Carrie Lou Garberoglio

Contact Information

Education

• PhD in Educational Psychology, University of Texas at Austin, Austin, TX 
• M.A. in Program Evaluation, University of Texas at Austin, Austin, TX
• M.S. in Deaf Education and Deaf Studies, Lamar University, Beaumont, TX
• B.A. in Humanities, New College of California, San Francisco, CA

Professional/Academic Experience

• Teaches Research Methods in Teaching and Learning Sign Language in the Teaching ASL (online)
• Teaches Introduction to Graduate Research in UNC's department of Applied Statistics and Research Methods

• Co-Principal Investigator, OSEP Cooperative Agreement # H326D160001, for the Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities Program - National Deaf Center on Postsecondary Outcomes

Research/Areas of Interest

• Key factors involved with postsecondary outcomes for deaf individuals
• Deaf individuals' psychological processes in teaching and learning settings
• Complex dynamics involved with language learning for deaf individuals
• Online learning and computer-mediated communication 

Publications/Creative Works

• Cawthon, S. & Garberoglio, C.L. (Edited book, expected 2017). Research Methodology in Deaf Education: Contexts, Challenges, and Considerations. Oxford University Press.
• Cawthon, S. & Garberoglio, C.L. (Expected 2017). Postsecondary Outcomes for Individuals who are Deaf or Hard of Hearing: Individual Agency, Barriers, and Opportunities (working title). Gallaudet University Press.
• Garberoglio, C.L., Schoffstall, S., Cawthon, S., Bond, M., & Caemmerer, J. M. (2016). The antecedents and outcomes of autonomous behaviors: Modeling the role of autonomy in achieving sustainable employment for deaf young adults. Journal of Developmental and Physical Disabilities.
• Cawthon, S., Wendel, E., Bond, M., & Garberoglio, C.L. (2016) The impact of intensive vocation-related course taking on employment outcomes for individuals who are deaf. Remedial and Special Education. 37(3), 131-145. doi: 10.1177/0741932516635753
• Cawthon, S., Johnson, P., Garberoglio, C.L., & Schoffstall, S. (2016). Role models as facilitators of social capital for deaf individuals: A research synthesis. American Annals of the Deaf, 161(3).
• Garberoglio, C. L., Dickson, D., Cawthon, S., & Bond, M. (2015). Leveling the playing field? Communication technology as a predictor of future attainments for deaf young adults. Disability Studies Quarterly, 35(4).
• Garberoglio, C. L., Dickson, D., Cawthon, S., & Bond, M. (2015). Bridging the communication divide: CMC and deaf individuals’ literacy skills. Language Learning & Technology, 19(2). 118-133.
• Cawthon, S., Garberoglio, C. L., Caemmerer, J., Bond, M., & Wendel, E. (2015). Effects of parent expectations and parent involvement on postschool outcomes for individuals who are deaf or hard of hearing. Exceptionality, 23(2), 73-99.
• Garberoglio, C. L., Guerra, L. H., Cawthon, S., & Ocuto, O. (2014). A look at national data: Parental expectations shape student achievement. Odyssey, 15. 1-6.
• Garberoglio, C. L., Schoffstall, S., Cawthon, S., Bond, M., and Ge, J. (2014). The role of self-beliefs in predicting postschool outcomes for deaf young adults.  Journal of Developmental and Physical Disabilities. 26(6), 667-688. doi:10.1007/s10882-014-9388-y
• Cawthon, S. Schoffstall, S. & Garberoglio, C. L. (2014). How ready are postsecondary institutions for students who are d/Deaf or hard-of-hearing? Educational Policy Analysis Archives, 22 (13). http://dx.doi.org/10.14507/epaa.v22n13.2014.
• Garberoglio, C.L., Cawthon, S., & Bond, M. (2013). Assessing English literacy as a predictor of postschool outcomes in the lives of deaf individuals. Journal of Deaf Studies and Deaf Education, 19(1), 50-67. doi:10.1093/deafed/ent038.
• Quinto-Pozos, D., Singleton, J., Hauser, P., Levine, S., Garberoglio, C.L., & Hou, L. (2013). Atypical signed language development: A case study of challenges with visual perspective-taking. Cognitive Neuropsychology, 30(5) 332-359. doi: 10.1080/02643294.2013.863756.
• Garberoglio, C.L. Gobble, M., & Cawthon, S. (2012). A national perspective on teachers’ efficacy beliefs in deaf education.  Journal of Deaf Studies and Deaf Education, 17 (3), 367-383.
• Gobble, M., Hamilton, G., Garberoglio, C.L., & Wynne, M. (2012). Deaf education/Deaf studies current research: Questions of complexity and variation. Deaf Studies Digital Journal, 2.
• Cawthon, S., Winton, S., Garberoglio, C.L., & Gobble, M. (2011). The effects of American Sign Language as an assessment accommodation for students who are Deaf. Journal of Deaf Studies and Deaf Education, 16, 198-211.