Yvonne Goddard

Headshot of Yvonne Goddard

Associate Professor, Department of Educational Studies

(614) 688-1459

Personal Website


Yvonne L. Goddard is an Associate Professor in Educational Studies. Her program home is Educational Policy, and she retains an affiliation with Special Education, serving as a faculty lead for the Primary Dual Intervention Specialist degree.

Yvonne’s current research involves exploring educators’ collaborative practices, with a focus on policy impacts. Prior research projects involved examining connections between teachers’ collaborative practices, differentiated instruction, and teacher efficacy. She also conducted interventions designed to improve reading and writing outcomes for students with special needs.

Courses she currently teaches include Special Education Policy, Early Childhood and Elementary Pedagogy, Classroom Management and Behavior, Assessment in Early Childhood Special Education, and Professional Writing and Publishing.


  • Ph.D. in Special Education, The Ohio State University, 1998
  • M.Ed. in Mentally and Physically Handicapped, Birth through Adult, The University of Pittsburgh, 1991 
  • B.S. in Business Administration, Cum Laude with Honors, The Ohio State University, 1989
  • International Studies in the Liberal Arts as a component of B.S. program Completed at Webster College, London, England, 1989

Research Interests

Selected Publications

  • Stewart, N. & Goddard, Y. (2023). Discussion boards as a pedagogical tool engendering critical race conversations: meeting anti-racist aims to raise consciousness and disrupt whiteness. Social Studies and Humanities Open. Available at ssrn: https://ssrn.com/abstract=4215496 or http://dx.doi.org/10.2139/ssrn.4215496
  • Goddard, Y. L., Ammirante, L., & Jin, N. (2022). A thematic review of current literature examining evidence-based practices and inclusion. Education Sciences, 13(1), 38.
  • Goddard, Y. L. & Kim, M. (2018). Examining connections between teacher perceptions of collaboration, differentiated instruction, and teacher efficacy. Teachers College Record, 120(1), 1-24.
  • Goddard, Y. L., & Rinderknecht, L. (2009). Using basic reading skills instruction and formative assessments to teach an adult with traumatic brain injury to read: A case study. Remedial and Special Education, 30, 283-299.  
  • Goddard, Y. L., & Sendi, C. (2008). Effects of self-monitoring on the narrative and expository writing of four fourth-grade students with learning disabilities. Reading and Writing Quarterly: Overcoming Learning Difficulties, 24, 408-433.