SHANA E. DEVLIEGER
Hi, I'm Shana.
(I pronounce my name like this: SHAY-na)
I am an interdisciplinary scholar with expertise in advanced statistical methods and qualitative inquiry, committed to making data-driven findings accessible and actionable. With a strong foundation in research design, methodological training, and research communication (e.g., storytelling with data), my work aims to bridge often-siloed research, practice, and policy domains. As an educator, I equip students and professionals with the skills necessary to critically engage with research and apply it in real-world contexts.
I am currently an IES-PIRT Fellow, Adjunct Professor, Teacher Residency Field Mentor, and PhD Candidate at NYU. I also consult on education and perinatal mental health-focused projects at NYU Metropolitan Center for Research on Equity and the Transformation of Schools, Nested Institute, and the Center for Trauma Responsive Practice Change. Previously, I worked in research roles focused on early childhood educator development and wellness at NYU Grossman School of Medicine Center, the University of Pittsburgh Office of Child Development, and the Harvard Center on the Developing Child.
Outside of school and university settings, you can find me learning outdoors, traveling with loved ones, sending snail mail, and trying new recipes.
Consulting
In addition to advancing academic research, I am committed to democratizing knowledge. For over a decade, I have translated cutting-edge education and psychology research into actionable guidance for individuals and organizations seeking to improve social-cognitive and behavioral outcomes.
Books & Media
Organizational
Learning & Events
1:1 and Team Coaching
Education
2023-2025
New York University
Ph.D., Education, Teaching & Learning
Urban & Early Childhood Education
2019-2022
University of Pittsburgh
Ph.D. Coursework, Applied Developmental Psychology
Early Childhood Education
2017-2018
Harvard University
Ed.M., Human Development and Psychology
Early Childhood Adversity & Development
2013-2015
University of Southern California
M.A.T., Urban Education
Multiple Subject Teaching Credential
2010-2012
Pepperdine University
B.A., Psychology
Research Funding
Recent
Publications
2025
DeVlieger, S. (In Press, 2025). A self-reflexive study of whiteness in teaching using Critical Discourse Analysis. Whiteness and Education.
Parr, A., DeVlieger, S., Cesare, C. (In Press, 2025). A Critical Case Study of White Teacher Candidates’ Motivation and Resistance During Race-Related Transformative Activities. Whiteness and Education.
DeVlieger, S., Badu, S., Doucet, F. (In Prep; Draft available upon request). Advancing ‘non-partisan’ equity in early childhood education: A critical discourse analysis of NAEYC’s messaging around the 2024 election.
2024
Doucet, F., Badu, S., DeVlieger, S. (2024). A Critical Discourse Analysis of NAEYC's developmentally appropriate practice texts: Shifting rhetoric and implications for advancing equity in family-school partnerships. Special issue: Re-engaging dialogue about the DAP debate: Implications for teacher education. International Journal of Early Years Education. https://doi.org/10.1080/09669760.2024.2356148
Parr, A., DeVlieger, S. (2024). A qualitative approach to causal inquiry: Using causation coding to identify how transformative activities elicit white teacher candidates’ race-related learning. AERA 2024 Annual Meeting. https://doi.org/10.3102/2110682
DeVlieger, S. (2024). Education as a Living Organism: Insights from a Creative HAEd Event: Harvard Alumni Association (Link)
DeVlieger, S. (2024). Eclipsing ‘Reduce-Reuse-Recycle’: Having More Honest Conversations with Ourselves and Our Young People this Earth Day | Part 2. NYU Metro Center (Link)
DeVlieger, S. (2024). Eclipsing ‘Reduce-Reuse-Recycle’: Having More Honest Conversations with Ourselves and Our Young People this Earth Day | Part 1. NYU Metro Center (Link)
DeVlieger, S. (2024). Book review: Program evaluation and randomized explanatory trials. Applied Scientific Analysis. The Manual: Education, Justice, and Renewal. AERA GSC. (Link)
2023
DeVlieger, S., Dolcini-Catania, L., Cyranowski, J. (2023). Clinical trainee perspectives on the implementation of trauma-focused training. American Journal of Psychotherapy. https://doi.org/10.1176/appi.psychotherapy.20220047
DeVlieger, S., Dolcini-Catania, L., Willford, J., & Gallen, R. (2023). “Empowered and Driven to Help”: Learning about Childhood Trauma During Preservice Training. Journal of Trauma Studies in Education, 2(1), 79–107. https://doi.org/10.32674/jtse.v2i1.4735
The Collaborative Education Research Collective (2023). Towards a Field for Collaborative Education Research: Developing a Framework for the Complexity of Necessary Learning. The William and Flora Hewlett Foundation (Link)
2022
Farmer, T., Serpell, Z., Scott, L., DeVlieger, S., Brooks, D., Hamm, J. (2022). The developmental dynamics of emotional and behavioral difficulties of youth of color: Systemic oppression, correlated constraints, and the need for targeted universalism. Journal of Emotional and Behavioral Disorders. 30(2), 71–85. https://doi.org/10.1177/10634266211068892
Tumminia, M., DeVlieger, S., Colvin, S., Akiva, T., & Galla, B. (2022). A qualitative study of adolescents’ experiences of distress and well-being during intensive mindfulness practice.
