MSW, Virginia Commonwealth University
PhD, University of North Carolina at Chapel Hill
Exemplary Faculty Award – Student Government Association, University of Maryland, School of Social Work, 2012
Dr. Martin Luther King Jr. Diversity Recognition Award – As team member of the Promise Heights Project, University of Maryland, School of Social Work, 2012
Dean's Teaching Award – University of Maryland, School of Social Work, Social Work Practice I, Fall 2011
Dean's Teaching Award – University of Maryland, School of Social Work, Social Work Practice I, Fall 2010
Spencer Fellow – Education Policy Research Training Program, Duke University, Sept. 2002 to July 2003
Senior Weiss Fellow - University of North Carolina at Chapel Hill, 2001-2002
Weiss Fellow – University of North Carolina at Chapel Hill, 2000-2001
University Merit Assistantship - University of North Carolina at Chapel Hill, 2000-2001
Investigating in order to intervene in the social environment factors that influence success in school for students from kindergarten through high school with an emphasis on vulnerable groups of students and students exposed to known risk factors for poor educational outcomes. Such investigations include the influence of adults across the microsystems youth inhabit—home, school, and community—with a focus on interventions targeting the social climate in schools.The practice of social work in school settings, including the assessment of children, youth, families, and the social context of schools, interventions across clients systems in schools, and policy and program planning as it relates to the provision of social work in schools. Direct practice in social work including the foundations of practice and advanced practice with children, youth, and families.
Peer Reviewed Journal Articles
Woolley, M. E., Unick, J., Rose, R. A, & Orthner, D. K. (in revision). Lasting Effects of Career Relevant Instruction in the Middle Grades: Academic Achievement and Progress Toward Graduation in High School. Journal of Early Adolescence.
Gilbert, M. C., Musu-Gillette, L. E., Woolley, M. E., Karabenick, S. A., Strutchens, M. E., & Martin, W. G. (in press) Student Perceptions of the Classroom Environment: Relations to Motivation and Achievement in Mathematics. Learning Environments Research.
Woolley, M. E., Rose, R. A., Orthner, D. K., Akos, P. & Jones-Sanpei, H. (2013). Advancing Academic Achievement through Career Relevance in the Middle Grades: A Longitudinal Evaluation of CareerStart. American Education Research Journal, 50, 1309-1335.
Rose, R. A., Woolley, M. E., & Bowen, G. L. (2013). Social capital as a portfolio of resources across multiple microsystems: A latent profile analysis measurement strategy. Family Relations, 62, 4, 545-558.
Woolley, M. E., & Rose, R. A., Mercado, M., & Orthner, D. K. (2013). Contextual factors, social validity and treatment fidelity: A qualitative study of teachers in a middle grades. Journal of Education and Training, 1, 55-68
Rose, R. A., Woolley, M. E., Orthner, D. K., Akos, P., & Jones-Sanpei, H. (2012) Increasing Teachers’ Use of Career Relevant Instruction: A Randomized Control Trial of CareerStart. Education Evaluation and Policy Analysis, 34(3), 295-312.
Patton, D. U., Woolley, M. E., Hong, J. S. (2012). Exposure to violence, student fear, and low academic achievement: African American males in the critical transition to high school. Children and Youth Services Review, 34, 388-395.
Koskey, K. L., Karabenick, S. A., Woolley, M. E., Bonney, C. R. & Ammon, B. V. (2010). Cognitive validity of students’ self-reports of classroom mastery goal structure: What students are thinking and why it matters. Contemporary Educational Psychology, 35, 254-263
Woolley, M. E., Strutchens, M. E., Gilbert, M. C., & Martin, W. G. (2010). Student Motivation and the Math Success of Black Middle School Students: Direct and Indirect Effects of Teacher Expectations and Reform Practices. The Negro Educational Review, 61, 41-59.
Grogan-Kaylor, A., & Woolley, M. E. (2010). The Social Ecology of Race and Ethnicity School Achievement Gaps: Economic, Neighborhood, School and Family Factors. Journal of Human Behavior in the Social Environment, 20, 875-896.
