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Tricia K. Strickland

 

Tricia K. Strickland

Assistant Professor of Education

Tel: 301-696-3553
Email: Strickland@hood.edu
Office: Tatem Arts Center, Room 117
Office Hours: By Appointment

Education

  • Ph.D., University of Maryland
  • M.Ed., George Mason University
  • B.A., University of Baltimore

Courses Taught

  • EDUC 236 Children and Youth with Exceptionalities
  • EDUC 347 Classroom Organization and Management
  • EDUC 353 Special Education Methods: Elementary School
  • EDUC 354 Special Education Methods: Middle School
  • EDUC 576 Curriculum and Methods in Special Education: Mathematics and Science

Biography

Tricia K. Strickland, Ph.D., assistant professor of education, teaches courses in special education and classroom management. Dr. Strickland received her undergraduate degree in psychology from University of Baltimore, her master's degree in Special Education from George Mason University, and her doctorate in special education with a concentration in mathematics education from the University of Maryland. Dr. Strickland spent 12 years teaching middle and high school students with diverse learning needs. Prior to teaching, she worked with children with emotional and behavioral disorders in residential facilities. Dr. Strickland is especially interested in instructional practices and interventions that assist students with high incidence disabilities access the general education curriculum and have a positive school experience.

Publications

  • Strickland, T.K., & Maccini, P. (in review). Exploration of Quadratics Expressions Through Multiple Representations for Students with Mathematics Difficulties
  • Strickland, T.K., & Maccini, P. (2012). The effects of the concrete- representational-abstract-integration strategy on the ability of students with learning disabilities to multiply linear expressions within area problems. Remedial and Special Education.
  • Dieker, L.A., Maccini, P., Strickland, T.K., & Hunt, J.H. (2011). Minimizing weaknesses and maximizing strengths of students with disabilities. In M. Strutchen and J.R. Quander (Eds.) Focus in High School Mathematics: Fostering Reasoning and Sense Making for All. Reston, VA: National Council of Teachers of Mathematics.
  • Strickland, T.K., & Maccini, P. (2010). Strategies for teaching algebra to students with learning disabilities: Making research to practice connections. Intervention for School and Clinic, 46(1), 38-45.
  • Maccini, P., Strickland, T., Gagnon, J.C., & Malmgren, K. (2008). Accessing the general education math curriculum for secondary students with high-incidence disabilities. Focus on Exceptional Children, 40(8), 1-32.
  • Strickland, T.K. (in press). Developing an Understanding of Quadratics through the Use of Concrete Manipulatives. Journal of Special Education Apprenticeship.
  • Strickland, T.K., & Maccini, P. (in press). Exploration of Quadratics Expressions Through Multiple Representations for Students with Mathematics Difficulties. Learning Disabilities: A Multidisciplinary Journal, 19(2).
  • Strickland, T.K., & Maccini, P. (2013). The effects of the concrete-representational-abstract-integration strategy on the ability of students with learning disabilities to multiply linear expressions within area problems. Remedial and Special Education, 34(3), 142-153.
  • Graybeal, C.D., Strickland, T.K., Rodriguez, M., & Guerra, N. (2013). Conceptual Understanding of Integer Operations: A Study of Middle School Students and Their Thought Processes. Banneker Banner, 28(1), 4-8.
  • Dieker, L.A., Maccini, P., Strickland, T.K., & Hunt, J.H. (2011). Minimizing weaknesses and maximizing strengths of students with disabilities. In M. Strutchen and J.R. Quander (Eds.) Focus in High School Mathematics: Fostering Reasoning and Sense Making for All. Reston, VA: National Council of Teachers of Mathematics.
  • Strickland, T.K., & Maccini, P. (2010). Strategies for teaching algebra to students with learning disabilities: Making research to practice connections. Intervention for School and Clinic, 46(1), 38-45.
  • Maccini, P., Strickland, T., Gagnon, J.C., & Malmgren, K. (2008). Accessing the general education math curriculum for secondary students with high-incidence disabilities. Focus on Exceptional Children, 40(8), 1-32.