Michele Marable, PhD Chair; Professor

Michele Marable, PhD

PhD in Special Education;
State University of New York at Buffalo

Years at Canisius: Since 1996

Courses Taught
Why prospective students should attend Canisius
Research Interests
Recent Research

Courses Taught:

  • SPE 100 Introduction to Exceptional Education
  • SPE 291/292 & 281/292 Nature and Needs of Students with Mild Disabilities and Remedial Strategies for Teaching in the Content Areas
  • SPE 541 Inclusive Strategies
  • SPE 432/433 Seminar in Teaching and Assessment: Special Education
  • SPE 499 Student Teaching
  • SPE 310 & 311 Nature and Needs of Students with Developmental Disabilities and Autism Spectrum Disorders and Multidisciplinary Assessment and Teaching
  • SPE 330 & 335 Nature and Needs of Students with Emotional Behavioral Disorders and Classroom Management
  • EDCH 412 Managing the Early Childhood/Childhood Classroom
  • SPE 553 Therapeutic Approaches to Disruptive Behavior

Why prospective students should attend Canisius:
Preparing teacher candidates who have a sophisticated skill set and are committed to achievement for students with the most challenges resonates with the mission of a Jesuit institution. The ideals of academic excellence, using one’s gifts in service to others, and contemplation in action are woven into course objectives, and practica requirements in the special education program. Teacher candidates gain valuable experience with children who may be marginalized by our society. They think deeply about their practice and continuously challenge themselves to improve. These experiences become transformational and result in graduates who embrace the challenges of teaching because they are equipped with pedagogical knowledge, are committed to research based practice, and have developed the tenacity to reach the tough to teach. Teacher candidates from Canisius College promote justice in their classroom, the school, and community and teach their students to do the same.

Research Interests:

  • Infusing spirituality into teacher preparation
  • Using a restorative justice model for classroom management
  • The use of book talks with teacher candidates
  • Scholarship of teaching and learning

Recent Research:

Marable, M.A., Kurtzworth-Keen, K.A., Harper, K.A., & Dutt-Doner, K.M. (in press). Teacher inquiry: A foundation for mentoring teachers during induction and throughout their career. Journal of Teaching Effectiveness and Student Achievement.

Marable, M.A. & Dutt-Doner, K.M. (2014). Using inquiry as stance to support teacher induction. In Dominguez, N. & Gandert, Y. (Eds.). Sixth Annual Mentoring Conference Proceedings: Impact & Effectiveness of Developmental Relationships. Albuquerque, NM: University of New Mexico.

Marable, M.A., Dutt-Doner, K, M., Cleary, E., VanWie, L., Kindzierski, C., Wallace, N., & Leavitt-Noble, K. (posthumous). (October, 2014). Conducting mix it up lunch: Teachers suggest ingredients for success. International Journal on the Social Sciences.

Kindzierski, C., O’Dell, R., Marable, M. & Raimondi, S. (2012). You tell us: How well are we preparing teachers for a career in classrooms serving children with emotional disabilities? Emotional and Behavioral Difficulties, 1-17.

Kindzierski, C., Leavitt- Noble, K. (posthumous), Dutt-Doner, K., Marable, M., & Wallace (2012). Mix it up! Student reactions to an unusual lunch period. Childhood Education, (89-1) 15-18.

Finn, K., Lopata, C. & Marable, M. (2010, in press). Marijuana use at school among students with learning disabilities. The Forum.

Marable, M.A., Leavitt-Noble, K., & Grande, M. (2010).Using book talks in special education methods courses: Using literature to influence, inspire, and prepare teacher candidates. Manuscript submitted to Teacher Education and Special Education (33)2,143-54.

Grande, M., Burns, B., Schmidt, R., Wallace, N., & Marable, M. (2008). Impact of a paid tutoring experience on candidates’ willingness to work in urban schools. The Teacher Educator, (44)3, 188-203.

Burns, B., Grande, M., & Marable, M. (2008). Factors influencing teacher candidates’ participation in a paid tutoring experience for urban students. Issues in Teacher Education, (17)2, 101-116.

Marable, M.A. & Raimondi, S.L. (2007). Teachers’ perceptions of what was most (and least) helpful during the first year. Mentoring and Tutoring: Partnership in Learning(15)1, 25-37.

Marable, M.A. & Raimondi, S.L. (2007). The role of the mentor and the administrator in teacher induction. In M.V. Zuljan and J. Vogrinc (Eds.), Professional Inductions of Teachers in Europe and Elsewhere (pp. 280-288). Ljubljana, Slovenia: University of Ljubljana.

Lopata, C., Nida, R., & Marable M. (2006). Progressive muscle relaxation: Preventing aggression in students with EBD. Teaching Exceptional Children, 38(4), 20-25.

Finn, K., Willert, H., & Marable, M.A. (2003). Substance use in school: Some answers and many questions. Educational Leadership, 60(6), 80-83.

Marable, M.A. (2002). From troubles to triumphs: Looking at students with E/BD from a new perspective. Perceptions: ANYSEED Journal, 36(3), 28-32

Marable, M.A., & Raimondi, S.L. (2000). When angry students push your buttons, you should see STARRS. Reaching Today’s Youth: The Community Circle of Caring Journal, 4(2), 7-9.

Marable, M.A., & Raimondi S.L. (1995). Managing surface behaviors. LD Forum,20(2), 45-47.

  •  Behavior Management