CEPSE Faculty
Faculty
Sara (Bolt) Witmer
Ph.D., University of Minnesota
sbolt@msu.edu
http://www.msu.edu/~sbolt
Sara (Bolt) Witmer is an associate professor of school psychology. Her research focuses on examining assessment tools that can enhance instructional decision-making for students who are at-risk for poor academic outcomes. She also conducts research on accommodations for diverse learners (e.g., students with disabilities, English language learners), and more generally on methods for the effective inclusion of all students in large-scale assessment and accountability programs.
Ph.D., University of Minnesota
sbolt@msu.edu
http://www.msu.edu/~sbolt
Sara (Bolt) Witmer is an associate professor of school psychology. Her research focuses on examining assessment tools that can enhance instructional decision-making for students who are at-risk for poor academic outcomes. She also conducts research on accommodations for diverse learners (e.g., students with disabilities, English language learners), and more generally on methods for the effective inclusion of all students in large-scale assessment and accountability programs.
Carole Ames
Ph.D., Purdue University
cames@msu.edu
Carole Ames is a professor of educational psychology and former dean of the College of Education. She is interested in the development of social and academic motivation in children. Her research focuses on the effects of classroom structure, competition, and teaching practices on children's motivation to learn, and on school and family relationships and specific strategies for increasing parental involvement in children’s learning.
Ph.D., Purdue University
cames@msu.edu
Carole Ames is a professor of educational psychology and former dean of the College of Education. She is interested in the development of social and academic motivation in children. Her research focuses on the effects of classroom structure, competition, and teaching practices on children's motivation to learn, and on school and family relationships and specific strategies for increasing parental involvement in children’s learning.
Jana Aupperlee
Assistant Professor - Fixed Term
aupperl3@msu.edu
Jana Aupperlee is the clinical assistant professor in school psychology. As part of this non- tenure track position, she advises students in the Educational Specialist program in School Psychology at MSU. She also teaches a variety of school and practice-based courses. Further, she coordinates and collaborates with local school psychologists in the supervision of second year students. Her research interests include family-school collaboration and what types of school-provided social support parents find most helpful. Recent interests also include local perceptions of the Response to Intervention model of meeting students’ educational needs in schools.
Assistant Professor - Fixed Term
aupperl3@msu.edu
Jana Aupperlee is the clinical assistant professor in school psychology. As part of this non- tenure track position, she advises students in the Educational Specialist program in School Psychology at MSU. She also teaches a variety of school and practice-based courses. Further, she coordinates and collaborates with local school psychologists in the supervision of second year students. Her research interests include family-school collaboration and what types of school-provided social support parents find most helpful. Recent interests also include local perceptions of the Response to Intervention model of meeting students’ educational needs in schools.
John Carlson
Ph.D. University of Wisconsin-Madison
carlsoj@msu.edu
John Carlson Vita
John Carlson is an associate professor of school psychology and director of the School Psychology doctoral program. His research interests include examining the utility of medical and psychological interventions on school-aged children's behavior in educational and other learning contexts. The impact of children's anxiety on their functioning in schools and at home is a primary focus of his research. Other interests include assessment, prevention and intervention for externalizing behaviors that impact preschool and classroom functioning. The primary focus of his work pertains to ensuring equitable and effective educational and mental health services for those children who are experiencing challenges at school, home or in the community.
Ph.D. University of Wisconsin-Madison
carlsoj@msu.edu
John Carlson Vita
John Carlson is an associate professor of school psychology and director of the School Psychology doctoral program. His research interests include examining the utility of medical and psychological interventions on school-aged children's behavior in educational and other learning contexts. The impact of children's anxiety on their functioning in schools and at home is a primary focus of his research. Other interests include assessment, prevention and intervention for externalizing behaviors that impact preschool and classroom functioning. The primary focus of his work pertains to ensuring equitable and effective educational and mental health services for those children who are experiencing challenges at school, home or in the community.
Joe Codde
Ph.D., Michigan State University
joecodde@msu.edu
Joseph Codde is a professor of educational technology and works primarily on programs in the Middle East and Africa. He has experience working in Algeria, Lebanon, the United Arab Emirates and Pakistan. He is also working on educational programs in sub-Saharan Africa. His interests focus on educational reform, teacher professional development and the effect professional development has on the use of computer and mobile technologies in education. In addition, he works with the MSU Confucius Institute on programs both nationally and internationally.
Ph.D., Michigan State University
joecodde@msu.edu
Joseph Codde is a professor of educational technology and works primarily on programs in the Middle East and Africa. He has experience working in Algeria, Lebanon, the United Arab Emirates and Pakistan. He is also working on educational programs in sub-Saharan Africa. His interests focus on educational reform, teacher professional development and the effect professional development has on the use of computer and mobile technologies in education. In addition, he works with the MSU Confucius Institute on programs both nationally and internationally.
Wendy Coduti
Ph.D., Michigan State University
coduti@msu.edu
Wendy Coduti is an assistant professor of rehabilitation counseling whose experience involves private rehabilitation counseling practice, workers’ compensation, human resource management and experiential learning. Her research focuses on disability management, aging workers and postsecondary youth with disabilities.
Ph.D., Michigan State University
coduti@msu.edu
Wendy Coduti is an assistant professor of rehabilitation counseling whose experience involves private rehabilitation counseling practice, workers’ compensation, human resource management and experiential learning. Her research focuses on disability management, aging workers and postsecondary youth with disabilities.
Patrick Dickson
Ph.D., Stanford University
pdickson@msu.edu
W. Patrick Dickson is a professor of educational psychology with interests in human development, multimedia learning environments, and cross-cultural research. His teaching and research activities focus on applying lifespan developmental perspectives to the design of new learning environments. He is also exploring how the internet can be used to create links among students and teachers around the world, as well as links between schools and out-of- school settings, including homes and science museums.
Ph.D., Stanford University
pdickson@msu.edu
W. Patrick Dickson is a professor of educational psychology with interests in human development, multimedia learning environments, and cross-cultural research. His teaching and research activities focus on applying lifespan developmental perspectives to the design of new learning environments. He is also exploring how the internet can be used to create links among students and teachers around the world, as well as links between schools and out-of- school settings, including homes and science museums.
