NCATE - The Standard of Excellence in Teacher Preperation Special Education Teacher with students Mckee Hall at the University of Northern Colorado

Corey Pierce , Ph.D.

Corey PierceAssociate Professor of Special Education

School of Special Education
College of Education and Behavioral Sciences
University of Northern Colorado
Greeley, CO 80639

Office: 970-351-1655

Research Interests and Specializations:

  • Response to Intervention/Multi-Tier System of Supports (RtI/MTSS): Effective Implementation at the school and district level and Evaluation of the impact of RtI/MTSS on student academic and behavioral outcomes.
  • Using behavioral screening assessments and strengths-based behavioral assessment to improve and inform the development of behavioral interventions in schools.
  • Evaluating the impact of traditional and apprenticeship models of special education teacher preparation on teacher effectiveness.


  • Ph.D. University of Nebraska 2004, Special Education
  • M.Ed. University of Nebraska 2001, Special Education
  • B.S. University of South Dakota 1998, Elementary Education/ Special Education

Selected Publications:

  • Luckner, J. L. & Pierce, C. D., (in press). Response to Intervention and students who are deaf or hard of hearing. Deafness and Education International.
  • Nordness, P. D., Epstein, M. H., Cullinan, D., and Pierce, C.D., (in press). Emotional and behavioral screener: Test-retest reliability, inter-rater reliability, and convergent validity. Remedial and Special Education. doi:10.1177/0741932513497596
  • Pierce, C.D. & Bruns, D.A. (2013). Aligning components of recognition and response and response to intervention to improve transition to primary school. Early Childhood Education Journal, 41, 347-354. DOI 10.1007/s10643-012-0572-3
  • Benner, G., Beaveniou, K., Mooney, P., Uhing, B. & Pierce, C. D., (2008). Convergent validity with the BERS-2 teacher rating scale and the Achenbach Teacher’s Report Form: A replication and extension. Child and Family Studies, 17, 427-436.
  • Ryan, J.B., Pierce, C.D., & Mooney, P. (2008). Teaching strategies that really work for children with EBD. Beyond Behavior, 17, 22-29.

Selected Presentations:

  • Pierce, C.D., Pearson, R., & Jirik, S. (2013, April). Improving preservice teacher development and school outcomes using CBM targeted field experiences. Paper presented at the Council for Exceptional Children Annual Conference and Expo, San Antonio, TX.
  • Pierce, C.D. (2012, November). 2 needs + 1 partnership equals success. Paper presented at the Council for Exceptional Children – Teacher Education Division conference, Grand Rapids, MI.
  • Pierce, C.D. (2012, February). Top 10 issues special education directors want to forget but can’t afford to for students with BD. Paper presented at the Midwest Symposium for Leadership in Behavior Disorders, Kansas City, MO.
  • Pierce, C.D. (2011, February). Evidence of a gap in specific reading skills: Instructional implications for students with behavior disorders. Paper presented at the Midwest Symposium for Leadership in Behavior Disorders, Kansas City, MO.
  • Pierce, C.D. (2011, July). Integrating Doing What Works into Teacher Preparation Programs: Effectively Embedding Evidence-Based Practices (E3P). U.S. Office of Special Education Programs (OSEP) Project Director’s Conference, Washington, D.C.


UNC Education Innovation Institute Faculty Affiliate:

This project is focused on developing models to measure implementation of RtI/MTSS at the school level with the goal of determining the impact of Colorado’s RtI policy mandate on student outcomes. Sponsor: UNC Education Innovation Institute

Convergent Validity of the EBS:

A large-scale convergent validity study is being conducted to determine the technical adequacy of the Emotional and Behavioral Screener, a new efficient tool to screen school-aged students for risk of emotional or behavioral in school. Sponsor: UNC Bresnahan-Halstead Center

Comparison of Teacher Preparation Formats:

An study of the student outcomes from two teacher preparation programs that offer parallel curriculum but differ in type and quantity of field experience, traditional vs. apprenticeship model. Sponsor: UNC Provost’s Research Dissemination and Faculty Development program.