I’ve been a faculty member at La Salle University since 1999. I previously held positions as a member of the faculty at The George Washington University, and a teacher of children with emotional and behavioral disabilities in Madison, Wisconsin and Gloversville, NY.
While I have expertise in working with children who have emotional and behavioral disorders, I am also keenly interested in the relationships between teachers and students and how those relationships work to create a positive learning environment in classrooms and schools. However, my most recent academic work is focused on Progressive Education and how it is being implemented in and independent elementary school.
AREAS OF EXPERTISE
Emotional and Behavioral Disabilities
B.S., State University of New York at Plattsburgh
M.S., Ph.D., University of Wisconsin, Madison
Families, Schools and Communities
Mosca, F. J. (2003). “But will they behave?” A behavior management strand that comprises each chapter in P. Feden and R. Vogel’s Methods for teaching: Applying cognitive science to school learning. NY: McGraw-Hill.
Mosca, F. J. & Hollister, A. (2004). External control and zero tolerance: Is fear of our youth driving these policies?Educational Horizons, 83(1), 2-5.
Yost, D. S., & Mosca, F. J. (2003). The E.N.A.C.T. model: Enhancing teacher candidates’ ability to manage student behavior. Teacher Education and Special Education, 26(4), 349-355.
Yost, D. S., & Mosca, F. J. (2002). Beyond behavior strategies: Using reflection to successfully manage youth in crisis. The Clearing House: A Journal of Education Strategies, Issues, and Ideas, 75(5), 264-267.
Mosca, F. J., & Yost, D. S. (2000). Controls from within: Developing tools for reflecting on counteraggressive responses to troubling behavior. Reclaiming Children and Youth, 10(2), 100-105.
Mosca, F. J., & Perkins, T. (1997). Help from hundreds of people you’ve never met: Cruising the Internet for professional support. Beyond Behavior, 8(1), 16-17.
Belknap, N. J., Mosca, F. J., & Marston, J. (2001). Preparing teachers for students with emotional disturbance: A professional development school approach. The George Washington University: The Capital Educators Monograph Series.