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Samantha Daley

Samantha Daley

Assistant Professor
Counseling & Human Development
Educational Leadership
Teaching & Curriculum
LeChase Hall 470
(585) 273-5090
EdD, Harvard University (human development & psychology)
MEd, Harvard University (mind, brain & education)
MA, Columbia University (teaching students with learning disabilities)
BS, Northwestern University (journalism and political science)

Samantha Daley focuses her work on creating emotionally supportive and inclusive learning environments, with a particular emphasis on vulnerable learners and those with disabilities. Daley’s academic training is in human development and psychology, and she works to span understanding of human variability, educational psychology, and teaching and learning.
A former special education teacher and learning disabilities specialist, Daley previously served as the director of research at CAST, a nonprofit education research and development organization that works to improve education for all learners through innovative uses of modern multimedia technology and contemporary research in the learning sciences. Pursuing emotionally inclusive learning across domains and learning contexts, she has investigated the experience of stigma among high school students with learning disabilities, the impact of stereotype threat on collaboration in inquiry-based science learning, and engagement in informal science learning settings. Daley has also been co-project director for a national center focused on improving literacy achievement for middle school students with disabilities, with an emphasis on students’ emotional experiences and using the instructional framework of Universal Design for Learning (UDL). She has led efforts to develop professional development experiences to translate research on emotional and motivational phenomena into usable knowledge for classroom practice.
Daley has received financial support from multiple sources, including the U.S. Department of Education, the National Science Foundation (NSF), the Spencer Foundation, and the Emily Hall Tremaine Foundation. Her work has been published in the Journal of Educational Psychology, Learning and Individual Differences, Mind, Brain, & Education, Journal of Postsecondary Education and Disability, British Journal of Educational Technology, and in various edited books.
  In the News

ED447 Disability and Schools
EDU455 Policy and Practice in Developmental Differences
ED572 Designing Intervention Research in Applied Settings