Orthner, D. K., Akos, P., Rose, R., Jones-Sanpei, H., Mercado, M., & Woolley, M. E. (2010). CareerStart: A Middle School Student Engagement and Academic Achievement Program. Children & Schools, 32, 223-234.
Woolley, M. E., Kol, K., & Bowen, G. L. (2009). The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends. Journal of Early Adolescence, 29, 43-70.
Woolley, M. E., Grogan-Kaylor, A. Gilster, M. E., Karb, R. A., Gant, L. M., & Reischl, T. (2008). Neighborhood social capital, poor physical conditions, and academic achievement. Children & Schools, 30, 133-145.
Joe, S., Woolley, M. E., Brown, G. K., Ghahramanlou-Holloway, M., & Beck, A. T. (2008). Psychometric properties of the Beck Depression Inventory-II in low income African-American suicide attempters. Journal of Personality Assessment, 90, 521-523.
Dietz, N. A., Delva, J., Woolley, M. E., & Russello, L. (2008). The reach of a youth-oriented anti-tobacco media campaign on adult smokers. Drug and Alcohol Dependence, 93, 180-184.
Woolley, M. E. & Curtis, H. W. (2007). Assessing depression in latency age children: A guide for school social workers. Children & Schools, 29, 209-218.
Woolley, M. E. & Bowen, G. L. (2007). In the context of risk: Supportive adults and the school engagement of middle school students. Family Relations, 56, 92-104.
Karabenick, S. A., Woolley, M. E., Friedel, J. M., Ammon, B. V., Blazevski, J., Bonney, C. R., De Groot, E., Gilbert, M. C., Musu, L., Kelley, K. L., & Kempler, T. M. (2007). Cognitive processing of self-report items in educational research: Do they think what we mean? Educational Psychologist, 42(3), 139-151.
Mowbray, C. T., Woolley, M. E., Grogan-Kaylor, A., Gant, L. M., Gilster, M. E., & Williams-Shanks, T. R. (2007). Neighborhood research from a spatially oriented strengths perspective. Journal of Community Psychology, 35, 667-680.
Woolley, M. E. & Grogan-Kaylor, A. (2006). Protective family factors in the context of neighborhood: Promoting positive school outcomes. Family Relations, 55, 95-106.
Grogan-Kaylor, A., Woolley, M. E., Mowbray, C. T., Reischl, T., Gilster, M. E., Karb, R. A., MacFarlane, P., Gant, L., & Alaimo, K. (2006). Predictors of neighborhood satisfaction. Journal of Community Practice, 14(4), 27-50.
Woolley, M. E., Bowen, G. L., & Bowen, N. K. (2006). The development and evaluation of procedures to assess child self-report item validity. Educational and Psychological Measurement, 66, 687-700.
Woolley, M. E., Bowen, G. L., & Bowen, N. K. (2004). Cognitive pretesting and the developmental validity of child self-report instruments: Theory and applications. Research on Social Work Practice, 14, 191-200.
Bowen G. L., Woolley, M. E., Richman, J. M., & Bowen, N. K. (2001) Brief intervention in schools: The school success profile. Brief Treatment and Crisis Intervention, 1, 43-54.
Martin, W. G., Strutchens, M. E., Woolley, M. E., & Gilbert, M. C. (2011). Transforming mathematics teachers’ attitudes and practices through intensive professional development. In D. J. Brahier and W. R. Speer (Eds.), Motivation and Disposition: Pathways to Learning Mathematics. The 73rd Yearbook of the National Council of Teachers of Mathematics. Reston, VA: NCTM.
Woolley, M. E. & Patton, D. U. (2009). School Violence. In D. Carr, R. Crosnoe, M. E. Hughes & A. Pienta (Eds.) Encyclopedia of the Life Course and Human Development, Childhood. Macmillan: Farmington Hills, MI.
Woolley, M. E. (2008). Assessment of Children. In Rowe, W., & Rapp-Paglicci, L. (Eds.), Comprehensive Handbook of Social Work and Social Welfare, Volume 3, Social Work Practice (215-245). Hoboken, NJ: John Wiley and Sons.