Mindfulness, 13, 1971–1983 (2022). https://doi.org/10.1007/s12671-022-01932-5
Chen, C., Qin, X., DeVlieger, S., Farmer, T., (2022). Person-and process-centered analyses to guide
tailored interventions and research-practice partnerships in special education. In Farmer, Talbott, McMaster, Lee, & Aceves, T. (2022). Handbook of Special Education Research, Volume I. New York: Routledge.
2021
Guyon‐Harris, K. L., Carell, R., DeVlieger, S., Humphreys, K. L., Huth‐Bocks, A. C. (2021). The emotional tone of child descriptions during pregnancy is associated with later parenting. Infant Mental Health Journal. 42:731– 739. https://doi.org/10.1002/imhj.21936
Conference Presentations
Teaching
New York University
Steinhardt School of Culture, Human Development, and Education
Early Childhood Special Education Assessment
Field Observations
NYU Teacher Residency Field Mentor - Early Childhood and Early Childhood Special Education
Univeristy of Pittsburgh
School of Education;
Dietrich School of Arts & Sciences
Child and Youth Work I
Child and Youth Work II
Attentional Teaching Practices
First Experiences in Research Seminar
From Classroom to Community: Inter- and Intra-personal Life Skills for Student Athletes
Hawai'i Department of Education
Elementary School Teacher
Wailuku, Kihei, and Pomaika'i Elementary
XES International Education Group
Early Years Teacher
TAL Amazing English, Beijing, China
La Casa del Niño Nueva Familia
Buenos Aires, Argentina
Early Years Teacher
Attentional Teaching Practices
“10/10 not just as an instructor but as a human who cares about genuine learning experiences. Prof Devlieger's thoughtful lectures and temperament (excellent teaching example). The assessments outside of class. The extra multimedia resources and our Learning Pods.”
Child and Youth Work I & II
“Professor DeVlieger brought a lot of joy to the day after I did my student teaching. I appreciate her classes, input, preparation for all of these. It's like having a therapist in the middle of a very stressful and demanding term. She practices what she preaches and makes me a better teacher.”
First Experiences in Research
“She is kind, open to questions, and cares more about growth than perfection. I like the skills we are learning, the readings/videos, the attention to racial considerations, and weekly log to keep me accountable.”
Community Engagement
Get in Touch
I have had the joy of collaborating with learners and leaders from around the globe. Our projects have included: community events, professional development series, early childhood curriculum videos, parenting-focused edtech, support and healing groups, grant proposals, empirical studies, school-community interventions, program evaluations, affinity reading groups, art installations, university admissions essays, and more. I value multiracial, multigenerational and interdisciplinary partnerships -- especially those that unite practice, policy, and research communities to advance equity in education. If you have questions or are interested in working together, I would love to hear from you.
NYU Steinhardt
Department of Teaching & Learning
239 Greene Street, 6th Floor
New York, NY 10003
212 998 5460