Robin Kyburg Dickson
Ph.D., University of Virginia
rdickson@msu.edu
https://www.msu.edu/user/rdickson/
Robin Dickson is a coordinator of the hybrid Ph.D. program in Educational Psychology and Educational Technology (EPET) with interests in talent development and out-of-school learning environments. She has worked extensively in the creation and implementation of innovative online summer and afterschool experiences at the middle school level as well as research and enrichment opportunities for high school students. Teaching at both the master's and doctoral levels, she developed and taught CEP 820 – Teaching K-12 Students Online Master of Arts in Education Technology program. The first graduate of Michigan State University’s Online Master of Arts in Education program, she is a frequent speaker at conferences as well as a published author of book chapters and articles. In addition to involvement in a number of research studies, she serves as an evaluator of gifted and talented programs.
Ph.D., University of Virginia
rdickson@msu.edu
https://www.msu.edu/user/rdickson/
Robin Dickson is a coordinator of the hybrid Ph.D. program in Educational Psychology and Educational Technology (EPET) with interests in talent development and out-of-school learning environments. She has worked extensively in the creation and implementation of innovative online summer and afterschool experiences at the middle school level as well as research and enrichment opportunities for high school students. Teaching at both the master's and doctoral levels, she developed and taught CEP 820 – Teaching K-12 Students Online Master of Arts in Education Technology program. The first graduate of Michigan State University’s Online Master of Arts in Education program, she is a frequent speaker at conferences as well as a published author of book chapters and articles. In addition to involvement in a number of research studies, she serves as an evaluator of gifted and talented programs.
Matthew Diemer
Ph.D., Boston College
diemerm@msu.edu
http://diemer.wiki.educ.msu.edu/
Matthew Diemer is an associate professor of educational psychology and educational technology. His teaching and scholarship emphasize the sociocultural context of human development and learning. Specifically, he is interested in understanding how marginalized youth negotiate structural constraints in school, college, and work. His program of research explores a) how marginalized youth develop a critical consciousness of social, political, and racial inequality and become motivated to produce social change and be politically active, b) career development and engagement with the opportunity structure among marginalized youth, and c) how this critical consciousness may help marginalized youth more effectively negotiate educational and vocational barriers. A new line of inquiry examines how low-income youths’ developmental context contributes to their postsecondary persistence. His work has appeared (or is forthcoming) in journals such as Child Development, Developmental Psychology, The Counseling Psychologist, Journal of Counseling Psychology, and Cultural Diversity & Ethnic Minority Psychology and has been funded by sources such as the National Academy of Education/Spencer Foundation Postdoctoral Fellowship, the American Educational Research Association, and the American Psychological Foundation.
Ph.D., Boston College
diemerm@msu.edu
http://diemer.wiki.educ.msu.edu/
Matthew Diemer is an associate professor of educational psychology and educational technology. His teaching and scholarship emphasize the sociocultural context of human development and learning. Specifically, he is interested in understanding how marginalized youth negotiate structural constraints in school, college, and work. His program of research explores a) how marginalized youth develop a critical consciousness of social, political, and racial inequality and become motivated to produce social change and be politically active, b) career development and engagement with the opportunity structure among marginalized youth, and c) how this critical consciousness may help marginalized youth more effectively negotiate educational and vocational barriers. A new line of inquiry examines how low-income youths’ developmental context contributes to their postsecondary persistence. His work has appeared (or is forthcoming) in journals such as Child Development, Developmental Psychology, The Counseling Psychologist, Journal of Counseling Psychology, and Cultural Diversity & Ethnic Minority Psychology and has been funded by sources such as the National Academy of Education/Spencer Foundation Postdoctoral Fellowship, the American Educational Research Association, and the American Psychological Foundation.
Rhonda Egidio
Ph.D. Michigan State University
egidio@msu.edu
Rhonda Egidio is a professor of education who develops U.S.-based and international programs that use the advantages of technology for evolving forms of learning. She partners with business, government and education to create virtual environments that fuse work and learning. Her interests focus on innovative and integrated forms of learning for a new digital economy. Her projects have included developing and directing education reform projects in Pakistan and Egypt; digitally connecting classrooms of 11th graders in Algeria with students in the U.S. to share cultural information; designing and conducting professional development for Lebanese educators to learn to use technology in their classrooms, with particular focus on gender issues; designing innovative, student-centered online course environments; and working with Michigan Rehabilitation Services to create their e-learning and knowledge management system. She is Director of the REACH (Rehabilitation Education And CHange) Program).
Ph.D. Michigan State University
egidio@msu.edu
Rhonda Egidio is a professor of education who develops U.S.-based and international programs that use the advantages of technology for evolving forms of learning. She partners with business, government and education to create virtual environments that fuse work and learning. Her interests focus on innovative and integrated forms of learning for a new digital economy. Her projects have included developing and directing education reform projects in Pakistan and Egypt; digitally connecting classrooms of 11th graders in Algeria with students in the U.S. to share cultural information; designing and conducting professional development for Lebanese educators to learn to use technology in their classrooms, with particular focus on gender issues; designing innovative, student-centered online course environments; and working with Michigan Rehabilitation Services to create their e-learning and knowledge management system. She is Director of the REACH (Rehabilitation Education And CHange) Program).
Carol Sue Englert
Ph.D., Indiana University
carolsue@msu.edu
Carol Sue Englert is a professor of special education. Her research interests include literacy instruction for students at risk for school failure with a specific focus on the examination of discourse in literacy events. Her more recent work involves a collaborative research project with special education teachers to design, implement, and integrate a literacy curriculum emphasizing the role of oral and written language in a discourse community.
Ph.D., Indiana University
carolsue@msu.edu
Carol Sue Englert is a professor of special education. Her research interests include literacy instruction for students at risk for school failure with a specific focus on the examination of discourse in literacy events. Her more recent work involves a collaborative research project with special education teachers to design, implement, and integrate a literacy curriculum emphasizing the role of oral and written language in a discourse community.