Woolley, M. E. (2007). Advancing a Positive School Climate for Students, Families, and Staff. In C. Franklin, M. B. Harris, & P. Allen-Meares (Eds.), The School Services Sourcebook: A Guide for School-Based Professionals (pp. 777-783). New York, NY: Oxford Press.
Tropman, J. E., Woolley, M. E., Zhu, L., & Smith, R. (2006). When Supervisor and Staff are of Different Disciplines: Guidelines and Resources In C. Franklin, M. B. Harris, & P. Allen-Meares (Eds.), The School Services Sourcebook: A Guide for School-Based Professionals (pp. 1147-1156). New York, NY: Oxford Press.
Woolley, M. E., Bowen, N. K., & Bowen, G. L. (2005). Mixed Methods: Meaning and Validity in the Development of Self-Report Items for Children. In A. Acock, K. Allen, V. Bengston, D. Klein, & P. Dilworth-Anderson (Eds.): Sourcebook of Family Theories and Methods: An Interactive Approach (pp. 77-80). Thousand Oaks, CA: Sage.
Richman, J. M., Bowen, G. L., & Woolley, M. E. (2004) School Failure: An Eco-Interactional Developmental Perspective. In M.W. Fraser (Ed.): Risk and Resilience in Childhood (133-160). (2nd Edition). Washington DC: NASW Press.
Bowen, N. K, Bowen, G. L, & Woolley, M. E. (2004) Constructing and Validating Assessment Tools for School-Based Practitioners: The Elementary School Success Profile. In A. R. Roberts & K. Y. Yeager (Eds.): Evidence-based practice manual: Research and outcome measures in health and human services (pp. 509-517). New York: Oxford University Press.
Bowen, G. L., Powers, J., Woolley, M. E., & Bowen, N. K. (2003) School Violence. In L. A. Rapp-Paglicci, C. N. Dulmus, & J. S. Wodarski (Eds.) Handbook of Prevention Interventions for Children and Adolescents (pp. 338-358). Hoboken, NJ: John Wiley & Sons.
Bowen, G. L., Bowen, N. K., Richman, J. M., & Woolley, M. E. (2002). Reducing School Violence: A Social Capacity Framework. In L. A. Rapp-Paglicci, A. R. Roberts, & J. S. Wodarski (Eds.) Handbook of Violence (pp. 303-325). Hoboken, NJ: John Wiley & Sons.
Greif, G., & Woolley, M. E. (2012, December). Do Adults Talk About Their Siblings in Therapy? News & Views. Washington DC: Greater Washington Society for Clinical Social Work.
Woolley, M. E. (2009). Adult relationships supporting school success among Latino youth: Educational expectations, social support, and academic press. The Prevention Researcher, 16 (3), 9-12 (Invited by Editor).
Axelrod, J., Baccellieri, P., Curtis, M., Josserand, R., & Woolley, M. E. (April, 2009). School Climate and Culture: Chicago Public Schools Turnaround Model. Chicago, IL: Chicago Public Schools (White Paper).
Woolley, M. E. & Bowen, G. L. (2008). Assessment in schools: Tools and strategies. Children & Schools, 30, 67-69. (Guest Edited Special Issue Journal Editorial)
Bowen, G. L. & Woolley, M. E. (2007). Assessment tools and strategies. Children & Schools, 29, 195-198. (Guest Edited Special Issue Journal Editorial)
Woolley, M. E. (Dissertation, 2003). Assessing the validity of self-report items for children: The inter-rater reliability of cognitive pretesting. Dissertation Abstracts International. Section A: Humanities and Social Sciences. 64(11-A), 2004, 4209. Dissertation Chair, Dr. Gary L. Bowen.
The University of Maryland, Baltimore is the founding campus of the University System of Maryland.
620 W. Lexington St., Baltimore, MD 21201 | 410-706-3100
© 2017-2018 University of Maryland, Baltimore. All rights reserved.