Faculty & Staff
Angela K. Stone-MacDonald, PhD
- Assistant Professor, College of Education and Human Development Early Childhood Licensure Program Director, Early Education and Care in Inclusive Settings
- 617-287-7316 Telephone:
- Angela.Stone@umb.edu Email:
Professional Publications & Contributions
Angi Stone-MacDonald focuses on international inclusive education and early intervention. Her two main research threads are: (1) Culturally Relevant Practice for Children with Special Needs, and (2) Early Intervention (EI) and Early Childhood Educator Preparation for Diverse Educators and Families. Her areas of research include early intervention, international special education for children with developmental disabilities, and teacher preparation for early intervention. Her current research agenda includes work on the implementation of assessment in the early intervention system, and early intervention personnel preparation and inclusive education and early childhood education in Tanzania. Past projects have included exploring the use of technology in early childhood education for children and personnel preparation and STEM in inclusive early childhood classrooms.
She has partnerships with various early intervention programs in the Boston metro area and works closely with the state Early Intervention Training Center. She also has partnerships State University of Zanzibar in Tanzania and a project in Moshi, Tanzania. She works closely with the Severe Pathways program in Boston Public Schools.
1. Fidelity of Implementation of the BDI-2 in Early Intervention
This public service project created a research collaboration between a university and EI leadership to examine and improve: 1) the levels of fidelity of implementation of assessments in EI and 2) the quality of interactions between families and EI providers during assessments.
2. Early Intervention Scholars Project
In this study, we explore the how Early Intervention (EI) Specialist students’ use their professional, practical and personal experiences in their practicum and work settings (Grisham, 2000; Vacca et al., 2003) and examine the context of their work within their early childhood setting and the urban community. Finally, we want to deepen our understanding of how the educators are influenced by the sociocultural aspects of their lives (Vygotsky, 1978; Wertsch, 1998). Our students are embedded in the urban community in EI programs and/or other early childhood settings throughout their coursework. Understanding their roles and their beliefs and orientations to their roles in the community in relation to their knowledge sources will guide us as faculty to better meet their needs and the needs of the families they serve.
3. Toa Nafasi Project in Moshi, Tanzania
In this project, we assess, identify, and support children with learning challenges and identified disabilities in grade 1 classrooms in Moshi, Tanzania. For the study, we analyzed aggregated student assessment data from grade 1 students at a public government primary school in Northern Tanzania to determine the efficacy of a curriculum based screen tool and to examine current practices of special education and inclusion for Tanzanian children in the early grades.
This project is both a service and research project that supports to identify and then provide services through small group instruction for those children who are struggling or have identified disabilities. We train teachers to implement the small group instruction as part of an NGO pull-out program in cooperation with the public school the children attend.