Summer Ferreri
Ph.D., Ohio State University
sferreri@msu.edu
Summer Ferreri is an assistant professor of special education. Her primary research focus is on the development, implementation and evaluation of effective interventions to increase academic success and decrease disruptive behaviors for students with severe disabilities. More specifically, her research utilizes the concepts and principles of Applied Behavior Analysis and single-subject research methods to investigate efficacious interventions for individuals with Autism Spectrum Disorder. She has conducted research with children with special needs to determine the most effective and least intrusive methods to decrease disruptive, self-injurious, self-stimulatory, pica, and aggressive behavior. She has conducted research on behavioral assessments of impulsivity in relation to dimensions of reinforcement, temporal discounting, reinforcement schedules, and conditioned and terminal reinforcers with children with Attention Deficit Hyperactivity Disorder (ADHD).
Ph.D., Ohio State University
sferreri@msu.edu
Summer Ferreri is an assistant professor of special education. Her primary research focus is on the development, implementation and evaluation of effective interventions to increase academic success and decrease disruptive behaviors for students with severe disabilities. More specifically, her research utilizes the concepts and principles of Applied Behavior Analysis and single-subject research methods to investigate efficacious interventions for individuals with Autism Spectrum Disorder. She has conducted research with children with special needs to determine the most effective and least intrusive methods to decrease disruptive, self-injurious, self-stimulatory, pica, and aggressive behavior. She has conducted research on behavioral assessments of impulsivity in relation to dimensions of reinforcement, temporal discounting, reinforcement schedules, and conditioned and terminal reinforcers with children with Attention Deficit Hyperactivity Disorder (ADHD).
Jodene Fine
Ph.D., University of Texas at Austin
finej@msu.edu
http://www.educ.msu.edu/cepse/fine/
About: Jodene Fine is an assistant professor of school psychology. She studies developmental disorders and typical child development from the perspective of neural functioning. Using neuroimaging techniques such as MRI, fMRI, and DTI, she has been exploring the neural bases of dyslexia, autism, non- verbal problem-solving and Attention Deficit Hyperactivity Disorder (ADHD).
Ph.D., University of Texas at Austin
finej@msu.edu
http://www.educ.msu.edu/cepse/fine/
About: Jodene Fine is an assistant professor of school psychology. She studies developmental disorders and typical child development from the perspective of neural functioning. Using neuroimaging techniques such as MRI, fMRI, and DTI, she has been exploring the neural bases of dyslexia, autism, non- verbal problem-solving and Attention Deficit Hyperactivity Disorder (ADHD).
Kenneth Frank
Ph.D. University of Chicago
kenfrank@msu.edu
Kenneth Frank is a professor of measurement and quantitative methods. His substantive interests include the study of schools as organizations, how teachers influence one another to affect classroom practices and school decision-making, social networks, and the social context of learning. His substantive areas are linked to several methodological interests: social network analysis, hierarchical linear modeling, cluster analysis, multidimensional scaling, log-linear and logit models, simultaneous equation models and time series models. His publications include new quantitative methods for representing relations among teachers and how those relations affect teachers’ orientations to teaching, the characteristics of schools that affect teachers’ orientations to teaching, and ways in which actors generate social capital from their social relations.
Ph.D. University of Chicago
kenfrank@msu.edu
Kenneth Frank is a professor of measurement and quantitative methods. His substantive interests include the study of schools as organizations, how teachers influence one another to affect classroom practices and school decision-making, social networks, and the social context of learning. His substantive areas are linked to several methodological interests: social network analysis, hierarchical linear modeling, cluster analysis, multidimensional scaling, log-linear and logit models, simultaneous equation models and time series models. His publications include new quantitative methods for representing relations among teachers and how those relations affect teachers’ orientations to teaching, the characteristics of schools that affect teachers’ orientations to teaching, and ways in which actors generate social capital from their social relations.
Christine Greenhow
Ed.D., Harvard University
greenhow@msu.edu
http://www.cgreenhow.org/
Christine Greenhow joins the MSU College of Education faculty in January 2012 as an assistant professor of educational psychology and educational technology. Her research focuses on learning in social media contexts such as online social networks, from learning sciences, learning technologies and new literacy studies perspectives, and with the goal of improving theory, practice and policy. Her work aims to increase our understanding of the intellectual and social practices occurring in online, popular culture-inspired environments, analyze how those practices align, contradict or herald strategies, skills and dispositions valued in formal education, and use these insights to design more engaging spaces for learning. Formerly an assistant professor at the University of Maryland and a former high school teacher, Greenhow completed postdoctoral work at the University of Minnesota, earning the university’s Outstanding Postdoctoral Scholar Award. She was a visiting fellow at the Information and Society Project at Yale University, and is currently working on a book about social media, global education and policy. Her work has been featured in local, national and international news media. She has been active in educational reform efforts and is the co-founder of an award-winning educational non-profit.
Ed.D., Harvard University
greenhow@msu.edu
http://www.cgreenhow.org/
Christine Greenhow joins the MSU College of Education faculty in January 2012 as an assistant professor of educational psychology and educational technology. Her research focuses on learning in social media contexts such as online social networks, from learning sciences, learning technologies and new literacy studies perspectives, and with the goal of improving theory, practice and policy. Her work aims to increase our understanding of the intellectual and social practices occurring in online, popular culture-inspired environments, analyze how those practices align, contradict or herald strategies, skills and dispositions valued in formal education, and use these insights to design more engaging spaces for learning. Formerly an assistant professor at the University of Maryland and a former high school teacher, Greenhow completed postdoctoral work at the University of Minnesota, earning the university’s Outstanding Postdoctoral Scholar Award. She was a visiting fellow at the Information and Society Project at Yale University, and is currently working on a book about social media, global education and policy. Her work has been featured in local, national and international news media. She has been active in educational reform efforts and is the co-founder of an award-winning educational non-profit.
Sonya Gunnings-Moton
Ph.D. Michigan State University
gunnings@msu.edu
Sonya Gunnings-Moton is assistant dean for student support services and recruitment and an associate professor in the Department of Counseling, Educational Psychology & Special Education. She has major responsibilities for program efforts fostering the recruitment and retention of under-represented groups to undergraduate and graduate programs, and providing leadership for many urban education initiatives, including the Urban Educators Cohort Program, the Urban Immersion Fellowship and the Urban Partnership Pre-College Program. She works extensively with schools in her published area of establishing Professional Learning Communities and facilitating effective school cultures.
