Irma Brasseur-Hock

Irma Brasseur-Hock
  • Assistant Research Professor, KU Center for Research on Learning
  • Academic Program Associate, KU Center for Research on Learning
  • Lecturer

Contact Info

785-864-6479
Joseph R. Pearson Hall, Room 539
1122 West Campus Road
Lawrence, KS 66045-3101

Personal Links

Biography —

Irma Brasseur-Hock, PhD, is an Research Associate at KUCRL. Her research interests include adolescent literary, instructional technology, coaching, and instructional sustainability. She has extensive experience as a classroom teacher and is highly regarded for her skills as a professional development specialist in adolescent literary and secondary school change.

Dr. Brasseur has served as Co-PI or project manager on an IES reading intervention development grant, a Striving Readers efficacy study, a teacher quality development grant, and an IES measurement grant. In these leadership roles, Dr. Brasseur’s work has focused on systems change, instructional delivery, and adolescent literacy. She has co-authored dissemination work from these studies in numerous peer-reviewed, scholarly works and presentations, including publications found in Learning Disability Quarterly, the Journal of Learning Disabilities, and the Journal of Learning and Individual Difference.

Education —

Ph.D. in Special Education, University of Kansas, 2005
M.A. in Special Education, East Michigan University, 1990
B.S. in Special Education, Central Michigan University, 1984

Selected Publications —

Journal Articles

Brasseur-Hock, I.F. & Scheuermann, A. (in progress). The investigation of Blended/Flipped learning environments and instructional implications. Journal of Special Education Technology.

Hock, M., Bulgren, J., & Brasseur-Hock, I.F. (pending). The Strategic Instruction Model: Effective Instruction for High School Students with Learning Disabilities. Learning Disabilities Research and Practice.

Hock, M. F., Brasseur-Hock, I. F., Hock, A. J., & Duval, B. (2015). The Effects of a comprehensive reading program on reading outcomes for middle school students with disabilities. Journal of Learning Disabilities. 50(2), 195-212.

Hock, M. F., Brasseur-Hock, I. B., & Deshler, D. D. (2014). Responding to the needs of adolescents with severe reading disabilities. New England Reading Association Journal, 49(2), 9-18.

Knight, J. M., Bradley, B. A., Hock, M. F., Sktic, T. M., Knight, D., Brasseur-Hock, I. F., & Hatton, C. (2012). Record, replay, reflect: Videotaped lessons accelerate learning for teachers and coaches. Journal of Staff Development, 33(2), 18-23.

Brasseur-Hock, I. F., Hock, M. F., Biancarosa, G., Kiefer, M., & Deshler, D. D. (2011). Adolescent struggling readers in urban schools: Results of a latent class analysis. Journal of Psychology and Education: Learning and Individual Differences, 21, 438-452.

Hock, M. F., Brasseur, I. F., Deshler, D. D., Catts, H. W., Marquis, J., Mark, C. A., & Wu Stribling, J. (2009). What is the reading component skill profile of adolescent? struggling readers in urban schools. Learning Disability Quarterly, 32(1), 21-38.

Brasseur, I., Gildroy, P., Schumaker, J., Deshler, D., Begun, W., & Passman, B. (2004). Profiling the quality of educational programs for adolescents with disabilities. Teaching Exceptional Children, 37(2), 62-65.

Book Chapters

Hock, M.F., & Brasseur-Hock, I. F. (2015). Comprehension instruction for at-risk students. In S.R. Paris, D. Fisher, & K. Headley (Eds.) Adolescent literacy, Field tested: Effective solutions for every classroom, 2nd Ed. The International Reading Association.

Brasseur-Hock, I. F., Deshler, D. D., & Hock, M. F. (2015). Reading comprehension instruction for middle and high school students in English language arts: Research and evidence-based practices. K.L. Santi, & D.K. Reed (Eds.), Improving Reading Comprehension of Middle and High School Students, Literacy Studies 2nd Ed., 10, DOI 10.1007/978-3-319-14735-2_5

Hock, M. F., Brasseur, I. F., & Deshler, D. D. (2015). Possible selves and learners. In S. Lopez & A. Beauchamp, (Eds.), The encyclopedia of positive psychology 2nd Ed. Oxford, England: Blackwell Publishing.

Bradley, B., Knight, J., Harvey, S., Hock, M., Knight, D., Skrtic, T., Brasseur-Hock, I., & Deshler, D. (2013). Improving instructional coaching to support middle school teachers in the United States. In T. Plomp, & N. Nieveen (Eds.), Educational design research – Part B: Introduction and illustrative cases. pp. 299-318).

Brasseur-Hock, I. F., Deshler, D. D., & Hock, M. F. (2012). Reading comprehension instruction for middle and high school students in English language arts: Research and evidence-based practices. In K. Santi & D. Reed (Eds.). Improving comprehension instruction for middle and high school students.

