Renee Speight
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Assistant Professor of Special Education
Faculty Researcher
Research Areas
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Biography and Research Information
OverviewAI-generated summary
Renee Speight's research focuses on improving classroom management strategies and teacher preparation, particularly for educators in rural settings. Her work investigates the effectiveness of behavior management techniques, such as CW-FIT, in enhancing student engagement and behavior in various educational contexts, including virtual and co-taught classrooms. Speight also explores how interprofessional education and collaboration with other disciplines, like elementary education and communication sciences, can strengthen teacher preparation programs.
Her publications examine the implementation quality of classroom management practices and the integration of arts into teacher education. Speight's scholarship also addresses supporting educators in implementing proactive classroom management strategies, with a recent study focusing on professional development for rural educators. She has a notable publication history in this area, with several papers published in 2021 and 2023-2025. Speight collaborates with several colleagues at the University of Arkansas at Fayetteville on her research endeavors.
Metrics
- h-index: 4
- Publications: 12
- Citations: 36
Selected Publications
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Evaluation of the Effects of CW-FIT MS: A Study of Novice Teacher Implementation (2026)
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Supporting rural educators’ implementation quality of classroom management practices: A professional development study (2025)
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Impact of CW-FIT on Student Appropriately Engaged Behavior in Two Co-Taught Middle School Classrooms (2025)
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Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals (2024)
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Improving Secondary Student Classroom Behavior With an IGC (2023)
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Teaming for Transition (2022)
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Publisher Correction: Effects of a Behavior Management Strategy, CW‑FIT, on High School Student and Teacher Behavior (2022)
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Leveraging Positive Behavior Supports to Improve Engagement in Virtual Settings (2021)
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Effects of a Behavior Management Strategy, CW-FIT, on High School Student and Teacher Behavior (2021)
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Impact of CW-FIT on Student and Teacher Behavior in a Middle School (2020)
Collaboration Network
Top Collaborators
- Leveraging Positive Behavior Supports to Improve Engagement in Virtual Settings
- Effects of a Behavior Management Strategy, CW-FIT, on High School Student and Teacher Behavior
- Publisher Correction: Effects of a Behavior Management Strategy, CW‑FIT, on High School Student and Teacher Behavior
- Teaming for Transition
- Effects of a Behavior Management Strategy, CW-FIT, on High School Student and Teacher Behavior
- Publisher Correction: Effects of a Behavior Management Strategy, CW‑FIT, on High School Student and Teacher Behavior
- Teaming for Transition
- Teaming for Transition
- Teaming for Transition
- Teaming for Transition
- Teaming for Transition
- Improving Secondary Student Classroom Behavior With an IGC
- Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals
- Lessons learned through interprofessional education: exploring collaboration with elementary education, special education and communication sciences and disorders pre-service professionals
- Supporting rural educators’ implementation quality of classroom management practices: A professional development study
- Supporting rural educators’ implementation quality of classroom management practices: A professional development study
- Supporting rural educators’ implementation quality of classroom management practices: A professional development study
- Supporting rural educators’ implementation quality of classroom management practices: A professional development study
- Supporting rural educators’ implementation quality of classroom management practices: A professional development study
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