Ansley, Brandi

Ansley, B. M., Blinder, M. B., Varjas, K., Demere, J., Benson, G., & Ogletree, S. (2019). School personnel and leadership collaboration model for ideal work contexts. Journal of Education Research and Practice, 9(1), 189 - 201. doi:10.5590/JERAP. 2019.09.1.14.

Ansley, B. M., Houchins, D., & Varjas, K. (2019). Cultivating positive work contexts that promote teacher job satisfaction and retention in high-need schools. Journal of Special Education Leadership, 32(1), 3-16. 

Jolivette, K., Swoszowski, N. C., Kumm, S., Sanders, S., & Ansley, B. M. (2019). Embedding staff self-care into the PBIS framework for those working in juvenile correctional and residential settings. Journal of Correctional Education, 70(1), 2-19.

Blinder, M., Ansley, B., & Varjas, K., Benson, G., & Ogletree, S. (2017). Supporting students by maintaining professional well-being in a high stress job. LEARNing Landscapes, 10(2), 59-72. 

Ansley, B. M., Houchins, D., & Varjas, K. (2016). Optimizing special educator wellness and job performance through stress management. TEACHING Exceptional Children, 48(4), 176-185. doi: 10.1177/0040059915626128

Doctor of Philosophy in the Education of Students with Exceptionalities, 2018, Georgia State University

Educator empowerment and well-being; working conditions for faculty and staff; interpersonal dynamics in professional relationships.

• Council for Exceptional Children (CEC) 
• National Education Association