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Elisa Shernoff Elisa Shernoff Ph.D.
University of Wisconsin-Madison

Associate Professor, Applied Core Faculty

Office: Psychology, A335
Phone: 848-445-3902
Web Site:

Research Interests and Clinical Work:

Dr.Shernoffs work centers on developing and testing interventions to enhance the use of evidence-based instructional and classroom management practices among teachers working in high poverty schools. Her primary focus is on mental health promotion and resilience by enhancing the capacity of teachers, particularly early career teachers, to accomplish their goal of supporting student learning, behavior, and development. In addition, Dr. Shernoffs work focuses on ensuring school psychologists enter the workplace prepared to deliver and support high quality, effective services through developing effective training in evidence-based practices and consultation.

Research Projects:
Current Grants:
Institute of Education Sciences, Interactive Virtual Training (IVT) for Early Career Teachers in High-Poverty Schools. This grant is designed to develop and pilot test IVT, an advanced video game technology in which early career teachers working in high poverty schools can hone their behavior management skills with disruptive avatars in a virtual training environment.

Brady Education Foundation, Collaborative Coaching: Improving Teacher Classroom Practices and Student Achievement in High Poverty Schools. Randomized controlled trial evaluating the impact of a coaching model on teachers' use of evidence-based instructional and behavior management strategies and student achievement in high poverty elementary schools.

Instructor for the Following Courses:
Consultation Methods (see syllabus)

School Based Interventions (see syllabus)


Dr. Shernoff earned her PhD in School Psychology at the University of Wisconsin-Madison and completed her postdoctoral fellowship at the University of Chicago. Dr. Shernoffs program of research is designed to: (1) examine models of training, support, and supervision to maximize teacher effectiveness and connectedness in high poverty schools, and (2) leverage technology to enhance teacher training and support. The overall goal of her work includes expanding mental health practice in schools to include supporting teacher effectiveness as a mechanism for promoting positive academic and behavioral outcomes for children living in poverty.






Awards and Honors:
Previously Funded Grants:
5/2009 - 4/2013: Institute of Education Sciences, Enhancing Effectiveness and Connectedness among Early Career Teachers in Urban Schools. This study was designed to develop, refine, and test the feasibility of a professional development model for early career teachers working in urban schools to enhance retention and longer-term commitment to teaching.

7/2007- 6/2008: Great Cities Institute, University of Illinois at Chicago, Stress and Coping Among Urban Teachers: An Exploratory Study. This study explored the sources and impact of teacher stress in urban schools and the resources needed to address identified stressors.

Selected Publications:

Shernoff,E.S., Bearman, S.K., & Kratochwill, T.R. (in press). Trainingthe next

generation of school psychologists to deliver evidence-based mental health practices: Current challenges and future directions. School Psychology Review.


Shernoff,E.S., Frazier, S.L. Marinez-Lora, A., Lakind, D., Atkins, M.S.,Jakobsons, L.,

Bhaumik, D., Hamre, B.K., Patel,D., Parker Katz, M., Neal, J. & Smylie, M. (2016). Expanding the role of school psychologists to support early career teachers: A mixed-method study. School Psychology Review, 45, 226-249.

Shernoff, E.S., Lakind, D., Frazier, S.L. & Jakobsons, L. (2015). Coaching early

career teachers in urban elementary schools: A mixed-method study. School Mental Health, 7, 6-20.

Atkins,M.S., Shernoff, E.S., Frazier, S.L.,Schoenwald, S.K., Cappella, E.,... Bhaumik, D. (2015). Re-designing community mental health services for urban children: Supporting schooling to promote mental health. Journal of Consulting and Clinical Psychology, 83, 839-852.

Schoenwald,S., Mehta, T.G., Frazier, S.L., & Shernoff,E. S. (2013). Clinical supervision in effectivenessand implementation research. Clinical Psychology: Science and Practice, 20, 44-59


Shernoff, E.S., Marinez-Lora, A., Frazier, S.L., Jakobsons, L.J., Atkins, M.S., & Bonner, D.

(2011). Teachers Supporting Teachers in Urban Schools: What iterative research designs can teach us. School Psychology Review, 40, 465-485.

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.

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.


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.

Vita: acobe acrobat