Ph.D. Michigan State University
gunnings@msu.edu
Sonya Gunnings-Moton is assistant dean for student support services and recruitment and an associate professor in the Department of Counseling, Educational Psychology & Special Education. She has major responsibilities for program efforts fostering the recruitment and retention of under-represented groups to undergraduate and graduate programs, and providing leadership for many urban education initiatives, including the Urban Educators Cohort Program, the Urban Immersion Fellowship and the Urban Partnership Pre-College Program. She works extensively with schools in her published area of establishing Professional Learning Communities and facilitating effective school cultures.
Richard T. Houang
Ph.D., University of California-Santa Barbara
houang@msu.edu
Richard Houang is a senior research specialist and an adjunct faculty member in measurement and quantitative methods. He is currently the director of research for the Institute for Research in Mathematics and Science Education (IRMSE). His current research focuses on curriculum assessment, the relationship between mathematics and science curriculum and student achievement, item characteristics and student performance, domain-referenced and classroom assessment. He has co-authored numerous books and articles on curriculum analysis and international comparative education.
Ph.D., University of California-Santa Barbara
houang@msu.edu
Richard Houang is a senior research specialist and an adjunct faculty member in measurement and quantitative methods. He is currently the director of research for the Institute for Research in Mathematics and Science Education (IRMSE). His current research focuses on curriculum assessment, the relationship between mathematics and science curriculum and student achievement, item characteristics and student performance, domain-referenced and classroom assessment. He has co-authored numerous books and articles on curriculum analysis and international comparative education.
Harold Johnson
Ed.D., University of Cincinnati
hjohnson@msu.edu
Harold Johnson is a professor of special education (deaf/hard of hearing). His research focuses upon how web-based technologies and resources can be used to reduce isolation, facilitate collaboration, recognize excellence and enhance teaching/learning within K-20 deaf education. He investigates how student learning in school can be tied to student living outside of school. One of his current projects concerns the use of a “Virtual Professional Development School” (VPDS) for deaf education. He is exploring how science and mathematics teaching can be improved within the VPDS and the subsequent impact of this improvement upon students' learning, language and literacy skills.
Ed.D., University of Cincinnati
hjohnson@msu.edu
Harold Johnson is a professor of special education (deaf/hard of hearing). His research focuses upon how web-based technologies and resources can be used to reduce isolation, facilitate collaboration, recognize excellence and enhance teaching/learning within K-20 deaf education. He investigates how student learning in school can be tied to student living outside of school. One of his current projects concerns the use of a “Virtual Professional Development School” (VPDS) for deaf education. He is exploring how science and mathematics teaching can be improved within the VPDS and the subsequent impact of this improvement upon students' learning, language and literacy skills.
Matthew Koehler
Ph.D., University of Wisconsin-Madison
mkoehler@msu.edu
http://mkoehler.educ.msu.edu
Matthew Koehler is an associate professor of educational psychology and educational technology. His research focuses on understanding the affordances and constraints of new technologies; the design of technology-rich, innovative learning environments; and the professional development of teachers. His research examines how new technologies, such as video and hypermedia, may be well-suited to help learners (especially teachers) acquire new knowledge, skills, or understanding in complex and ill-structured domains. This has led to a program of research about a form of knowledge, Technological Pedagogical Content Knowledge (TPACK), that has developed theoretical, pedagogical, and methodological perspectives that characterize teachers who effectively integrate content, pedagogy, and technology in their classroom practice.
Ph.D., University of Wisconsin-Madison
mkoehler@msu.edu
http://mkoehler.educ.msu.edu
Matthew Koehler is an associate professor of educational psychology and educational technology. His research focuses on understanding the affordances and constraints of new technologies; the design of technology-rich, innovative learning environments; and the professional development of teachers. His research examines how new technologies, such as video and hypermedia, may be well-suited to help learners (especially teachers) acquire new knowledge, skills, or understanding in complex and ill-structured domains. This has led to a program of research about a form of knowledge, Technological Pedagogical Content Knowledge (TPACK), that has developed theoretical, pedagogical, and methodological perspectives that characterize teachers who effectively integrate content, pedagogy, and technology in their classroom practice.
Spyros Konstantopoulos
Ph.D., University of Chicago
spyros@msu.edu
http://spyros.wiki.educ.msu.edu/
Spyros Konstantopoulos is an associate professor and program coordinator of measurement and quantitative methods. His methodological work involves applications of multilevel models in the design of experimental or non-experimental studies and focuses on power analysis in designs with complicated nested structures. His substantive work encompasses research on the effects of educational interventions such as class size, school and teacher effects, and the social distribution of academic achievement.
Ph.D., University of Chicago
spyros@msu.edu
http://spyros.wiki.educ.msu.edu/
Spyros Konstantopoulos is an associate professor and program coordinator of measurement and quantitative methods. His methodological work involves applications of multilevel models in the design of experimental or non-experimental studies and focuses on power analysis in designs with complicated nested structures. His substantive work encompasses research on the effects of educational interventions such as class size, school and teacher effects, and the social distribution of academic achievement.
John Kosciulek
Ph.D. University of Wisconsin-Madison
jkosciul@msu.edu
John Kosciulek is a professor of rehabilitation counseling whose experience involves clinical rehabilitation counseling practice, rehabilitation counselor education, and public education and advocacy regarding brain injury rehabilitation. His research focuses on research ethics, research methodology, consumer direction in disability policy development and rehabilitation service delivery, rehabilitation and disability theory development, research methodology, vocational rehabilitation, and school-to-career transition of students with and without disabilities. He also has an extensive program of research in the area of family adaptation to having a member with a brain injury.
Ph.D. University of Wisconsin-Madison
jkosciul@msu.edu
John Kosciulek is a professor of rehabilitation counseling whose experience involves clinical rehabilitation counseling practice, rehabilitation counselor education, and public education and advocacy regarding brain injury rehabilitation. His research focuses on research ethics, research methodology, consumer direction in disability policy development and rehabilitation service delivery, rehabilitation and disability theory development, research methodology, vocational rehabilitation, and school-to-career transition of students with and without disabilities. He also has an extensive program of research in the area of family adaptation to having a member with a brain injury.
