Regina "Gina" Harwood Gresham, Ph.D.
Dr. Gina Gresham (Ph.D.) is an Associate Professor, Educational Psychologist, Behavior Management Specialist, and member of the Academy Research Faculty-Lockheed Martin/University of Central Florida Academy for Mathematics and Science (LMA) at the College of Community Innovation and Education. She is a national presenter of professional development and mathematics consultant and is actively involved in implementing Response to Intervention (RTI) in Mathematics in schools nationwide. As a national trainer and speaker she is featured in a national video on RTI in Mathematics with the Bureau of Educational and Research. Dr. Gresham has published numerous international and national research articles and authored or co-authored six books including RTI and Mathematics-Practical Tools for K-8 Classrooms (Allyn & Bacon), Response to Intervention in Elementary School, RTI in Mathematics for K-6 Teachers, TAG Middle Math Is It, and TAG for Grades 3-5. Dr. Gresham’s current research, writing, and professional development include: response to intervention in mathematics classrooms, the psychology of mathematics, particularly mathematics anxiety and children’s anxieties, teacher self-efficacy, and learning styles. She has received the university’s Teaching Inventive Program Award (2013 and 2016) Scholarship of Teaching and Learning Award (2008 and 2013) , Excellence in Undergraduate Teaching Award (2007 and 2011), Teacher Recognition and Appreciation Award, and was active in winning the Christa McAuliffe Teaching Award-Lockheed Martin/UCF K-8 Program Award.
Ph.D. in Elementary Education, Educational Psychology
University of Alabama
Areas of Expertise
- Psychology of mathematics
- Elementary education
- Mathematics anxiety
- Preservice and inservice teachers' professional development
- Teacher self-efficacy
Recent Honors and Awards
- Teaching Incentive Award, University of Central Florida
- Scholarship of Teaching and Learning Award, University of Central Florida
- Excellence in Undergraduate Teaching Award, University of Central Florida
Gresham, G., & Shannon, T. (2017). Building mathematics discourse in first graders. Teaching Children Mathematics, 23(6), 361-366.
Gresham, G. (2016-17). Building Professional Learning and collaboration within Response to intervention, Reflections, 5 (4), 1-7.
Gresham, G. (2015). Improving student achievement by infusing highly effective instructional strategies into multi-tiered support systems (MTSS)– Response to intervention (RtI) tier 2 instruction. Position Paper-The National Council of Supervisors of Mathematics (NCSM) Improving Student Achievement Series Leadership in Mathematics Education. No.15/Spring 2015.
Gresham, G. (2014). Using universal screening within response to intervention in tiers 1 and 2 to improve students’ mathematics achievement. Position Paper-The National Council of Supervisors of Mathematics (NCSM) Improving Student Achievement Series Leadership in Mathematics Education. No.14/Spring 2014. (Invited & Peer Reviewed)