Virginia Commonwealth University
Community focus

About the director

Evelyn Reed-VictorEvelyn Reed-Victor, Ph.D.
Associate Professor, early childhood special education, and Faculty Director of early childhood development area, VCU Community Solutions


Department of Special Education and Disability Policy
School of Education
Virginia Commonwealth University
P.O. Box 842020
Richmond, Virginia 23284-2020
Phone: (804) 827-2653
Fax: (804) 828-1326
E-mail: ereedvic@vcu.edu

Other current positions

  • Principal investigator, MetroREADY: University Community Partnerships for Preparation of Early Intervention Personnel, U.S. Department of Education, Office of Special Education Programs.
  • Co-principal investigator, Richmond Early Reading First, U.S. Department of Education.
  • Co-principal investigator, Partnerships for Excellence in Early Language & Literacy, U.S. Department of Education.
  • Editorial Board, Journal of Children in Poverty.

Research and program development interests

  • Community-based personnel preparation in early intervention.
  • Child temperament and environmental supports to early learning and adjustment.
  • Self-regulation, early literacy and social-emotional adjustment in preschool.

Biography

Reed-Victor has been involved in early intervention and education since 1975, through direct services to children and families, program administration, professional development and research. She was involved in the first home-based early intervention program in Champaign, Ill., the Hampton University Mainstreaming Model (Handicapped Children’s Early Education Program) and statewide outreach in early mainstreaming initiatives. Reed-Victor also has taught as an early childhood special educator and served as a state preschool special education grant coordinator.

Since coming to Virginia Commonwealth University in 1998, she has coordinated the graduate program in early childhood special education and collaborated with VCU colleagues in the development and implementation of two federally funded interdisciplinary and one special education graduate training programs for early intervention. From 1999 until 2004, she was the co-director and principal investigator for the Virginia Department of Education’s Training & Technical Assistance Center for Personnel Serving Students with Disabilities at VCU. This technical assistance center provides training and long-term assistance to schools and other programs in Superintendent’s Regions 1 and 8.

In her current work at VCU, Dr. Reed-Victor works with university and community partners to strengthen personnel development in early intervention and early childhood education. MetroREADY prepares early intervention and early childhood special educators to work effectively in high needs communities. This project builds on university-community partnerships through community-based courses, service learning, family mentorships, and an online community of practice.

RERF and PEELLS are the first Early Reading First projects in Virginia, and both demonstrate the value of university-community partnerships. RERF is a collaborative effort of the Virginia Literacy Foundation, VCU Schools of Education and Social Work, and Richmond Public Schools to support effective early literacy in VCU’s Head Start in 17 community-based classrooms. PEELLS builds on the partnership of the Virginia Literacy Foundation, VCU School of Education, and Richmond Public Schools to enhance literacy experiences of young children and their families in school-based preschool programs. This program includes an early literacy certificate program for educators, as well as increased support to English Language Learners and their families. Both RERF and PEELLS provide preschoolers with a summer transition program, co-taught by kindergarten and preschool teachers in Richmond Public Schools.

Dr. Reed-Victor teaches in the ECSE graduate program and in the doctoral track in Special Education and Disability Policy. Her early childhood research focuses on personnel preparation and enhancing early learning experiences for young children.

Publications

Pelco, L.E., & Reed-Victor, E. (in press). Self-regulation and learning-related social skills: Intervention ideas for elementary school students. Preventing School Failure.

Reed-Victor, E. (2004). Individual differences and early school adjustment: Teacher appraisals of young children with special needs. Early Child Development & Care.

Pelco, L.E. & Reed-Victor, E. (2003). Understanding and supporting differences in child temperament: Strategies for early childhood settings. Young Exceptional Children, 6(3), 2-11.

Reed-Victor, E. and Stronge, J.H. (2002). Homeless students and resilience: Staff perspectives on students in school, family, and community contexts. Journal of Children in Poverty, 8(2), 159-183.

Ball, C., Pelco, L.E., Havill, V., and Reed-Victor, E. (2001).Confirmatory Factor Analysis of the Temperament Assessment Battery for Children - Revised: Parent Form. Journal of Psychoeducational Assessment.

Reed-Victor, E. and Stronge, J.H. (2001). Diverse teaching strategies for diverse learners: Homeless children, In H. Hodges, Ed., More Diverse Teaching Strategies for Diverse Learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Reed-Victor, E. (2000). Resilience and homeless students: Supportive adult roles. In J.H. Stronge & E. Reed-Victor (Eds.). Educating Homeless Students: Promising Practices, pp. 99-114. Larchmont, NY: Eye on Education.

Stronge, J.H. and Reed-Victor, E., Eds. (2000). Educating Homeless Students: Promising Practices. Larchmont, NY: Eye on Education.

Reed-Victor, E. and Pelco, L.E. (1999). Helping homeless students build resilience: What the school community can do. Journal for a Just and Caring Education 5(1), 51-71.

