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Meet the MQM Faculty & Staff

Robert Floden
Ph.D., Stanford University
floden@msu.edu
http://floden.wiki.educ.msu.edu/
Robert Floden is a University Distinguished Professor of teacher education, measurement and quantitative methods, educational psychology, and educational policy. He is associate dean for research, director of the Institute for Research on Teaching and Learning, co-director of the Education Policy Center and co-director of a pre-doctoral training program in the economics of education. He has studied teacher education and other influences on teaching and learning, including work on the cultures of teaching, teacher development, the character and effects of teacher education and how policy is linked to classroom practice. His current research focuses on secondary school algebra teaching. He is a member of the National Academy of Education.
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.
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.
Irv Lehmann
Ph.D., University of Wisconsin-Madison
lehmann@msu.edu
 
Kimberly Maier
Ph.D., University of Chicago
kmaier@msu.edu
http://kmaier.wiki.educ.msu.edu/
Kimberly Maier is an associate 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.
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.
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.
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).
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.