Hock, M. F., & Brasseur-Hock, I. F. (2009). Literacy interventions for adolescent struggling readers. In S.R. Paris, D. Fisher, & K. Headley (Eds.) Adolescent literacy, Field tested: Effective solutions for every classroom. (pp. 129-142). Newark, DE: The International Reading Association.

Hock, M. F., Brasseur, I. F., & Deshler, D. D. (2008). Nurturing motivation through possible selves. In S. Lopez & A. Beauchamp (Eds.), The encyclopedia of positive psychology. Oxford, England: Blackwell Publishing.

Hock, M. F., Brasseur, I. F., & Deshler, D. D. (2008). Comprehension instruction in action: The at-risk student. In C. C. Block & S. R. Parris (Eds.), Comprehension instruction: Research-based best practices (2nd ed., pp. 271-293). New York, NY: Guilford Press.

Books/Instructional Manuals

Hock, M. F., Brasseur-Hock, I. F., & Deshler, D. D. (2012). Possible selves for readers. Chicago, IL: McGraw-Hill Education.

Brasseur, I.F., Hock, M.F., Deshler, D.D. (2012). Fusion Reading: Establish the Course. Chicago, IL: McGraw-Hill Education.

Hock, M.F., Brasseur, I.F., Deshler, D.D. (2012). The PASS Strategy. Chicago, IL: McGraw- Hill Education.

Brasseur, I.F., Hock, M.F., Deshler, D.D. (2012). The Book Study Program. Chicago, IL: McGraw-Hill Education.

Hock, M.F., Brasseur, I.F., Deshler, D.D. (2012). Fusion Strategy Integration. Chicago, IL: McGraw-Hill Education.

Brasseur, I.F., Hock, M.F., Deshler, D.D. (2012). The Bridging Strategy-revised. Chicago, IL: McGraw-Hill Education.

Hock, M.F., Brasseur, I. F. & Deshler, D.D. (2012). The Prediction Strategy-revised. Chicago, IL: McGraw-Hill Education.

Brasseur, I. F., Hock, M.F., & Deshler, D.D. (2012). The Summarization Strategy-revised. Chicago, IL: McGraw-Hill Education.

Brasseur, I. F. & Hock, M.F., (2012). The Thinking Reading Program-revised. Chicago, IL: McGraw-Hill Education.

Hock, M.F., Brasseur, I. F. & Deshler, D.D. (2012). The Vocabulary Program. Chicago, IL: McGraw-Hill Education.

Hock, M.F., Brasseur, I. F. & Deshler, D.D. (2012). Strategy Integration. Chicago, IL: McGraw-Hill Education.

Technical Papers

Hock, M. F., Brasseur-Hock, I. F., & Deshler, D. D. (2013). Evidence supporting the Fusion Reading program. Chicago, IL: McGraw-Hill Education.

Hock, M. F., Brasseur-Hock, I. F., & Deshler, D. D. (2012). Technical report: Fusion reading program. Lawrence, KS: The University of Kansas Center for Research on Learning.

Assessment Instruments

Brasseur, I. F., & Hock, M.F. (2008). The bridging strategy word recognition and decoding informal assessment for adolescent readers. Lawrence: University of Kansas Center for Research on Learning.

Hock, M. F., & Brasseur, I. F. (2007). The summarization strategy reading comprehension measure for adolescent readers. Lawrence: University of Kansas Center for Research on Learning.

Hock, M. F., & Brasseur, I. F. (2006). The prediction strategy reading comprehension measure for adolescent readers-revised. Lawrence: University of Kansas Center for Research on Learning.

Selected Presentations —

National Conferences

Hock, M. F., & Brasseur-Hock, I. F. (2016, October). Improving reading achievement for adolescents with reading disabilities in middle schools. Interactive paper. 38th International Conference on Learning Disabilities. San Antonio, TX.

Hock, M. F., & Brasseur-Hock, I. F. (2016, October). Analysis of blended instruction and planning for students with learning disabilities. Poster session. 38th International Conference on Learning Disabilities. San Antonio, TX.

Calhoon, M. B., Brasseur-Hock, I. F., Fritschmann, N., Branum-Martin, L., & Hock, M. F. (2016, October). Literacy interventions for adolescents with severe reading disabilities. 38th International Conference on Learning Disabilities. San Antonio, TX.

Brasseur-Hock, I.F. (2015) Flippin’ Crazy, but wait not everyone is learning…now what? Flipped Learning Network, Michigan State University, Lansing, MI Bradley, B.A., Hock, M.F.,

Brasseur-Hock, I.F., Deshler, D., Arthur, M., & Ruggles, M. (2015). Exploring Flipped Learning in Three High School Classrooms, American Educational Researchers Association, Chicago, ILL. Bradley, B.A., Hock, M.F., Brasseur-Hock, I.F., Deshler, D., Arthur, M., & Ruggles, M. (2015). Exploring Flipped Learning: Its Benefits and Challenges, American Educational Researchers Association, Chicago, ILL.

