Sandee Graham McClowry, PhD, RN, FAAN is a Professor Emerita in the Counseling Psychology and Teaching & Learning Departments at New York University. She is the developer of INSIGHTS into Children's Temperament and was the principal investigator of three clinical trials that tested its efficacy. The third clinical trial, funded by the Institute of Education Sciences, tested the efficacy of INSIGHTS in enhancing the academic learning context. The two previous clinical trials were funded by the National Institutes of Health. She is currently devoting herself to disseminating INSIGHTS to schools and community agencies.
Dr. McClowry received her doctorate in family nursing theory from the University of California, San Francisco. She has conducted multiple school-based research studies on children's temperament, family interactions, and classroom management. Dr. McClowry has published extensively on her research in a variety of multidisciplinary journals, is the author of Temperament-Based Elementary Classroom Management, Your Child’s Unique Temperament, and Using What Works. She is currently a co-principal investigator on a study that is examining the long-term impact of INSIGHTS on the children who participated in the last study when they were in kindergarten and 1st grade and of a replication of the last RCT is rural Nebraska.
- McClowry, S. G. (2014). Temperament-Based Elementary Classroom Management. Lanham, MD: Rowman & Littlefield. (link)
- McClowry, S.G. (2003). Your Child's Unique Temperament: Insights and Strategies for Responsive Parenting.Champaign, IL: Research Press.
- McClowry, S. G. (2016). Using what works: Elementary school classroom management. Lanham, MD: Rowman & Littlefield.
- McClowry, S. G. (submitted). Gregory In…This book is not about Freddy. (A children's book).
- Publications—Reporting on INSIGHTS’ efficacy
- Overall efficacy from our 3rd clinical trial:
- O’Connor, E.E., Cappella, E., McCormick, M.P & McClowry, S.G. (2014). An examination of the efficacy of INSIGHTS in enhancing the academic and behavioral development of children in early grades. Journal of Educational Psychology, 106(4), 1156-1169. doi: 10.1037/a0036615