1747 West Roosevelt Road,
Room 155 (M/C) 913
Chicago, IL 60608
Office Phone: 312-996-1646
Office Fax: 312-413-0214
Shernoff, E.S., Mehta, T., Atkins, M.S., Torf, R. Spencer, J. (2011). A qualitative study of the sources and impact of stress among urban teachers. School Mental Health. 3, 59-69.
Atkins, M.S., Shernoff, E.S., & Marinez-Lora, A. (2009). Next steps for research on SACD programs: Embracing complexity. Journal of Research in Character Education, 7, 123-130.
Neal, J.W., Shernoff, E.S., Frazier, S.L., Stachowicz, E., Frangos, R., & Atkins, M.S. (2008). Change from within: Engaging teacher key opinion leaders in the diffusion of interventions in urban schools. The Community Psychologist, 41, 37-57.
Braden, J. P., & Shernoff, E. S. (2008). Why the need for evidence-based interventions? In R. J. Morris & N. Mather (Eds.), Evidence-based interventions for students with learning and behavioral challenges (pp. 9-30). Mahwah, NJ: Lawrence Erlbaum Associates.
Shernoff, E. S., & Kratochwill, T. R. (2007). Transporting an evidence-based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes, and contextual variables. School Psychology Quarterly, 22, 449-472.
Shernoff, E. S. & Kratochwill, T. R. (2005). Evidence-based practice. In M. Hersen, G. Sugai, & R. Horner (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy (pp. 1306-1311). Thousand Oaks, CA: Sage.
Kratochwill, T. R., & Shernoff, E. S. (2003). Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Quarterly, 18, 389-408.
Shernoff, E.S., Kratochwill, T. R., & Stoiber, K. C. (2003). Training in evidence-based interventions: What are school psychology programs teaching? Journal of School Psychology, 41, 467-483
Shernoff, E. S., Kratochwill, T. R., & Stoiber, K. C. (2002). Evidence-based interventions in school psychology: An illustration of task force coding criteria using single- participant research design. School Psychology Quarterly, 17, 390-422.
Elisa S. Shernoff, Ph.D
Research Assistant Professor of Psychology in Psychiatry
Dr. Shernoff specializes in developing and testing interventions to reduce stress, enhance effectiveness, and increase retention among early career teachers working in highly distressed urban schools as a mechanism for promoting positive academic and behavioral outcomes for students. She is the Principal Investigator of a 3-year IES-funded Development and Innovation Grant entitled Enhancing Effectiveness and Connectedness among Early Career Teachers in Urban Schools (R305A090085). This study is focused on developing, refining, and testing the feasibility of a service model for early career teachers working in urban low-income communities. The model directly targets supporting early career teachers around the most observable characteristics of teaching related to positive outcomes for learners and building new social structures within urban schools as a mechanism for enhancing teacher retention. She is also the Co-investigator of a 5-year, NIMH R01 grant (R01MH073749, PI: Atkins) entitled Mental Health Services and Predictors of Learning in Urban Schools. This grant examines a model for school-based mental health services for urban low income students in which community mental health providers work collaboratively with lead teachers and parent advocates in their use of evidence-based practices around classroom management, effective instruction, and family outreach.
Dr. Shernoff received her Ph.D. in School Psychology with a minor in Prevention Science in 2004 from the University of Wisconsin-Madison and completed a post-doctoral fellowship at the University of Chicago Department of Psychiatry.
Expanding the focus of mental health practice in urban schools to include supporting teacher effectiveness as a mechanism for promoting positive academic and behavioral outcomes for students living in urban poverty.
Society of Biological Psychiatry
International Society of Psychiatric Genetics
- Enhancing Effectiveness and Connectedness among Early Career Teachers in Urban Schools
- Mental Health Services and Predictors of Learning in Urban Schools