DR. BURKE – CREDENTIALS

TEACHING CREDENTIALS:

CALIFORNIA: Level II Education Specialist Instruction: Mild/Moderate with ELA & Autism authorization (8/2023)

TEXAS: Special Education EC-12 (6/30/2026): 4-6 Generalist (6/30/26)

EDUCATION AND TRAINING:

Doctorate in Educational Leadership (2020) Concordia University, Irvine, CA

Holistic Health and Wellness Coaching (2023) Southwest Institute of Healing Arts, Tempe, AZ

Masters in Differentiated Instruction (2014) Concordia University, Austin, TX

Bachelor of Science (2005) University of Houston-Downtown, Houston, TX

Social Thinking Specialist (2011) Social Thinking, San Jose, CA

 

PUBLICATIONS: 

Burke, Elizabeth (2020). The Benefit of a Social Learning Intervention to Increase Self-Efficacy, Engagement and Social Inclusion for Students with Autism (Publication Number 28094903). [Doctoral Dissertation, Concordia University Irvine]. Proquest Dissertation Publishing.

Burke, E., & Karge, B. D. (2022). Increased Engagement, Self-efficacy, and Social inclusion. In Reza, F. (Ed.) Diversity and Inclusion in Educational Institutions, (49-78). Cambridge Scholars Publishing.

Maghzi, Kimiya S.; Fisher, Marni E.; Warren, Gregory; Dorner, Meredith A.; Burke, Elizabeth (2020). “Pedagogy for the Whole Child: A Prismatic Exploration of Educational Theory and Practice.” CCNews, 31(1), 21-35.

DR. BURKE – CREDENTIALS

TEACHING CREDENTIALS:

CALIFORNIA: Level II Education Specialist Instruction: Mild/Moderate with ELA & Autism authorization (8/2023)

TEXAS: Special Education EC-12 (6/30/2026): 4-6 Generalist (6/30/26)

EDUCATION AND TRAINING:

Doctorate in Educational Leadership (2020) Concordia University, Irvine, CA

Holistic Health and Wellness Coaching (2023) Southwest Institute of Healing Arts, Tempe, AZ

Masters in Differentiated Instruction (2014) Concordia University, Austin, TX

Bachelor of Science (2005) University of Houston-Downtown, Houston, TX

Social Thinking Specialist (2011) Social Thinking, San Jose, CA

 

PUBLICATIONS: 

Burke, Elizabeth (2020). The Benefit of a Social Learning Intervention to Increase Self-Efficacy, Engagement and Social Inclusion for Students with Autism (Publication Number 28094903). [Doctoral Dissertation, Concordia University Irvine]. Proquest Dissertation Publishing.

Burke, E., & Karge, B. D. (2022). Increased Engagement, Self-efficacy, and Social inclusion. In Reza, F. (Ed.) Diversity and Inclusion in Educational Institutions, (49-78). Cambridge Scholars Publishing.

Maghzi, Kimiya S.; Fisher, Marni E.; Warren, Gregory; Dorner, Meredith A.; Burke, Elizabeth (2020). “Pedagogy for the Whole Child: A Prismatic Exploration of Educational Theory and Practice.” CCNews, 31(1), 21-35.

Dr. Burke's REFLECTION JOURNAL is a tool she created to help children develop perspecitve taking, self monitor their behaviors and build social competencies using pictures to reflect on their experiences.

In addition to utilizing this tool when working with her students for twelve plus years, the Reflection Journal was a key component utilized in her action research, "The Benefit of a Social Learning Intervention to Increase Self-Efficacy, Engagement and Social Inclusion for Students with Autism" (Burke, 2020). 

You can purchase Dr. Burke's Reflection Journal here

"Dr. Burke has taught me so much. I wish she could be my teacher forever!"