Brasseur-Hock, I. F. & Hock, M. F., & Sartin, M. (2015). The impact of professional development and instructional coaching on middle school students with disabilities reading achievement. Council for Exceptional Children. San Diego, CA.

Brasseur-Hock, I. F. & Hock, M. F., Kidder, C. & Sartin, M. (2014). Improving Teacher Effectiveness and Reading Achievement for Students with Disabilities: Key features of the fusion reading program. Council for Exceptional Children. Philadelphia, PA.

Brasseur-Hock, I.F. (2014). Flip: A How-to Guide. Flipped Learning Network, Mars Area High School Pittsburgh, PA.

Brasseur-Hock, I.F. (2013) Exploring Flipped Instruction in Middle Schools and High Schools. Flipped Learning Network, Stillwater High School, Stillwater, Minnesota.

Brasseur-Hock, I. F. & Hock, M. F., (2013). Key features of the fusion reading program. Webinar presentation. The University of Kansas Center for Research on Learning and McGraw-Hill Education. Lawrence, KS.

Hock, M. F., & Brasseur-Hock, I. F. (2010, July). Fusion Reading: An overview of a comprehensive high school reading course. SIM International Conference, Lawrence, KS.

Hock, M. F., & Brasseur-Hock, I. F. (2010, July). Fusion Reading: An overview of a comprehensive high school reading course. SIM International Conference, Lawrence, KS.

Hock, M. F., & Brasseur-Hock, I. F. (2010, January-December). A series of PD workshops and instructional coaching site visits to support implementation of Fusion Reading. We conducted 14 Days of PD on FR components and 8 days of coaching. Dubuque, IA.

Hock, M. F., & Brasseur-Hock, I. F. (2010, June). The Fusion Reading Academy: A three- day workshop designed to build the capacity of districts to sustain FR through a train the trainer model. Dubuque, IA.

Hock, M. F., & Brasseur-Hock, I. F. (2010, January-December). A series of PD workshops and instructional coaching site visits to support implementation of Fusion Reading in the Michigan Striving Readers Project. We conducted 8 Days of PD on FR components and 6 days of coaching. Lansing, Muskegon, Inkster & Westwood, MI.

Hock, M. F. & Brasseur, I. F. (June, 2007). A descriptive study of reading outcomes in 350 urban adolescences. The Institute for Education Sciences. Washington, D.C.

Hock, M. F., & Brasseur, I. F. (2007, April). The Nature of Struggling Urban Adolescent Readers and An Intervention Program Response. The Council for Exceptional Children. Louisville, KY.

Hock, M. F., & Brasseur, I. F. (2006, June). A descriptive study of the reading component skills of 350 urban adolescent struggling readers. The Institute of Education Sciences (IES) Research Conference. Washington, DC.

Professional Development

Brasseur-Hock, I.F. (2016-present) Design and establishment of a high school reading program through a tiered system. Charlotte-Mecklenburg Schools, Charlotte, NC.

Brasseur-Hock, I. F. & Hock, M. F. (2012-present) Establishment of a comprehensive two- year intensive reading program for students with disabilities in middle school. Charlotte-Mecklenburg Schools, Charlotte, NC.

Brasseur-Hock, I. F., & Hock, M. F. (2016-present) Implementation of the fusion reading program in middle and high schools. Virginia Consortium of middle and High Schools, Virginia Tech School of Education (VT).

Hock, M. F. & Brasseur-Hock, I. F. (2012-2015) Establishment of a comprehensive two-year intensive reading program for students with disabilities in middle and high school. Minneapolis/St Paul Consortium of middle and High Schools, Spring Lake Park, MN.

Hock, M. F. & Brasseur, I. F. (August, 2007). Establishment of after school strategic tutoring centers for youth in foster care programs. The San Diego County Unified School District and Casey Family Program. San Diego, CA.

Brasseur-Hock, I. F. & Hock, M. F. (2012) Training SIM PDers and McGraw-Hill consultants to present Fusion Reading awareness workshops. Atlanta, GA.

Hock, M. F., Brasseur-Hock, I. F. (2012) Fusion Reading Academy- New York. Establishment of a cadre of Fusion Reading professional development specialists and coaches. Genosea Valley BOCES, NY.

Hock, M. F., Brasseur-Hock, I. F. (2014) Fusion Reading Academy II-Iowa. Establishment of year-two Fusion Reading professional development specialists and coaches. Dubuque, IA.

Hock, M. F., Brasseur-Hock, I. F. (2013) Fusion Reading Academy I-Iowa. Establishment of year-two Fusion Reading professional development specialists and coaches. Dubuque, IA.

