Biography
Dr. Joseph R. Boyle received his doctoral degree from the University of Kansas in special education. His current research interests include examining the effectiveness of teaching techniques and interventions for students with high-incidence disabilities in general education and inclusive classrooms. As a result, he has developed a number of classroom interventions for students with mild disabilities in the areas of reading, writing, and note-taking. Dr. Boyle has over 40 publications that include books, research articles, and research-to-practice articles. Many of his research publications have been included in other research meta-analyses and syntheses of special education research and his journal articles have been cited over 250 times. In addition, many of the classroom interventions that Dr. Boyle developed have appeared in special education methods textbooks and research-to-practice journal articles.
Research Interests
- Disability Studies in Education
- Reading & Literacy
Courses Taught
Number | Name | Level |
|---|---|---|
SPED 2201 | Language Development and Communication Strategies | Undergraduate |
SPED 5106 | Literacy Instruction for Students with Disabilities | Graduate |
SPED 5211 | Effective Instruction for Students with Disabilities | Graduate |
SPED 5666 | Introduction to Special Education | Graduate |
Selected Publications
Featured
Boyle, J. & Joyce, R. (2021). Smartpens: Note-Taking Technology for Students with Learning Disabilities. Journal of Nonprofit Education and Leadership, 26(1). doi: 10.18666/ldmj-2021-v26-i1-10363.
Boyle, J. & Joyce, R. (2019). Smartpen Technology for Note Taking in Inclusive English/Language Art Classes. Reading and Writing Quarterly, 35(6), 525-538. doi: 10.1080/10573569.2019.1579130.
Boyle, J. & Scanlon, D. (2018). Methods and Strategies for Teaching Students with High Incidence Disabilities. Cengage Learning.
Boyle, J., Rosen, S., & Forchelli, G. (2016). Exploring metacognitive strategy use during note-taking for students with learning disabilities. Education 3-13, 44(2), 161-180. Education 3-13. Retrieved from http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1091109&site=ehost-live&scope=site.
Boyle, J. & Hindman, A. (2022). Scaffolding the persuasive writing of middle school students. Middle Grades Research Journal, 10(3), 43-59. Retrieved from http://libproxy.temple.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=114808514&site=ehost-live&scope=site.
Recent
Kennedy, M. & Boyle, J. (2021). That Really Escalated Quickly—Online Learning Moves Into the Mainstream: Introduction to the Special Issue. Journal of Special Education Technology, 36(2), 63-66. doi: 10.1177/01626434211006052.
Joyce, R.L. & Boyle, J.R. Improving Note-Taking Skills for Students With Disabilities Through a Smartpen Intervention. JOURNAL of SPECIAL EDUCATION TECHNOLOGY, 35(4), 225-235. 10.1177/0162643419856275
Boyle, J. & Kennedy, M. (2019). Innovations in Classroom Technology for Students with Disabilities. Intervention in School and Clinic, 55(2), 67-70. doi: 10.1177/1053451219837716.
Boyle, J.R. & Joyce, R.L. (2019). Using Smartpens to Support Note-Taking Skills of Students With Learning Disabilities. Intervention in School and Clinic, 105345121983764-105345121983764. SAGE Publications. doi: 10.1177/1053451219837642.
Kennedy, M. & Boyle, J. (2017). The promise and problem with technology in special education: Implications for academic learning. In Handbook of Special Education: Second Edition (pp. 606-616). doi: 10.4324/9781315517698.