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Su-Je Cho

PhD

Su-Je Cho - SM

Associate Professor

Curriculum and Teaching

113 West 60th Street
Room 1103C
212-636-6444
scho@fordham.edu

Dr. Cho is an associate professor of Childhood Special Education in the Division of Curriculum and Teaching at the Fordham University Graduate School of Education. She coordinates the Childhood Special Education Program.

Education

PhD, University of California, Santa Barbara
MA, California State University, Los Angeles
BA, Dong-Ah University, Busan, Korea

Research

Academic and Social development of students with diverse cultural backgrounds
Cross-cultural family and children with disabilities
Positive behavior supports

Selected Publications

Hudley, C., & Cho, S. (forthcoming 2016). High school students’ engagement and future academic expectations: Variations by ethnicity. In P. Schutz & J. Decuir-Gunby (Eds.), Researching Race and Ethnicity in the Study of Learning and Motivation in Social and Cultural Contexts. New York: Taylor & Francis/Routledge.

Cho, S., & Blair, K. C. (forthcoming 2016). The model minority and creating system-wide supports for underserved Asian-American students. In C. Hudley (Ed.), Adolescent Identity and Schooling. New York: Taylor & Francis/Routledge.

Zhang, C., McCray, C., & Cho, S. (Eds.) (2014). Effective education for all: Implementing positive behavior support in early childhood through high school. New York: Peter Lang Publishing.

Cho, S., Kim, J., Blair, K. C., & McCray, C. R. (2014). Creating a culturally responsive school climate with school-wide positive behavior support. In C. Zhang, C. McCray, & S. Cho (Eds.), Effective education for all: Implementing positive behavior support in early childhood through high school (pp. 115-140). New York: Peter Lang Publishing.

McCray, C. R., Cho, S., & Zhang, C. (2014). Accomplishments and directions for future actions, research, and policy. In C. Zhang, C. McCray, & S. Cho (Eds.), Effective education for all: Implementing positive behavior support in early childhood through high school (pp. 195-210). New York: Peter Lang Publishing.

McCray, C. R., Zhang, C., & Cho, S. (2014). Common and unique themes of positive behavior support across grade/age levels. In C. Zhang, C. McCray, & S. Cho (Eds.), Effective education for all: Implementing positive behavior support in early childhood through high school (pp. 227-244). New York: Peter Lang Publishing.

Cho, S., & Cicchelli, T. (2012). Pre-service teachers’ multicultural attitudes: Urban and suburban field contexts. Teacher Educator and Practice, 25(1), 66-74.

Blair, K. C., Lee, I., Cho, S., & Dunlap, G. (2010). Positive behavior support through family-school collaboration for young children with autism. Topics in Early Childhood Special Education. Advanced on-line publication: doi: 10.1177/027112140377510.

Zhang, C., & Cho, S. (2010). The development of the bilingual special education field: Major issues, Accomplishments, future directions, and recommendations. Journal of Multilingual Education Research, 1(1), 45-62.

Cho, S., & Blair, K. C. (2010). Does journal writing effectively reduce psychological distress of Korean-American mothers of children with developmental disabilities? International Journal of Special Education, 11, 31-39.

Cho, S., Paik, E., Lee, B. & Yi, J. (2010). Psychometric Properties of a Korean Translation of the Scales of Independent Behavior-Revised. Assessment for Effective Intervention, 35(2), 103-113.

Cho, S., Hudley, C., Lee, S., Barry, L., & Kelly, M. (2008). Roles of gender, race, and SES in the college choice process among first-generation and non-first-generation students. Journal of Diversity in Higher Education.

Cho, S., Paik, E., & Lee, B. (2009) Psychometric Properties of a Korean Translation of the Scales of Independent Behavior-Revised. Assessment for Effective Intervention.

Cho, S. (2008). Current practices and future directions of special education in the Republic of Korea. Intellectual and Developmental Disabilities (formerly Mental Retardation).

Cichelli, T., & Cho, S. (2007). Teacher multicultural attitudes: Intern/teaching fellows in New York City. Education and Urban Society, 39(3), 370-381.

Paik, E., Lee, B., & Cho, S. (2007). The Korean Scales of Independent Behavior-Revised (SIB-R) Manual. Seoul, Korea: Hakgisa.

Courses

PhD Courses

  • Advanced Study on Problems and Issues in Special Education (CTGE7570)
  • Seminar: Language Disorders (CTGE7470)
  • The Cognitive Bases of Reading (CTGE7592)

MST and MSE Courses

  • Environments for Managing Challenging Behavior (PGSE6324)
  • Family, Community and All Young Children (CTGE5234)
  • Including Exceptional Students (CTGE5154)
  • Psychological Factors of Children with Disabilities (PSGE5500)