Kate Perry

Kate Perry is the Director of the School Psychology Program.  She works with the Program's Faculty Director, Dr. Frank Worrell, to ensure that the curriculum and training provided meets the standards of accreditation set forth by the American Psychological Association, the program approval standards of the National Association of School Psychologists, and the standards for the school psychology credential of the California Commission on Teacher Credentialing.  She is also responsible for coordinating field work, practicum, and internship placements for students and providing oversight and support as needed.  Dr. Perry also coordinates student recruitment, admissions and course scheduling, and contributes to the mission of the GSE.  

Prior to taking on this position, Dr. Perry taught courses and served as a clinical supervisor for the School Psychology program for 20 years.  She has also worked part-time as a school psychologist in local public schools since 1996. In 2002 she was awarded a National Academy of Education/Spencer Foundation postdoctoral fellowship for her research on the social context of early schooling and young children's school adjustment. Her research focused on examining whether teaching practices, and in particular how students perceive these practices, play a role in the development of academic, behavioral, and socio-emotional competencies.

Publications

Articles (Refereed Journals, Proceeding)

Donohue, K.M. & Perry, K.E. (2014).  Bringing theory to life for trainees in professional psychology: The role of setting, assignments, and supervision.  Training and Education in Professional Psychology, 8(2), 119-126

McCombs, B., Daniels, D., & Perry, K.E. (2008).  Children’s and teachers' perceptions of learner-centered practices and student motivation:  Implications for early schooling.  Elementary School Journal, 109(1), 16-35.

Perry, K.E., Donohue, K.M, & Weinstein, R.S. (2007).  Teaching practices and the promotion of achievement and adjustment in first grade.  Journal of School Psychology, 45, 269-292. 

Cunningham, A. E., Perry, K. E., & Stanovich, K. E. (2004).  Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy.  Annals of Dyslexia, 54 (1),139-166.

Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Share, D. (2002).  Orthographic learning during reading:  Examining the role of self-teaching.  Journal of Experimental Child Psychology, 82 (3), 185-199.

Daniels, D. H., & Perry, K. E. (2003).  “Learner-centered” according to children.  Theory into Practice, 42(2), 102-109.  

Donohue, K. M., Perry, K. E., & Weinstein, R. S. (2003).  Teachers’ classroom practices and children’s rejection by their peers.  Journal of Applied Developmental Psychology, 24(1), 91-118.

Cunningham, A. E., Perry, K. E., & Stanovich, K. E. (2001).  Converging evidence for the concept of orthographic processing.  Reading and Writing:  An Interdisciplinary Journal, 14, 549-568.

Perry, K. E., & Weinstein, R. S. (1998).  The social context of early schooling and children’s school adjustment.  Educational Psychologist, 33(4), 177-194.  

Pratarelli, M., Perry, K., & Galloway, A. (1994).  Automatic lexical access in children:  New evidence from masked identity-priming.  Journal of Experimental Child Psychology, 58(3), 346-358. 

 
Other Papers/Reports/Op-Eds/Computer Programs
A reading- writing-language sourcebook for the primary grades (1997). University School Support for Educational Reform. Contributing Author and member of the Bay Area Reading Task Force.

Presentations/Professional Experience

Professional Experience:

-23 years experience working as a school psychologist in preschool, elementary, middle and high school settings.  Served as Lead Psychologist, coordinated continuing education for staff, and consulted with administration on challenging cases.   

-part-time private practice as a Licensed Educational Psychologist since 2003 

Paper Presentations:

Perry, K. E., & Daniels, D. H. (2004, April). Elementary students' perceptions of teachers and school adjustment. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
 
Perry, K. E. (2003, October). Young children's perceptions of their teacher's practices: Implications for the development of reading competence. Paper presented at the Annual Meeting of the National Academy of Education, Cambridge, MA.
 
Perry, K. E., & Donohue, K. M. (2000, August). The role of learner-centered practices in children's adjustment during the transition to school. Paper presented at the 208th Annual Meeting of the American Psychological Association, Washington, D.C.
 
Cunningham, A. E., Perry, K. E., & Douglas, P. (1998, November). The self-teaching hypothesis and children's reading development. Paper presented at the meeting of the International Dyslexia Association Annual Conference, San Francisco, California.

 

Interests and Professional Affiliations

  • American Psychological Association (APA) 
  • California Association of School Psychologists (CASP) 
  • National Association of School Psychologists (NASP) 
  • International Dyslexia Association

Achievement Issues

Assessment and Educational Measurement

Child Care

Early Childhood Development

Learner-centered Education

Learning Disorders, Dyslexia and ADHD

Literacy

Professional Development for Educators

Reading Development

Program Director

Degree(s)

Ph.D., University of California, Berkeley

Contact Information

Office #4331

Graduate School of Education
Berkeley Way West Building (BWW)
UC Berkeley
2121 Berkeley Way
Berkeley, CA 94720-1670

Phone

(510) 642-4202