Michael Leahy
Ph.D., University of Wisconsin-Madison
leahym@msu.edu
Michael Leahy is a professor of rehabilitation counseling and director of the Office of Rehabilitation and Disability Studies. His continuing research interests include professional competency development and education, professionalization, regulation of practice, vocational assessment, disability and rehabilitation policy, case management practices, outcomes and evidenced-based practices in rehabilitation counseling.
Ph.D., University of Wisconsin-Madison
leahym@msu.edu
Michael Leahy is a professor of rehabilitation counseling and director of the Office of Rehabilitation and Disability Studies. His continuing research interests include professional competency development and education, professionalization, regulation of practice, vocational assessment, disability and rehabilitation policy, case management practices, outcomes and evidenced-based practices in rehabilitation counseling.
Kimberly Maier
Ph.D., University of Chicago
kmaier@msu.edu
http://kmaier.wiki.educ.msu.edu/
Kimberly Maier is an assistant professor of measurement and quantitative methods who is interested in the development of statistical models for complex data structures. Her current research focuses on the application of multilevel item response theory to educational achievement measures and attitudinal surveys. Other areas of interest include Bayesian data analysis methods for educational research, the study of family impacts on adolescent achievement and aspirations, adolescent motivation in science and mathematics education, and the application of multilevel models to policy research.
Ph.D., University of Chicago
kmaier@msu.edu
http://kmaier.wiki.educ.msu.edu/
Kimberly Maier is an assistant professor of measurement and quantitative methods who is interested in the development of statistical models for complex data structures. Her current research focuses on the application of multilevel item response theory to educational achievement measures and attitudinal surveys. Other areas of interest include Bayesian data analysis methods for educational research, the study of family impacts on adolescent achievement and aspirations, adolescent motivation in science and mathematics education, and the application of multilevel models to policy research.
Troy Mariage
Ph.D., Michigan State University
mariaget@msu.edu
Troy Mariage is an associate professor of special education. His research interests are in the areas of literacy instruction for students with mild disabilities in elementary classrooms. He has conducted work in early reading instruction, writing instruction, and cognitive strategy instruction that leads to self-regulated learning. More recently, he has extended his work by seeking to understand how to create schools as learning organizations that create the capacity for continuous learning and improvement. Currently, he is conducting a study to explore how teachers can provide concurrent academic and social support for students with significant learning and behavioral difficulties.
Ph.D., Michigan State University
mariaget@msu.edu
Troy Mariage is an associate professor of special education. His research interests are in the areas of literacy instruction for students with mild disabilities in elementary classrooms. He has conducted work in early reading instruction, writing instruction, and cognitive strategy instruction that leads to self-regulated learning. More recently, he has extended his work by seeking to understand how to create schools as learning organizations that create the capacity for continuous learning and improvement. Currently, he is conducting a study to explore how teachers can provide concurrent academic and social support for students with significant learning and behavioral difficulties.
Punya Mishra
Ph.D., University of Illinois at Urbana-Champaign
punya@msu.edu
http://punyamishra.com/
Punya Mishra is a professor of educational technology and director of the Master of Arts in Educational Technology program. He is nationally and internationally recognized for his work on the theoretical, cognitive and social aspects related to the design and use of computer-based learning environments. He has worked extensively in the area of technology integration in teacher education which led to the development (in collaboration with M. J. Koehler) of the Technological Pedagogical Content Knowledge (TPACK) framework, which has been described as “the most significant advancement in the area of technology integration in the past 25 years.” He has received over $4 million in grants, published over 45 articles and book chapters and edited two books. Dr. Mishra is an award-winning instructor who teaches courses at both the masters and doctoral levels in the areas of educational technology, design and creativity. He is a gifted, creative and engaging public speaker, having made multiple keynote and invited presentations for associations and conferences nationally and internationally. He is also an accomplished visual artist and poet.
Ph.D., University of Illinois at Urbana-Champaign
punya@msu.edu
http://punyamishra.com/
Punya Mishra is a professor of educational technology and director of the Master of Arts in Educational Technology program. He is nationally and internationally recognized for his work on the theoretical, cognitive and social aspects related to the design and use of computer-based learning environments. He has worked extensively in the area of technology integration in teacher education which led to the development (in collaboration with M. J. Koehler) of the Technological Pedagogical Content Knowledge (TPACK) framework, which has been described as “the most significant advancement in the area of technology integration in the past 25 years.” He has received over $4 million in grants, published over 45 articles and book chapters and edited two books. Dr. Mishra is an award-winning instructor who teaches courses at both the masters and doctoral levels in the areas of educational technology, design and creativity. He is a gifted, creative and engaging public speaker, having made multiple keynote and invited presentations for associations and conferences nationally and internationally. He is also an accomplished visual artist and poet.
Kelly Mix
Ph.D., University of Chicago
kmix@msu.edu
Kelly Mix is a professor of educational psychology whose research focuses on the development of number concepts and mathematical reasoning. She is particularly interested in the emergence of these ideas in infancy and early childhood, as well as the way conventional symbols for numbers and mathematics are mapped onto this preverbal foundation.
Ph.D., University of Chicago
kmix@msu.edu
Kelly Mix is a professor of educational psychology whose research focuses on the development of number concepts and mathematical reasoning. She is particularly interested in the emergence of these ideas in infancy and early childhood, as well as the way conventional symbols for numbers and mathematics are mapped onto this preverbal foundation.
Doug Neil
Ph.D., Michigan State University
neildoug@msu.edu
Douglas Neil is an assistant professor in the M.A. Counseling Program (School and Agency). His research interests include predictors of racial identity and attitude development, the relationship between ego-identity and racial identity development, counselor supervision, and multicultural counseling and training. He is currently exploring the constructs of white racial identity development and white racial consciousness.
Ph.D., Michigan State University
neildoug@msu.edu
Douglas Neil is an assistant professor in the M.A. Counseling Program (School and Agency). His research interests include predictors of racial identity and attitude development, the relationship between ego-identity and racial identity development, counselor supervision, and multicultural counseling and training. He is currently exploring the constructs of white racial identity development and white racial consciousness.
