Dr. Vincent has been a Research Associate in the Center for Equity Promotion at the University of Oregon since 2016.
2007 M.S., University of Oregon (Psychology)
1993 Ph.D., University of Oregon (English)
1986 M.A., University of Wurzburg, Germany (English, French)
Jacob, M., Sabzalian, L., Jansen, J., Tobin, T., Vincent, C.G., & LaChance, K. (2018). The Gift of Education: How Indigenous knowledge can transform the future of public education. International Journal of Multicultural Education, 20(1), 157-185.
Vincent, C.G., Tobin, T., & Van Ryzin, M. (2017). Implementing instructional practices to improve American Indian and Alaska Native students’ reading outcomes: An exploration of patterns across teacher, classroom, and school characteristics. Journal of Teacher Education, 68(5), 435-450.
Vincent, C., Inglish, J., Girvan, E., Sprague, J. & McCabe, T. (2016). Integrating School-wide Positive Behavior Interventions and Supports (SWPBIS) and Restorative Discipline (RD). In Skiba, R., Mediratta, K., & Rausch, M.K. (Eds.). Inequality in school discipline: Research and practice to reduce disparities. (pp. 115-134). New York: Palgrave MacMillan.
Marquez, B., & Vincent, C.G., & Walker, H.M. (2015). Screening and monitoring skills and behaviors essential for academic success. In Scarlett, G. (Ed). Encyclopedia for Classroom Management. (pp. 715-716). Thousand Oaks, CA: Sage
Marquez, B., Marquez, J., Vincent, C.G., Pennefather, J., Sprague, J., Smolkowski, K., & Yeaton, P. (2014). The iterative development and initial evaluation of We Have Skills!,an innovative approach to teaching social skills to elementary students. Education and Treatment of Children, 37, 137-161.
Cartledge, G., Lo, Y., Vincent, C., & Robinson-Ervin, P. (2014). Culturally responsive classroom management. In E.T. Emmer & E.J. Sabornie (Eds). Handbook of classroom management (2nd ed.) (pp. 411-430). New York, NY: Routledge
Vincent, C., Sprague, J.R. & Tobin, J. (2012). Exclusionary discipline practices across students’ racial/ethnic backgrounds and disability status: Findings from the Pacific Northwest. Special Issue of Severe Behavior Disorders of Children and Youth.Education and Treatment of Children 35 (4), 585-601.
Vincent, C.G., Tobin, T.J. Hawken, L., & Frank, J. (2012). Disciplinary referrals and access to secondary interventions: Patterns across students across African-American, Hispanic-American, and White backgrounds. Education and Treatment of Children, 35, 431-458.
Vincent, C.G., Swain-Bradway, J., Tobin, T.J., & May, S. (2011). Disciplinary referrals for culturally and linguistically diverse students with and without disabilities: Patterns resulting from school-wide positive behavior support. Special issue of Exceptionality19, 175-190.
Vincent, C.G., Randall, C., Cartledge, G., Tobin, T.J., & Swain-Bradway, J. (2011). Towards a conceptual integration of cultural responsiveness and school-wide positive behavior support. Journal of Positive Behavior Interventions, 13, 219-229.
Tobin, T.J. & Vincent, C.G. (2011). Strategies for preventing disproportionate exclusions of African-American students. Preventing School Failure, 55, 192-201.
Vincent, C.G. & Tobin, T.J. (2011). An examination of the relationship between implementation of school-wide positive behavior support (SWPBS) and exclusion of students from various ethnic backgrounds with and without disabilities. Journal of Emotional and Behavioral Disorders, 19, 217-232.
Claudia Vincent, Ph.D. is a Research Associate in the Center for Equity Promotion in the University of Oregon’s College of Education. The overall focus of her research is behavior support implementation in schools within a restorative discipline framework, with specific attention to equitable discipline and academic outcomes for students from vulnerable groups. She is specifically interested in high school populations and the need to integrate student voices into school safety and student support practices and policies.