commendation. Gaines went on to earn a doctorate degree in Curriculum and Instruction for Special and Alternative Education from the University of West Florida.
- Students at risk
- Inclusion in K-12 classrooms
- The role of technology in K-12 classrooms and in academic advising
- Applied Foundations of Education
- Applied Foundations of Education
- Pittman, T., & Gaines, T. (2015) Factors affecting technology integration in third, fourth, and fifth grade classrooms. Accepted by Educational Technology Research and Development, 63(4), 539-554.
- Barnes, M., & Gaines, T. (2015) Teachers’ attitudes and perceptions of inclusion in relation to grade level and years of experience. Electronic Journal of Inclusive Education, 3(3).
- Gaines, T. (2014). Technology and Academic Advising: Student Usage and Preferences. National Academic Advising Journal, 34(1), 43-49.
- Gaines, T., & Barry, L. M. (2008). The effect of a self-monitored relaxation breathing exercise on male adolescent aggressive behavior. Adolescence, 43, 291-302.
- Gaines, T., Barry, L. M., & Cautilli, J. (2009). A new view: Behavioral coaching for prevention of delinquency and recidivism. Journal of Behavior Analysis of Offender and Victim – Treatment and Prevention, 1(4), 14-27.
- Barry, L. M., & Gaines, T. (2008). Attention deficit hyperactivity disorder: Intervention as crime prevention. Journal of Behavior Analysis of Offender and Victim – Treatment and Prevention, 1(2), 154-170.
- Gaines, T., Mesa. J. C., Pecore J. L. (2016). Famous scientists that epitomize the importance of the interplay of creativity and giftedness. In Demetrikopoulos, M. K. & Pecore, J. L. (Eds.), Interplay of creativity and giftedness in science.
Keywords: special and alternative education, technology as a teaching tool for elementary school, inclusion in education, behavioral coaching for juveniles, schools’ responses to substance abuse