Christine Espin
Professor of Learning Problems and Specialised Interventions in Education
- Name
- Prof.dr. C.A. Espin
- Telephone
- +31 71 527 6630
- espinca@fsw.leidenuniv.nl
- ORCID iD
- 0000-0003-0407-5897
Christine Espin is a Professor at Leiden University in the department of Education and Child Studies, Special Education and chair of the group Children with Learning and Behavior Problems in Education. She got her PhD at the University of Minnesota in 1990. Before that time she was a special education teacher for students with learning disabilities at the secondary-school level. Dr. Espin joined the faculty at Leiden University in 2008. Prior her appointment at Leiden, she was a Professor at the University of Minnesota in the department of Educational Psychology / Special Education.
Christine Espin’s research focuses on the development of a continuous progress-monitoring system for students with learning disabilities, and on teachers’ use of progress data to improve instruction for these students. This progress-monitoring system is called Curriculum-Based Measurement (CBM), or, in Dutch, Continue Voortgangsmonitoring (CVM). She also conducts research on developing reading comprehension interventions for struggling readers, and on methods for improving instruction for university students with disabilities.
Professor of Learning Problems and Specialised Interventions in Education
- Faculteit der Sociale Wetenschappen
- Instituut Pedagogische Wetenschappen
- Leer/Gedragsproblemen in het onderwijs
- Van den Bosch R.M., Espin C.A. & Chung S. (2015), Teachers' interpretation and use of CBM progress-monitoring graphs: A research-to-practice gap. EARLI Conference, Limassol, Cyprus. [lecture].
- Feijt R., Schrijner C. & Espin C.A. (2015), Is excellent onderwijs excellent voor iedereen? Diverse leerbehoeften van studenten in de collegezaal. ORD, Leiden, The Netherlands. [lecture].
- Janda B., McMaster K., Jung P-G., Shin J., Van den Broek P.W. & Espin C.A. (2015), How readers process narrative and informational texts: Insights from think-alouds. Society for Text and Discourse, Minneapolis, USA. [lecture].
- Van den Bosch R.M., Espin C.A. & Chung S. (2015), Teachers' interpretation of CBM progress-monitoring graphs. Pacific Coast Research Conference, San Diego, USA. [lecture].
- Espin C.A., Chung S. & Van den Bosch R.M. (2015), Response-to-Intervention (RTI): Een probleem-oplossende benadering voor leer- en gedragsproblemen. Nationale Dyslexie Conferentie Lexima, Ede, The Netherlands. [lecture].
- Espin C.A. (10 May 2010). Realistic and Relentless. Using data-based decision making to build effective programs for secondary-school students with learning and behavior diffi culties. Leiden. [inaugural address].
- Espin C.A. (2 October 2009), Relative effects of three correctional feedback approaches on the performance of students with writing difficulties (w/ X. Du). Council for Learning Disabilities 31st International Conference. Dallas, TX. [lecture].
- Espin C.A. (4 February 2009), Progress monitoring procedures: Effects on teachers' conversations about instruction (w/ S. Deno, K. McMaster, R. Pierce, S. Yeo & A. Mahlke). Pacific Coast Research Conference. San Diego, C.A.. [lecture].
- Espin C.A. (10 April 2009), Improving data-based instructional programming through online teacher-to-teacher communication (w/ S. Deno, K. McMaster, R. Pierce, S. Yeo & A. Mahlke). Presented at the CEC Convention and Expo. Seattle, W.A.. [lecture].
- Tutor a high school student in English (not paid)