Senior Research Scientist/Instructional Designer
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As a senior research scientist and instructional designer at CAST, Dr. Tracey Hall specializes in alternative assessment and instructional design grounded in effective teaching practices.
Dr. Hall brings to her work at CAST more than two decades of experience in the areas of curriculum-based measurement, teacher professional development, special-needs instruction and curriculum development, progress monitoring, and large-scale assessments.
She directs CAST’s initiatives to create and evaluate digital supported writing environments across content areas. She is also co-principal investigator for the federally funded Steppingstones of Technology Innovation grant, “Thinking Writer for Science: A Technology-based Approach for Writing to Support Students with Disabilities.”
Dr. Hall also has served as director of curriculum for the National Center on Accessing the General Curriculum (1999–2004) led by CAST.
Before joining CAST, Dr. Hall was an assistant professor at Pennsylvania State University in the Department of Educational and School Psychology and Special Education, where she co-directed the OSERS-funded Model Demonstration project, “Reading and Intensive Learning Strategies (RAILS): A Model of Early Reading Instruction with Progress Monitoring.”
She has been a special education teacher and administrator in public schools in Oregon. More recently, she has provided consultation at the national and international levels. Dr. Hall received her Ph.D. in Special Education from the University of Oregon.
Selected Publications
Hall, T., & Stahl, S. (in press). Using Universal Design for Learning to expand access to higher education. In M. Adams & S. Brown (Eds.), Inclusive learning in higher education. London: RoutledgeFalmer.
Hall, T., Meyer, A., & Strangman, N. (2005). UDL implementation: Examples using best practices and curriculum enhancements. In D.H. Rose, A. Meyer, & C. Hitchcock (Eds.), The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.
Hall, T. E., Worrell, F., & Watkins, M. (2004). Exporting school psychology to a developing country: A case study of Trinidad and Tobago. Hawaii International Conference on Education, Waikiki, HI (2004, January).
Guinee, K., Eagleton, M. B., & Hall, T. E. (2003). Adolescents’ Internet search strategies: Drawing upon familiar cognitive paradigms when accessing electronic information sources. Journal of Educational Computing Research, 29(3), 363–374.
Dolan, R. P. & Hall, T. E. (2001). Universal Design for Learning: Implications for large-scale assessment. International Dyslexia Association Perspectives, 27(4), 22–25.
Hall, T. E., &. Hughes, C. A (2001). Computer-assisted instruction for students with reading disabilities: A research synthesis. Education and Treatment of Children, 23(2), 173–193.
McNaughton, D., Hall, T. E., & Maccini, P. (2000) Case-based instruction in special education teacher preparation: Practices and concerns of teacher educators/researchers. Teacher Education and Special Education.
Hall, T. E. (1998). Monitoring minority student progress in special education using curriculum-based outcomes assessment. Diagnostique, 23(3), 141–166.