Evelyn Oka
Ph.D., University of Michigan
evoka@msu.edu
Evelyn Oka is an associate professor of school psychology and educational psychology. A developmental and school psychologist, she is interested in the development of self-regulation, social competence and motivation in school and home contexts, particularly among students with learning problems. Her research examines the use of a universal social-emotional intervention to enhance preschool children's self-regulation and social skills in an inclusion classroom. She is also interested in the cultural validity and transportability of evidence-based interventions with diverse populations.
Ph.D., University of Michigan
evoka@msu.edu
Evelyn Oka is an associate professor of school psychology and educational psychology. A developmental and school psychologist, she is interested in the development of self-regulation, social competence and motivation in school and home contexts, particularly among students with learning problems. Her research examines the use of a universal social-emotional intervention to enhance preschool children's self-regulation and social skills in an inclusion classroom. She is also interested in the cultural validity and transportability of evidence-based interventions with diverse populations.
Cynthia Okolo
Ph.D. Indiana University
okolo@msu.edu
http://okolo.wiki.educ.msu.edu/
Cynthia Okolo is a professor of special education. Her research focuses on improving content-area literacy for students with learning problems and disabilities. She is especially interested in ways in which instructional and communication technologies can facilitate these goals. Her current projects include a collaboration with Freedom Scientific to develop an instructional program that integrates strategies for learning from text with a set of literacy software tools. Another project is examining the integration of literacy strategies and technology in history classrooms. Most of her work has been conducted in middle and high schools and in diverse classrooms that include students with and without disabilities.
Ph.D. Indiana University
okolo@msu.edu
http://okolo.wiki.educ.msu.edu/
Cynthia Okolo is a professor of special education. Her research focuses on improving content-area literacy for students with learning problems and disabilities. She is especially interested in ways in which instructional and communication technologies can facilitate these goals. Her current projects include a collaboration with Freedom Scientific to develop an instructional program that integrates strategies for learning from text with a set of literacy software tools. Another project is examining the integration of literacy strategies and technology in history classrooms. Most of her work has been conducted in middle and high schools and in diverse classrooms that include students with and without disabilities.
Claudia Pagliaro
Ph.D., Gallaudet University
pagliaro@msu.edu
Claudia Pagliaro is an associate professor of special education (deaf/hard of hearing). Her research focuses on mathematics instruction and learning with deaf and hard-of-hearing students (P-12). She is particularly interested in the areas of problem solving and the influence of a visual language (American Sign Language) on mathematics understanding. Pagliaro has been the PI/Co-PI on several federally-funded research and teacher preparation projects including most recently, Solving Story Problems in the Primary Grades, which has brought new insight into problem-solving instruction and learning with deaf/hard-of-hearing elementary students; the Building Math Readiness in Young Deaf/Hard-of-Hearing Children: Parents as Partners development project, which helps parents to prepare their pre-K/K deaf/hard-of-hearing children for formal mathematics learning; and the Pacific Island Learning Initiative (PILI) in Deaf Education project, which prepares teachers for deaf/hard-of-hearing students in Hawaii and the Pacific Islands. Pagliaro has presented her work nationally and internationally, and has numerous publications in distinguished research and practitioner journals as well as invited chapters in textbooks.
Ph.D., Gallaudet University
pagliaro@msu.edu
Claudia Pagliaro is an associate professor of special education (deaf/hard of hearing). Her research focuses on mathematics instruction and learning with deaf and hard-of-hearing students (P-12). She is particularly interested in the areas of problem solving and the influence of a visual language (American Sign Language) on mathematics understanding. Pagliaro has been the PI/Co-PI on several federally-funded research and teacher preparation projects including most recently, Solving Story Problems in the Primary Grades, which has brought new insight into problem-solving instruction and learning with deaf/hard-of-hearing elementary students; the Building Math Readiness in Young Deaf/Hard-of-Hearing Children: Parents as Partners development project, which helps parents to prepare their pre-K/K deaf/hard-of-hearing children for formal mathematics learning; and the Pacific Island Learning Initiative (PILI) in Deaf Education project, which prepares teachers for deaf/hard-of-hearing students in Hawaii and the Pacific Islands. Pagliaro has presented her work nationally and internationally, and has numerous publications in distinguished research and practitioner journals as well as invited chapters in textbooks.
Joshua Plavnick
Ph.D., Michigan State University
plavnick@msu.edu
Joshua Plavnick’s research interests involve developing and evaluating interventions that target social and communicative behavior for individuals with autism. He is specifically interested in applying principles derived from behavior analysis and observational learning to develop novel educational interventions. His research involves experimental analyses of video modeling as a strategy to teach communication and social skills to pre-K through 12th grade students with autism. He is also interested in procedural fidelity of educational interventions for individuals with autism delivered in public school settings.
Ph.D., Michigan State University
plavnick@msu.edu
Joshua Plavnick’s research interests involve developing and evaluating interventions that target social and communicative behavior for individuals with autism. He is specifically interested in applying principles derived from behavior analysis and observational learning to develop novel educational interventions. His research involves experimental analyses of video modeling as a strategy to teach communication and social skills to pre-K through 12th grade students with autism. He is also interested in procedural fidelity of educational interventions for individuals with autism delivered in public school settings.
Richard Prawat
Ph.D., Michigan State University
rsprawat@msu.edu
Richard Prawat is chairperson of the Department of Counseling, Educational Psychology, and Special Education and a professor of educational psychology and teacher education. His research interests include teaching and learning for understanding and motivational processes in education. He has written extensively on issues relating to constructivist approaches to teaching.
Ph.D., Michigan State University
rsprawat@msu.edu
Richard Prawat is chairperson of the Department of Counseling, Educational Psychology, and Special Education and a professor of educational psychology and teacher education. His research interests include teaching and learning for understanding and motivational processes in education. He has written extensively on issues relating to constructivist approaches to teaching.
Ralph Putnam
Ph.D., Stanford University
ralphp@msu.edu
Ralph Putnam is an associate professor of educational psychology whose research focuses on the cognitively oriented study of classroom teaching and learning and role of technology in learning. His recent research has examined the teaching and learning of mathematics in elementary school classrooms, especially the knowledge and beliefs of teachers as they teach mathematics for understanding and the different ways that students learn about mathematics from various kinds of instruction.
