Nina Weisling

Nina F. Weisling holds a Ph.D. 在芝加哥伊利诺伊大学从事特殊教育, 小学教育硕士学位，专攻特殊教育. Joseph’s University in Philadelphia, 以及阿普尔顿劳伦斯大学医疗保健政策学士学位, Wisconsin.

Prior to working in higher education, Weisling教授曾在芝加哥和费城的公立和特许学校工作, first as an educator (special and general education), case manager, and instructional coach, 后来成为教学教练团队的联合经理.

她之前是威斯康星州密尔沃基市红衣主教斯特里奇大学(Cardinal Stritch University)的教员.他是伊利诺斯州芝加哥国立路易斯大学的兼职教师. 她的研究兴趣包括指导和新教师支持, inclusive education, diversity and equity, and support for diverse learners and their teachers.

• Ph.D. -特殊教育，伊利诺伊大学芝加哥分校，2013年
• M.S.-基础教育(特殊教育方向)，2005
• B.A. — Health Care Science, Lawrence University, 2003

• EDU 2050:教学和支持具有不同特点和需求的学习者
• 在1-8年级的课堂中培养参与和积极行为
• EDU 3110:卓越学习者的综合评估
• 有效的小学/中学数学教学 
• 教育小学阶段特殊学习者的方法

• Mentoring and new teacher support
• Inclusive education
• Diversity and equity
• Support for diverse learners and their teachers

• McDaniel-Hall, G. & Weisling, N.F. (2024). 安全，看见，准备学习:归属感的重要性. Phi Delta Kappan Kappan, 105(7), 20-25. http://kappanonline.org/safe-seen-and-ready-to-learn/
• Gardiner, W., & Weisling, N.F. (2024). “这可能对每个人来说都更舒服”:在内部实践的导师决策中，友善是一个因素. The Teacher Educator, 1-18. http://doi.org/10.1080/08878730.2024.2332688.
• Weisling, N.F. (2023). Dysregulated students need regulated adults. Educational Leadership, 81(3), 64-68. http://www.ascd.org/el/articles/dysregulated-students-need-regulated-adults
• Weisling, N.F. & Toson, A. L-M. (2023). 为特殊教育培养教育领导者:实地呼唤. Journal of Special Education Leadership, 36(1), 4-16.
• Weisling, N. F. & Gardiner, W. (2022). No more nice mentors. Phi Delta Kappan 104(4), 42-47. http://doi.org/10.1177/00317217221142983
• Baker, A. & Weisling, N.F. (2022). Classroom vignettes shed light on cultural competence. The Learning Professional, 43(6), 36-41. http://learningforward.org/journal/disrupting-inequity/classroom-vignettes-shed-light-on-cultural-competence/
• Weisling, N.F. & Toson, A.L-M. (2020). 在ELA课堂中实现包容性:四个实用的想法. Wisconsin English Journal, 62(1).
• Toson, A.L-M. & Weisling, N.F. (2020). 全纳教育:每个教育工作者和学校领导都必须知道和做的事情. In P.D. Keough (Ed.)，克服当前P-12教学专业面临的挑战. Hershey, PA: IGI Global.
• Gardiner, W. & Weisling, N.F. (2020). 响应式辅导:支持所有学生应得的老师. Lanham, MD: Rowman & Littlefield. http://tinyurl.com/ResponsiveMentoring 

