Faculty & Staff

Faculty & Staff

Faculty & Staff

Nicole Edwards, Ph.D., Associate Professor

Office: Herman D. James Hall 3041

Phone Number: 856-256-4500 x53797

E-mail: edwardsn@rowan.edu

Nicole Edwards, Ph.D.

 

About Nicole Edwards, Ph.D.

Dr. Nicole Megan Edwards is a tenured Associate Professor in the College of Education at Rowan University. Aligned with ecological systems theory, she explores the direct and indirect role of vested stakeholders in ​​satisfying the federal Child Find mandate for earlier screening and referral of infants and toddlers to Part C Early Intervention (EI) as well as nurturing early emotional development proactively and post-abuse and/or neglect in birth-5. Dr. Edwards also looks at roadblocks to implementing multi-tiered Positive Behavior Interventions and Supports across P-12. She seeks to build capacity and promote meaningful collaboration among cross-disciplinary professionals and diverse family units to optimize use of tailored supports for all children, including those at risk for and with diagnosed delays and disabilities.

Dr. Edwards is a governor-appointed member of the NJ State Interagency Coordinating Council (SICC), advising the NJ Department of Health on issues related to the NJ EI system. She co-chairs the Family Support Committee of the SICC (e.g., recommendations to improve birth-1 referral rates in NJ), and has served as an invited member of stakeholder subcommittees framing the NJEIS State Systemic Improvement Plan (Indicator 11) and setting NJ’s targets for Family Outcomes (Indicator 4). For the international Division for Early Childhood (DEC), Dr. Edwards was co-leader of the DEC Early Intervention Community of Practice and currently serves on the DEC Research Committee. For the American Educational Research Association (AERA), she has served as program co-chair and is currently co-chair-elect of AERA’s Family-School-Community Partnerships Special Interest Group. She is a peer reviewer on the editorial board of Early Education and DevelopmentJournal of Early Intervention, and TEACHING Exceptional Children.   

Dr. Edwards has a BA in Psychology with an Elementary Education certification from State University of New York at Geneseo. She earned a M.Ed in Early Childhood Special Education (ECSE) from New York University and a PhD in Special Education from University of Maryland, College Park. Prior to becoming a faculty member at Rowan University in 2013, she was Associate Director of a state-funded initiative at Georgia State University that provided and monitored comprehensive statewide professional development for EI providers and Service Coordinators in Georgia. Nicole credits a diverse range of impactful opportunities to meaningfully connect with and learn from individuals across ages and programs to the holistic, strengths-based, lifespan perspective she applies towards her teaching and research.

Dr. Edwards was Co-PI on an approved grant from 2019-2022: Understanding the Ecology of Immigrant Families and their Integration into Camden City: Multiple Systems for Health and Well-Being of Young Children from Birth to Age 5.  In 2018, she published a book entitled, Early Social-Emotional Development: Your Guide to Promoting Children's Positive Behavior​.

She coordinates the following programs:

MA in Special Education (multiple track options in LD, ECSE, or Grad TOSD)

Early Childhood Special Education (ECSE; birth-5) Certificate of Graduate Study

Teacher of Students with Disabilities (TOSD) Graduate Endorsement

 

Recent Publications:

Edwards, N. M., Kaiser, E., & Stapel-Wax, J. (2021).  Investigating a ‘wait and see’ mindset among pediatric providers: Missed opportunities to refer toddlers with Autism Spectrum Disorder to Part C Early Intervention. Infants and Young Children, 34(4), 284-305; https://doi.org/10.1097/IYC.0000000000000201; Impact Factor: 1.063

Edwards, N. M. (2020).  Are we maximizing the role of caregivers’ support networks in Early Intervention?  Journal of Early Intervention, 43(3), 203-223.  Available in print, 7/16/2020; available online, 9/18/2019; https://doi.org/10.1177/1053815119873087; Impact factor: 1.294

Edwards, N. M. & Steed, E. A. (2020). Building capacity from within: A pilot peer coaching project in an early childhood program. Journal of Early Childhood Teacher Educationhttps://doi.org/10.1080/10901027.2020.1740842; Impact factor: 0.49

Edwards, N. M. (2020). Introducing the perceived role in emotional development scale: Using indirect, reflective questioning with parental caregivers. Applied Developmental Sciencehttps://doi.org/10.1080/10888691.2019.1693271; Impact factor: 1.841  

Edwards, N. M. (2018, May). Early Social-Emotional Development: Your Guide to Promoting Children’s Positive Behavior. Paul H. Brookes Publishing Co., Inc. (Comprised of seven chapters; available as of 5/21/18; http://products.brookespublishing.com/Early-Social-Emotional-Development-P1059.aspx)   

Edwards, N. M. (2018).  The role of mentors in Early Intervention referrals: Overlooked views of Pediatric Residency Training Directors. Maternal and Child Health Journal, 22(5), 745-752;  https://doi.org/10.1007/s10995-018-2443-z; Impact factor: 1.788

Edwards, N. M.  (2018). Family feedback and programmatic decision-making: Responsiveness of early childhood administrators.  Early Childhood Education Journal, 46(4), 397-407; https://doi.org/10.1007/s10643-017-0874-6; Impact factor: 0.74 

Edwards, N. M. & Xin, J.  (2017). Factors influencing satisfaction among teacher candidates and cooperating teachers in conducting a functional behavior assessment. Teaching and Teacher Education, 68, 161-169; https://doi.org/10.1016/j.tate.2017.08.013; Impact factor: 2.61

Edwards, N. M. (2017).  Teacher perceptions impeding child behavior assessment in an early childhood setting.  Preventing School Failure: Alternative Education for Children and Youth, 61(3), 220-233; https://doi.org/10.1080/1045988X.2016.1263928; Impact factor: 0.42  

Edwards, N. M. & Gallagher, P. A. (2016). Early intervention special instructors and service coordinators in one state: Characteristics, professional development, and needed lines of inquiry. Infants and Young Children. 29(4), 299-311; http://dx.doi.org/10.1097/IYC.0000000000000074; Impact factor: 0.91

Edwards, N. M.  (2014). Distinct factors associated with Head Start mothers’ self-report of perceived low positive and high negative maternal expressiveness.  Early Education and Development, 25(8), 1219-1247; https://doi.org/10.1080/10409289.2014.925844; Impact factor: 1.18

Edwards, N. M. & Gallagher, P. A. (2014).  Parent educators in early intervention: Insights from evaluations.  Infants & Young Children, 27(3), 220-240; https://doi.org/10.1097/IYC.0000000000000011; Impact factor: 0.91

Edwards, N. M. (2014).  Number of children associated with mothers' perceived need for behavior support: Implications for parenting interventions.  Journal of Child & Family Studies, 23(3), 527-536. https://doi.org/10.1007/s10826-013-9712-7; Impact factor: 1.163

Edwards, N. M., Gallagher, P. A., & Green, K. B. (2013). Existing and proposed child find initiatives in one state's Part C program.  Rural Special Education Quarterly, 32(1), 11-19.  https://doi.org/10.1177/875687051303200103; Acceptance rate: 36%. 

Edwards, N. M.  (2012). Understanding emotional development: Helping early childhood providers better support families.  National Head Start Association (NHSA) Dialog: A Research-to-Practice Journal for the Early Childhood Field, 15(4), 355-370; https://doi.org/10.1080/15240754.2012.725490; Impact factor:  0.40