Assistant Professor
Ph.D., School Psychology, Ohio State University, 2023
M.A., Educational Studies, Ohio State University, 2019
B.A., Psychology, Pennsylvania State University, 2018
B.S., Human Development and Family Studies (Life Span Developmental Science Option),
Pennsylvania State University, 2018
Cognitive assessment
Academic achievement assessment
Qualitative research
School psychology
Equity in education
Family involvement in education
As a nationally certified school psychologist (NCSP), Dr. Phillips’ background is in school based assessment of disabilities. The majority of her field based experiences have been at the elementary level, although she has completed evaluations at the middle school, high school, and preschool levels
Dr. Phillips has years of experience working in urban school districts, independently and supervised practicum and internship experiences, in Ohio and Maryland. Dr. Phillips has spent much of her career interested in the influence race and culture has on education with a particular interest in the role family and socialization plays in educational attainment. Her dissertation examined the experiences of Black caregivers as they navigate the special education process. Dr. Phillips has several publications in peer reviewed journals and has presented on the National level. She is a member of the National Association of School Psychologists (NASP), American Psychological Association (APA), and is a nationally certified school psychologist (NCSP).
Flood, S., Phillips, S., Goodwin, K., McConnell, R., Matthews, L., & Graves, S. (2023). An Examination of Self-Care Research in School Psychology. Contemporary School Psychology. https://doi.org/10.1007/s40688-023-00451-x
Johnson, K., Graves, S., Jones, M., Jacobs, M., Phillips, S. (2022). Understanding African American Vernacular English and Reading Achievement: Implications for the Science of Reading. School Psychology (Quarterly). https://doi.org/10.1037/spq0000516
Graves Jr, S. L., Johnson, K., Phillips, S., Jones, M., & Jacobs, M. (2022). Quantifying the linguistic demands of the oral directions of preschool cognitive assessments. Psychology in the Schools. https://doi.org/10.1002/pits.22789
Graves, S. L., Phillips, S., Jones, M., & Johnson, K. (2021). A systematic review of the What Works Clearinghouse's behavioral intervention evidence: Does it relate to Black children. Psychology in the Schools. https://doi.org/10.1002/pits.22485
Graves, S. L., Phillips, S., Johnson, K., Jones, M. A., & Thornton, D. (2020). Pseudoscience, an Emerging Field, or Just a Framework Without Outcomes? A Bibliometric Analysis and Case Study Presentation of Social Justice Research. Contemporary School Psychology, 25(3), 358-366. https://doi.org/10.1007/s40688-020-00310-z