Ph.D., Stanford University
ralphp@msu.edu
Ralph Putnam is an associate professor of educational psychology whose research focuses on the cognitively oriented study of classroom teaching and learning and role of technology in learning. His recent research has examined the teaching and learning of mathematics in elementary school classrooms, especially the knowledge and beliefs of teachers as they teach mathematics for understanding and the different ways that students learn about mathematics from various kinds of instruction.
Tenko Raykov
Ph.D., Humboldt University, Berlin, Germany
raykov@msu.edu
Tenko Raykov is a professor of measurement and quantitative methods. He specializes in statistical and mathematical modeling of behavioral phenomena, educational and behavioral measurement, and modeling of developmental processes. He is involved in research on evaluation of behavioral measurement reliability and validity, instrument construction and development, analyses of data sets with missing values, and applications of latent variable modeling to behavioral development across the life span.
Ph.D., Humboldt University, Berlin, Germany
raykov@msu.edu
Tenko Raykov is a professor of measurement and quantitative methods. He specializes in statistical and mathematical modeling of behavioral phenomena, educational and behavioral measurement, and modeling of developmental processes. He is involved in research on evaluation of behavioral measurement reliability and validity, instrument construction and development, analyses of data sets with missing values, and applications of latent variable modeling to behavioral development across the life span.
Mark Reckase
Ph.D., Syracuse University
reckase@msu.edu
Mark Reckase is a University Distinguished Professor of measurement and quantitative methods. He specializes in the development of educational and psychological tests, educational policy related to testing, and the psychometric theory that supports the assessment of cognitive skills and content knowledge. In particular, he is doing research on applications of unidimensional and multidimensional item response theory (IRT) models, computerized adaptive testing (CAT), assessment using performance tasks, standard setting on educational tests, and methods for evaluating the quality of teacher education programs.
Ph.D., Syracuse University
reckase@msu.edu
Mark Reckase is a University Distinguished Professor of measurement and quantitative methods. He specializes in the development of educational and psychological tests, educational policy related to testing, and the psychometric theory that supports the assessment of cognitive skills and content knowledge. In particular, he is doing research on applications of unidimensional and multidimensional item response theory (IRT) models, computerized adaptive testing (CAT), assessment using performance tasks, standard setting on educational tests, and methods for evaluating the quality of teacher education programs.
Edward Roeber
Ph.D., University of Michigan
roeber@msu.edu
Ed Roeber is a professor of education with specialization in measurement and quantitative methods. His research interests include the development of high-quality student assessment systems at the state and local levels; the use of student assessment results to improve student achievement and district instructional programs; the development of balanced assessment systems that include formative assessments, interim benchmark assessments and summative assessments; and assessment of English language learners and students with disabilities.
Ph.D., University of Michigan
roeber@msu.edu
Ed Roeber is a professor of education with specialization in measurement and quantitative methods. His research interests include the development of high-quality student assessment systems at the state and local levels; the use of student assessment results to improve student achievement and district instructional programs; the development of balanced assessment systems that include formative assessments, interim benchmark assessments and summative assessments; and assessment of English language learners and students with disabilities.
Cary Roseth
Ph.D., University of Minnesota
croseth@msu.edu
Cary Roseth is an assistant professor of educational psychology. He is interested in social development, peer relations, and social contextual influences on classroom achievement. His research focuses on the development of conflict resolution in early childhood and on the effects of cooperation, competition, and individualistic goal structures on children’s academic achievement and peer relations.
Ph.D., University of Minnesota
croseth@msu.edu
Cary Roseth is an assistant professor of educational psychology. He is interested in social development, peer relations, and social contextual influences on classroom achievement. His research focuses on the development of conflict resolution in early childhood and on the effects of cooperation, competition, and individualistic goal structures on children’s academic achievement and peer relations.
William Schmidt
Ph.D., University of Chicago
bschmidt@msu.edu
William Schmidt is a University Distinguished Professor and co-director of the Education Policy Center. He holds faculty appointments in measurement and quantitative methods and the Department of Statistics. His current writing and research concerns issues of academic content in K- 12 schooling, teacher preparation and the effects of curriculum on academic achievement. He is also concerned with educational policy related to mathematics, science and testing in general. He is a member of the National Academy of Education and a fellow of the American Educational Research Association (AERA).
Ph.D., University of Chicago
bschmidt@msu.edu
William Schmidt is a University Distinguished Professor and co-director of the Education Policy Center. He holds faculty appointments in measurement and quantitative methods and the Department of Statistics. His current writing and research concerns issues of academic content in K- 12 schooling, teacher preparation and the effects of curriculum on academic achievement. He is also concerned with educational policy related to mathematics, science and testing in general. He is a member of the National Academy of Education and a fellow of the American Educational Research Association (AERA).
Barbara Schneider
Ph.D., Northwestern University
bschneid@msu.edu
http://hannah.wiki.educ.msu.edu/
Barbara Schneider is the John A. Hannah Chair and Distinguished Professor in the College of Education and Department of Sociology at MSU. She is the principal investigator of the College Ambition Program (CAP), a study that tests a model for promoting a STEM college-going culture in two high schools that encourages adolescents to pursue STEM majors in college and occupations in these fields. She worked for 18 years at University of Chicago, holding positions as a professor in Sociology and Human Development and senior researcher at the National Opinion Research Center (NORC). She remains a senior fellow at NORC, where she is the principal investigator of the Center for Advancing Research and Communication in Science, Technology, Engineering, and Mathematics. She uses a sociological lens to understand societal conditions and interpersonal interactions that create norms and values that enhance human and social capital. Her research focuses on how the social contexts of schools and families influence the academic and social well being of adolescents as they move into adulthood. Professor Schneider has published 15 books and over 100 articles and reports on family, social context of schooling, and sociology of knowledge. She recently was the editor of Sociology of Education.
