Dr. Kristen Arnold is an Assistant Professor and Ed.S. Program Director of School Psychology at Gonzaga University. Her work focuses on inclusive education, systems-level change, and the implementation of high-leverage practices to improve outcomes for students with disabilities. Dr. Arnold brings over fifteen years of experience across K–12 and higher education settings, including prior faculty and professional roles at Arizona State University and the University of Kansas. She has worked extensively as an inclusive and special education teacher in public schools and Department of Defense schools overseas. Her work bridges research, policy, and practice through close partnerships with schools and districts, supporting leaders and educators in implementing inclusive, data-informed, and culturally responsive practices through continuous improvement frameworks. As the parent of a child with intensive support needs, Dr. Arnold brings a family-centered lens to her teaching, research, and community-engaged work. She is deeply committed to helping schools move beyond compliance toward meaningful, sustainable inclusion that improves outcomes for all learners.
Articles
- Arnold, K., Sisco-Taylor, D. (in press). Using AI to generate compelling case studies in school psychology preparation. School Psychology Training and Pedagogy.
- Caniglia, C., Picanco, K., Arnold, K., Naccarato, S. (2023). Educators’ perceptions of professional growth plans in the context of professional learning communities. Journal of Interdisciplinary Teacher Leadership, 7(1) p.103-133.
- Arnold, K.A. (2023, June 12). Lesson Study Part 1. CEEDAR. https://ceedar.education.ufl.edu/portfolio/lesson-study-part-1/
- Arnold, K.A. (2023, July 27). Lesson Study Part 2. CEEDAR. https://ceedar.education.ufl.edu/portfolio/lesson-study-part-2/
- Arnold, K.A., Markos, A., Benedict, A. (2022). Practice makes progress: Using lesson study to teach high leverage practices to preservice general educators. In A. Markelz, (Ed.), TED 2022 Conference Proceedings: Building Bridges (pp 6-9). Teacher Education Division of the Council for Exceptional Children, Richmond, VA.
- Koon, L.M., Hall, J.P., Arnold, K.A., Donnelly, J.E., Heinrich, K.M. (2023). High intensity functional training: Perceived functional and psychosocial health-related outcomes from current participants with mobility-related disabilities. Sports,11(6)116. https://doi.org/10.3390/sports11060116
- Arnold, K.A. (2022). Online lesson study. In Benedict, A., Papacek, A., Rogers, W., Koziarski, G., Wells, K., Colbo, A., Robinson, R. (Eds.). Learning to teach: Practice-based preparation in teacher education in virtual learning environments. CEEDAR.
- Arnold, K. A. (2021). Practice makes progress: Using lesson study to teach high leverage practices to reservice general educators. ProQuest Dissertations and Theses.
Books
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Arnold, K., Hardman, J.S. Muri-Rosenthal, J. Zirkenbach, A. (2022). Adaptive and inclusive training: A practical guide for the adaptive and inclusive trainer certification course. Adaptive Training Academy.
Media
Professional Papers or Posters Presented
National & International
- Arnold, K.A. (2024, February). Using lesson study to prepare inclusive educators. International Teacher Education Conference, Mariano Marcos State University, Philippines.
- Lucero, R., Arnold, K., Caniglia, C., Haskins, T., Waldron-Soler, K. (2023, June). University Partnerships and Inclusionary Practices in Teacher Preparation. Washington CEEDAR Colloquium. Seattle, WA.
- Arnold, K. A. (2022, November). Practice makes progress: Using lesson study to teach high leverage practices top reservice general educators. Teacher Education Division, Council for Exceptional Children Conference, Richmond, VA.
- Arnold, K.A. (2022, January). High leverage practices and inclusive lesson study. Professional Learning Opportunity Affinity Group. CEEDAR Center at the University of Florida.
- Arnold, K.A. (2022, May). Infusing educational technology in course design. Higher Education Partnership, Morocco. USAID, Arizona State University.
- Arnold, K.A. (2022, May). Mixed methods research in an Ed.D. program. Special Education Doctoral Cohort, Leadership and Innovation, Arizona State University.
- Arnold, K.A. (2021, November). Blended Learning Approach: Station Rotation in face-to- face and online courses. Special Education Faculty, Arizona State University.
- Arnold, K. (2021, December). Family dynamics and disability, Whitworth University Teacher Education Department. Spokane, WA.
- Arnold, K. (2020, May). Practice-based teacher preparation for inclusion. Arizona State University Doctoral Research Conference, Mary Lou Fulton Teachers College, Tempe, AZ.
- Arnold, K. (2020, March). Online accessibility for college students with disabilities. Whitworth University, Spokane, WA.
- Arnold, K. (2020, April). Effective practices for online teaching, Whitworth University, Spokane, WA.
- Arnold, K. (2020, February). Adaptive and inclusive fitness for individuals with intellectual disabilities, Oregon State University Adapted Physical Education Program. Beaverton, OR.
- Arnold, K. (2019). Adaptive training principles, University of Arizona Disability Resource Center. Tucson, AZ.
- Arnold, K. (2019). Teacher preparation for inclusion. Arizona State University, Mary Lou Fulton Teachers College Doctoral Research Conference, Tempe, AZ.
Research Interests
- Implementation of High Leverage Practices in Special and Inclusive Education
- Student Access to Evidence-Based Assessment and Interventions in Juvenile Detention