Brasseur- Hock, I. F., & Hock, M. F., (2012) Fusion Reading Academy: Establishment of year-two Fusion Reading professional development specialists and coaches. The University of Kansas, Lawrence, KS.

Hock, M. F., Brasseur-Hock, I. F. (2011) Establishment of a comprehensive two-year intensive reading program for adolescent struggling readers in middle and high schools. Virginia Project Schools, Ashland, VA.

Brasseur-Hock, I. F. & Hock, M. F. (2010-2012) Establishment of a comprehensive two-year intensive reading program for students with disabilities in middle school. Dubuque Community School District, Dubuque, IA.

Hock, M. F., & Brasseur, I. F. (2006, August). Reading for struggling adolescent readers: A workshop on implementation of the Xtreme Reading Program for Striving Readers Department of Education grantees. Springfield, MA.

Regional Conferences

Brasseur-Hock, I.F., & Barr, P. (2016, June) Exploring Blended Learning in K-12 Schools: Its Impact on Students with Learning Differences. Paper presented at KU School of Education Strategies for Educational Improvement Conference, Lawrence, KS.

Brasseur-Hock, I.F. & Woodruff, S. (2016, July) Fusion Reading Academy: Developing Leaders in Adolescent Literacy. The University of Kansas Center for Research on Learning, Lawrence, KS.

Brasseur-Hock, I.F. & Graner, P. (2016, July) Learning to Reading with KUCRL Fusion and Xtreme Reading Programs. per presented at the International SIM conference. The University of Kansas Center for Research on Learning, Lawrence, KS.

Brasseur-Hock, I.F. & Woodruff, S. (2016, July) Powering the Change Through Fusion Reading. Paper presented at the International SIM conference. The University of Kansas Center for Research on Learning, Lawrence, KS.

Brasseur-Hock, I.F. & Podrasky, S. (2015, July) Flippin’ Crazy & Flippin’ SIM. Paper presented at the International SIM conference. The University of Kansas Center for Research on Learning, Lawrence, KS.

Brasseur-Hock, I.F., Woodruff, S., & Hock, M.F. (2015, July) Improving Teacher Effectiveness and Reading Achievement for Students with Disabilities. Paper presented at the International SIM conference. The University of Kansas Center for Research on Learning, Lawrence, KS.

Brasseur-Hock, I.F. & Hock, M.F. (2014, June). Fusion Learning Academy Year 2: Making Learning Possible for Struggling Adolescent Readers. The University of Kansas Center for Research on Learning, Lawrence, KS.

Brasseur-Hock, I.F. & Hock, M.F. (2014, June). Fusion Learning Academy Year 1: Making Learning Possible for Struggling Adolescent Readers. The University of Kansas Center for Research on Learning, Lawrence, KS.

Hock, M. F., & Brasseur-Hock, I. F. (2010, July). Fusion Reading: An overview of a comprehensive high school reading course. SIM International Conference, The University of Kansas Center for Research on Learning, Lawrence, KS.

Hock, M. F., & Brasseur-Hock, I. F. (2010, July). Fusion Reading: An overview of a comprehensive high school reading course. SIM International Conference, The University of Kansas Center for Research on Learning, Lawrence, KS.

Grants & Other Funded Activity —

Bulgren, J., Brasseur-Hock, I.F., Hock, M., & Ellis, J. Development of Blended Learning Science Environments that Support Three-Dimensional Learning of Crosscutting Concepts, Science, and Engineering Practices, and Disciplinary Ideas in Science. National Science Foundation. ($2,861,171). Submitted November 2016. Role: Co-Principal Investigator. (Pending.)

Hock, M. F., Brasseur-Hock, I. F. Fast-Track to Reading Department of Education Institute for Educational Sciences. ($1,900,000.00). Submitted September 2014. Role: Principal investigator.

Hock, M. F., Deshler, D. D., & Brasseur-Hock, I.F. Exploring Flipped Instruction in Middle Schools and Its Impact on Students with Learning Differences. The OAK Foundation. ($600,000). Submitted October 2012. Role: Co-Principal Investigator. Funded

Hock, M. F., Deshler, D. D., & Brasseur-Hock, I. F. Fusion Reading: A Supplemental Reading Program Designed to Raise the Literacy Levels of Striving Adolescent Readers. Department of Education Institute for Educational Sciences ($5,000,000). Submitted September 2008. Role Co-Principal Investigator. Funded

Hock, M. F., Deshler, D. D., & Brasseur, I. F. (2004-2008). Improving Adolescent Reading Comprehension: A Multi-Strategy Reading Intervention. The Department of Education Institute for Educational Sciences ($1,500,000). Submitted April 2003. Role Co-Principal Investigator. Funded