Reed-Victor, E., and Stronge, J.H. (1997). Building resiliency: Constructive directions for homeless education. Journal of Children in Poverty, 3(1), 67-92.
Paper presentations
Reed-Victor, E., Rhodes, J. & Chin, C. (2006). Personality contributions to early language development and social-emotional adjustment. European Conference on Personality 13, Athens Greece.

Reed-Victor, E., Pelco, L.E., & Myatt, B. (2005). Effortful control dimensions, executive attention, and language development: Relationships in early childhood for diverse children. 12th European Conference on Developmental Psychology, Tenerife, Spain.

Reed-Victor, E., Pelco, L.E., & Victor, J.B. (2004). Developmental change in effortful control and executive attention. XII European Conference on Personality, Groningen, Netherlands.

Reed-Victor, E., Pelco, L.E., and Victor, J.B. (July, 2004). Developmental change in effortful control and executive attention. XII European Conference on Personality, Groningen, Netherlands.

Popp, P., Reed-Victor, E., and Myers, M. (April, 2004). A growing challenge: Young children with disabilities experiencing homelessness. International Council for Exceptional Children Conference. New Orleans, LA.

Reed-Victor, E., and Hooper, B. (March, 2004). Broader & deeper: Documenting family mentorships in interdisciplinary personnel preparation. Office of Special Education Programs (US Department of Education) Conference. Alexandria, VA.

Popp, P., Reed-Victor, E., Power-deFur, L., and Myers, M. (October, 2003). Children & youth with disabilities experiencing homelessness. National Association for the Education of Homeless Children & Youth Conference. Crystal City, VA.

Reed-Victor, E., and Pelco, L.E. (August, 2003). Parent-rated effortful control and preschoolers’ performance on attention tasks. XIth European Conference on Developmental Psychology. Milan, Italy.

Hains, A., Reed-Victor, and Fire, N. (2002). Harnessing the internet: Meeting essential learning needs in the early childhood field. International Division for Early Childhood Conference. San Diego, CA.

Reed-Victor, E., Cox, A., and DeKruif, R. (2002). UPLINK: Personnel preparation and practices for young children with low-incidence disabilities. International Division for Early Childhood Conference. San Diego, CA.

Hains, A., Dinnebell, L., Fire, N., and Reed-Victor, E. (2002). State-Wide approaches to collaborative ECSE online instruction. 2002 Teacher Education Division (CEC) Conference. Savannah, GA.

Reed-Victor, E., Pelco, L.E., and de Kruif, R.E. (2002). Young children’s individual differences and teacher-child relationships. XI European Conference on Personality, Jena, Germany.

Reed-Victor, E., and Pelco, L.E. (2001). Measures of child temperament, personality and adjustment: Applications in resilience research and practice. International Conference of the Division for Early Childhood (CEC), Boston, MA.

Reed-Victor, E., and Pelco, L.E. (2001). Child temperament and personality: Contributions to early school competence. Xth European Conference on Developmental Psychology, Uppsala, Sweden.

Pelco, L.E. and Reed-Victor, E. (2001). Temperament and positive school outcomes: A two year follow-up of at-risk children. National Association of School Psychologists Conference. Washington, DC.

Reed-Victor, E., Pelco, L. E., and Bernheimer, L. (2000). Temperament as risk and protective factors: Research and clinical implications. International Division of Early Childhood (CEC) Conference. Albuquerque, NM.

Reed-Victor, E., Pelco, L.E., Victor, J.B., and Hill, K. (2000). Two year follow-up of young children at developmental risk: Stability and protection of personality factors for school adjustment. Poster presentation at the Xth European Conference on Personality, Krakow, Poland.

Pelco, L.E., Reed-Victor, E., Hart, J., and Tobin, L. (2000). Temperament, academic aptitude, and academic achievement: Relationships in young children. National Association for School Psychologists 32nd Annual National Convention. New Orleans, LA.

Reed-Victor, E. and Pelco, L. (1999). Measuring resilience-related protective factors in young children. International Division of Early Childhood (CEC) Conference. Washington, DC.

Reed-Victor, E., Pelco, L.E., Ball, C., and Carlotti, D. (1999). Parent-teacher ratings of protective factors as predictors of young children’s adjustment. IXth European Developmental Psychology Conference. Spetses, Greece.

Reed-Victor, E. (1999). Risk and protective factors of young children’s adjustment in special education and poverty-related programs. In V. Havill, Chair, Symposium: Investigations on the development & predictiveness of child personality across language, culture, race & social class. Society for Research in Child Development Biennial Meeting, Phoenix, AZ.

Reed-Victor, E. (1998). Teacher-Rated temperament and personality of young children in special education and poverty-related programs. 12th Occasional Temperament Conference. Philadelphia, PA.

Reed-Victor, E., Victor, J., Baker, S., Hart, J., and Hill, K. (1998). Resilience and risk: Parents’ and teachers’ perspectives about children’s characteristics and outcomes. Symposium on Culturally and Linguistically Diverse Exceptional Learners, Washington, D.C.