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Gregory Conderman, Ed.D.
Chair, Professor, Special Education

Department:

Special and Early Education (SEED)

Education:

  • Ed.D., University of Northern Colorado
  • M.A., University of Northern Iowa
  • B.A., University of Northern Iowa

Interests:

Greg Conderman, professor, has a doctorate from the University of Northern Colorado in Special Education and Masters and Bachelor's degrees from University of Northern Iowa in special education. He taught middle and high school special education for several years and was an educational consultant before entering higher education.

Prior to coming to NIU, Greg taught at the University of Nebraska-Kearney, the University of Wisconsin-Eau Clarie, and St. Ambrose University in Davenport, Iowa. He currently teaches courses in secondary special education, inclusion at the elementary level, and inclusion at the secondary level.

Greg's research interests are co-teaching, strategy, instruction, and collaboration. He has written two books published by Corwin Press as well as over 100 peer-reviewed articles in professional journals. He also provides professional staff development to teachers in various school districts.

Classes: 

SESE 444: Instructional Methods and Strategies for Middle and Secondary Students with Mild Disabilities

Recent Publications:

Conderman, G. J. (2016). How to collaborate through teams. Kappa Delta Pi Record 52 (2), 71-75.

Short-Gerzel, L., & Conderman, G. (2016). Five ways to collaborate with families regarding tiered instruction. LD Forum, 2-6.

Mohammed, S. F., Walker, D. A., Conderman, G., & Pisapia, J. (2016). Implementing scientific-based research: Learning from the history of the Reading First program. Educational Research for Policy and Practice, 15(1), 27-40.

Conderman, G. J., & Hedin, L. R. (2015). Differentiating instruction in co-taught classrooms for students with emotional/behaviour difficulties. Journal of Emotional and Behavioural Difficulties, 20(4), 349-361.

Conderman, G. J., & Hedin, L. R. (2015). Using cue cards in inclusive middle school classrooms. The Clearing House, 88(5), 155-160.

Conderman, G. J. (2015). Assistive Technologies: A lifeline for learning. Kappa Delta Pi The Record, 51, 173-178.

Jung, M., & Conderman, G. J. (2015). Using digital technology to support mathematics instruction in preschool classrooms. Young Children, 70, 64-69.

Conderman, G. J., & Walker, D. A. (2015). Assessing dispositions in teacher preparation programs. The Teacher Educator, 50(3), 215-231.

Conderman, G. J., & Jung, M. (2015). Collaboration starts with you. The Teacher Advocate, 22(3), 18-19.

Hedin, L. R., & Conderman, G. J. (2015). Shared promises and challenges of co-teaching: General-special education mentor and pre-service partnerships. Action in Teacher Education, 37(4), 397-417.

Conderman, G. J., & Hedin, L. R. (2015). Using cue cards throughout the K-12 curriculum. The Record, 51(1), 24-30.

 

Gregory Conderman

Contact

(815) 753-8436
gconderman@niu.edu
Gabel 162D