Ph.D., Northwestern University
bschneid@msu.edu
http://hannah.wiki.educ.msu.edu/
Barbara Schneider is the John A. Hannah Chair and Distinguished Professor in the College of Education and Department of Sociology at MSU. She is the principal investigator of the College Ambition Program (CAP), a study that tests a model for promoting a STEM college-going culture in two high schools that encourages adolescents to pursue STEM majors in college and occupations in these fields. She worked for 18 years at University of Chicago, holding positions as a professor in Sociology and Human Development and senior researcher at the National Opinion Research Center (NORC). She remains a senior fellow at NORC, where she is the principal investigator of the Center for Advancing Research and Communication in Science, Technology, Engineering, and Mathematics. She uses a sociological lens to understand societal conditions and interpersonal interactions that create norms and values that enhance human and social capital. Her research focuses on how the social contexts of schools and families influence the academic and social well being of adolescents as they move into adulthood. Professor Schneider has published 15 books and over 100 articles and reports on family, social context of schooling, and sociology of knowledge. She recently was the editor of Sociology of Education.
Jack Smith
Ph.D., University of California-Berkeley
jsmith@msu.edu
John (Jack) P. Smith is an associate professor of educational psychology. His research concerns the nature of people's knowledge and learning of mathematics as evidenced in school and other settings. His other interests include the relation of epistemology to learning, the role of intuitive understanding in learning mathematics and science, the design of advanced technology for learning mathematics, and the nature of teaching mathematics.
Ph.D., University of California-Berkeley
jsmith@msu.edu
John (Jack) P. Smith is an associate professor of educational psychology. His research concerns the nature of people's knowledge and learning of mathematics as evidenced in school and other settings. His other interests include the relation of epistemology to learning, the role of intuitive understanding in learning mathematics and science, the design of advanced technology for learning mathematics, and the nature of teaching mathematics.
Rand Spiro
Ph.D., Pennsylvania State University
rspiro@msu.edu
Rand Spiro is a professor of educational psychology. His research areas are knowledge acquisition in complex domains, hypermedia learning environments, multimedia case-based methods in professional education, biomedical cognition, and constructive processes in text comprehension and recall. Much of his research is concerned with the question, “How should learning proceed so that tendencies toward conceptual oversimplification are counteracted and a wide range of future applications of knowledge are supported?” The objective is the validation of basic theoretical principles and related instructional practices that will allow students to master the complex concepts they encounter and to transfer that knowledge from formal schooling to real-world cases - learning for flexibly adaptive use, rather than for imitative reproduction. A central part of the research program involves the development and testing of theory-based hypermedia learning environments designed to promote cognitive flexibility.
Ph.D., Pennsylvania State University
rspiro@msu.edu
Rand Spiro is a professor of educational psychology. His research areas are knowledge acquisition in complex domains, hypermedia learning environments, multimedia case-based methods in professional education, biomedical cognition, and constructive processes in text comprehension and recall. Much of his research is concerned with the question, “How should learning proceed so that tendencies toward conceptual oversimplification are counteracted and a wide range of future applications of knowledge are supported?” The objective is the validation of basic theoretical principles and related instructional practices that will allow students to master the complex concepts they encounter and to transfer that knowledge from formal schooling to real-world cases - learning for flexibly adaptive use, rather than for imitative reproduction. A central part of the research program involves the development and testing of theory-based hypermedia learning environments designed to promote cognitive flexibility.
Gary Troia
Ph.D., University of Maryland
gtroia@msu.edu
Gary Troia is an associate professor of special education. His research interests include the connections between oral language and literacy in typical and atypical learners, writing assessment and instruction, and teacher professional development in literacy. His recent work involves examining alignment between states' content standards and assessment frameworks in writing and how alignment between these influences writing outcomes and enables students to meet postsecondary writing expectations. He also is examining predictors of writing quality within a multi-level linguistic framework to help researchers and educators develop better measurement tools for writing.
Ph.D., University of Maryland
gtroia@msu.edu
Gary Troia is an associate professor of special education. His research interests include the connections between oral language and literacy in typical and atypical learners, writing assessment and instruction, and teacher professional development in literacy. His recent work involves examining alignment between states' content standards and assessment frameworks in writing and how alignment between these influences writing outcomes and enables students to meet postsecondary writing expectations. He also is examining predictors of writing quality within a multi-level linguistic framework to help researchers and educators develop better measurement tools for writing.
Marcy Wallace
Ph.D., Michigan State University
wallacem@msu.edu
http://www.msu.edu/~wallacem/
Marjorie Wallace is the assistant director of the Institute for Research on Teaching and Learning (IRTL) and an adjunct associate professor in the Department of Counseling, Educational Psychology and Special Education. Her research interests include large-scale data analysis, teacher preparation, student achievement and education policy. She is currently studying the relationships among high school mathematics and science course sequences, college acceptance and attendance, majoring in mathematics and science in college, and ultimately becoming mathematics or science teachers. As the assistant director of IRTL, she facilitates faculty and student grant proposal submissions and research training at both college and university levels.
Ph.D., Michigan State University
wallacem@msu.edu
http://www.msu.edu/~wallacem/
Marjorie Wallace is the assistant director of the Institute for Research on Teaching and Learning (IRTL) and an adjunct associate professor in the Department of Counseling, Educational Psychology and Special Education. Her research interests include large-scale data analysis, teacher preparation, student achievement and education policy. She is currently studying the relationships among high school mathematics and science course sequences, college acceptance and attendance, majoring in mathematics and science in college, and ultimately becoming mathematics or science teachers. As the assistant director of IRTL, she facilitates faculty and student grant proposal submissions and research training at both college and university levels.
E. David Wong
Ph.D., Stanford University
dwong@msu.edu
David Wong is an associate professor of educational psychology. He is interested in how learning can be made into a powerful and compelling experience for learners. With a background in both science and music, his work spans a number of areas, including educational psychology and philosophy, educational technology, and the design of online learning environments. He is also exploring how artistically crafted digital multimedia can be a powerful medium for expressing the nuance and complexity of important ideas.
Ph.D., Stanford University
dwong@msu.edu
David Wong is an associate professor of educational psychology. He is interested in how learning can be made into a powerful and compelling experience for learners. With a background in both science and music, his work spans a number of areas, including educational psychology and philosophy, educational technology, and the design of online learning environments. He is also exploring how artistically crafted digital multimedia can be a powerful medium for expressing the nuance and complexity of important ideas.