• Weisling, N.F. & Braun, G. (2023, February). 特殊教育并不总是“好”的:无论如何，赋予特殊教育者倡导的权利. 2024年AILACTE年会(Aurora/Denver, CO .)接受情景规划会议.
• Williams, S., & Weisling, N.F. (2023, February). 通过城市学校的体验式学习来缩小机会差距. 2024年AILACTE年会海报会议，Aurora/Denver, CO.
• Braun, G., & Weisling, N.F. (2023, February). 解决复杂性:为该领域准备特殊教育工作者. 接受2024年AILACTE年会和会议，奥罗拉/丹佛，CO ..
• Williams, S. & Weisling, N.F. (2023, February). 教学之路-招聘和留住BIPOC教育工作者的创新和可持续战略. 在科罗拉多州奥罗拉/丹佛举行的2024年AILACTE年会和会议上发表.
• Gardiner, W. & Weisling, N.F. (2023, April). Whose comfort really counts?: Niceness as a barrior to mentoring for equity. Paper presented at 2023 AERA Annual Meeting, Chicago, IL.
• Weisling, N. F., Barcus, C., & Braun, G. (2023, February). What are we “managing”? Shifting from classroom management to student success. 论文发表于2023年AILACTE年会，印第安纳州印第安纳波利斯.
• Williams, S. & Weisling, N. F. (2023, February). 社区与合作:建立有效(城市)教育工作者的渠道. 论文发表于2023年AILACTE年会，印第安纳州印第安纳波利斯.
• Williams, S. Hancock, M., Easley, J. & Weisling, N.F. (2022, November). Preparing Future Teachers for Success in Urban Schools. 在2022年国际城市教育会议(ICUE)双年会上的演讲, Cancun, Mexico.
• Weisling, N.F. & Toson, A. L-M. (2022, April). 什么支持或阻碍包容性实践的发展?:早期职业或认证特殊教育者的观点. Paper Session at 2022 Virtual AERA Annual Meeting.
• Gardiner, W. & Weisling, N.F. (2022, April). 当“友善”不是“公正”时:通过友善的框架探索导师的决策. Symposium at 2022 WERA Virtual Focal Meeting.
• Weisling, N.F. & Gardiner, W.G. (2022, March). (Not) nice mentors: Reimagining mentoring for change. AACTE第74届年会的未来选角会议，新奥尔良，洛杉矶.
• Weisling, N.F. & Barcus, C. (2022, March). What are we ‘managing’? Shifting from classroom management to student success. Presentation at 2022 AILACTE Annual Meeting and Conference.
• Barucs, C., Weisling, N.F., & Braun, G. (2022, March). 重新思考公平思想的指导:解决战斗、逃跑、冻结或脆弱的反应. AACTE第74届年会的未来选角会议，新奥尔良，洛杉矶.
• Braun, G., Barcus, C., & Weisling, N.F. (2022, January). 以股权为中心的指导:应对战斗、逃跑、冻结或脆弱的反应. Research-to-Practice Deep Dive at CEC 2022 nConvention & Expo, Orlando, FL. [Withdrew due to pandemic]
• Weisling, N.F. & Toson, A. L-M. (2021, April). 出乎我的意料:自我效能感和包容性课堂的体验. Paper Session at 2021 Virtual AERA Annual Meeting.
• Toson, A. L-M. & Weisling, N.F. (2021, April). 为特殊教育培养教育领导者:实地呼唤. Paper Session at 2021 Virtual AERA Annual Meeting.
• Toson, A.L-M. & Weisling, N.F. (2021, March). 有效的特殊教育领导能力(SEL):来自全州合作伙伴关系的结果. Poster Session at CEC 2021 L.I.V.E Conference, Virtual.
• Gardiner, W. & Weisling, N.F. (2021, April). (不)好工作:通过一个好框架来检查导师的决策. Round Table Session at 2021 Virtual AERA Annual Meeting.
• Weisling, N.F., Barcus, C., & Braun, G. (2021, February). 帮助教师认识和挑战他们的假设和偏见. AACTE第73届年会的未来铸造会议，虚拟.
• Weislng, N.F. & Toson, A. L-M. (2021, February). 包括管理人员:你的老师希望你知道的. AACTE第73届年会的个人论文会议，虚拟.
• Weisling, N. F. & Toson, A. L-M. (2020, April). 对领域的呼唤:包容性特殊教育者的经验及其对自我效能感的影响. 2020年AERA年会研讨会，虚拟.
• Toson, A. L-M. & Weisling, N.F. (2020, April). 特殊教育领导准备:当前特殊教育领导者对准备计划的关键能力的看法. Paper Session at the 2020 AERA Annual Meeting, Virtual.
• Gardiner, W. & Weisling, N.F. (2020, April). 教育指导“内部”的教学行动:信念如何塑造行动. 2020年AERA年会圆桌会议，虚拟.
• Weisling, N. F. & Toson, A. L-M. (2020, February). Preparing all educators to be inclusive educators. 在佐治亚州亚特兰大AACTE第72届年会上的数据到行动报告.
• Becker, P. & Weisling, N. F. (2020, February). 艺术整合与UDL:为有不同学习需要的学生提供的选择和替代方案. 未来铸造在AACTE第72届年会上的演讲，亚特兰大，乔治亚州.
• Weisling, N. F. & Toson, A. L-M. (2020, February). Inclusive teaching: Making an (open) marriage work. Presentation with Q & A at the CEC 2020 Convention & Expo, Portland, Oregon.