Research Interests and Clinical Work:
Dr.Gregory's work addresses the persistent trend that African American adolescents are issued school suspension and expulsion at higher rates than adolescents from other groups. Through research and intervention, she aims to address this trend by strengthening characteristics of teachers, classrooms, and schools associated with the successful schooling of African American students. Her research interests also include disproportionality in school discipline sanctions, teacher-student relationships, and teacher professional development.
Dr. Gregory's has several data collection efforts underway:
Gregory, A. Restorative Justice in Four Brooklyn Schools. Brooklyn Community Foundation. Formative and summative evaluation to identify the strengths and challenges of implementing restorative justice programming in four Brooklyn middle and high schools.
Gregory A.,& Ruzek. E. Focused classroom coaching and widespread racial equity in school discipline William T Grant Foundation. The research leverages existing data to examine the extent to which the racial equity effects of an instructional coaching program (My Teaching Partner-Secondary) “ripple” beyond a focal, coached classroom to have a broader impact on equity in school discipline.
Instructor for the Following Courses:
Introduction to Therapeutic Strategies
Dr. Gregory is a core faculty member of the School Psychology program.
Awards and Honors:
Gregory, A. Transforming schools through restorative approaches to school discipline. The Spencer Foundation. In three urban high schools, the research examined the process of implementing restorative practices (RP), with a focus on teacher and student experience of a range of RP elements.
Gregory, A. Observing restorative practices in high school classrooms: The development of a systematic observational tool for evaluation and training. NoVo Foundation. The research developed RP-Observe, a new systematic observational coding system that assesses the quality of implementation of elements of restorative practices in the secondary school classroom.
Allen, J., Gregory, A., Pianta, R. & Mikami,A. My Teaching Partner Secondary. A professional development intervention for teachers. Institute of Education Sciences.($2.7 million). Subcontract to Rutgers University. Support for a randomized controlled trial of a teacher professional development program.
Gregory, A., Hafen, C. A., Ruzek, E. A., Mikami, A. Y, Allen, J. P., &., Pianta, R. C. (2016). Closing the racial discipline gap in classrooms by changing teacher practice. School Psychology Review, 45, 171-191.
Gregory A., Clawson, K., Davis, A.,& Gerewitz, J. (2015). The promise of restorative practices to transform teacher-student relationships and achieve equity in school discipline. For a special issue on Restorative Justice in the Journal of Educational and Psychological Consultation, 25, 1-29.
List of Publications: