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Counseling Research

Exploring self-efficacy as it relates to career development for youth of color in poverty.
Matthew Diemer, Ph.D.

Aaron Smith (2nd year M.A. Counseling Student)
Lily Ortega (1st year M.A. Counseling Student)

University Athletes’ Psychological Status: A Study of The Effect of Demographics, Sport, and Athletic Program
Robbie J. Steward, Ph.D.

Fostering Resilience within the Urban School Setting
Robbie J. Steward, Ph.D.

Sharea Ayers (2nd year M.A. Counseling Student)

Adult-Child Sexual Contact: Examining the Impact from a Developmental Perspective
Robbie J. Steward, Ph.D.

Shavonne Moore (2nd year M.A. Counseling Student)
Lisa Pohl (2nd year M.A. Counseling Student)
Kristen Zupek (2nd year M.A. Counseling Student)

The Religious Trainee: A Training Asset or Liability?
Robbie J. Steward, Ph.D.

Aaron V. Smith (2nd year M.A. Counseling Student)
Chelsea L. Greer (2nd year M.A. Counseling Student)
Molly Heyn (Western Michigan University-doctoral student)

Counselor Trainees with International Origins: Identifying Components of Cross-culturally Sensitive Training Environments
Robbie J. Steward, Ph.D.

Kaiyao Ni (1st year M.A. Counseling Student)

Acculturation Experiences of University International Students: A Study of Inter-group Comparisons
Douglas M. Neil, Ph.D.

Saliha Kozan (2nd year M.A. Counseling Student)
Gitima Sharma (2nd year M.A. Counseling Student/unable to attend conference)
Kaiyao Ni (1st year M.A. Counseling Student/unable to attend conference)


Strengthening Tomorrow's Education in Measurement
Jack Smith

This multi-year project examines the capacity of current elementary and middle school mathematics curricula (textbooks) to support students' learning of spatial measurement (length, area, and volume) and the contribution that deficits in written curricula may be making to recognized weak learning of U.S. students.

Measurement & Quantitative Methods

Knowledge of Algebra for Teaching
Mark Reckase

The Knowledge of Algebra for Teaching (KAT) research project is an interdisciplinary MSU-based research project. The research team is led by faculty with collective expertise in mathematics, mathematics education, research design, psychometric analysis, and secondary school mathematics teaching and curriculum, with the support of research collaborators around the country.

Teacher Education Development Study -- Mathematics
Mark Reckase

TEDS-M 2008 is a comparative study of teacher education with a focus on the preparation of teachers of mathematics at the primary and lower secondary levels. The study is carried out under the aegis of the International Association for the Evaluation of Educational Achievement (IEA), a consortium of research institutions in 60 countries. TEDS-M will pay particular attention to the links between teacher education policies, practices and outcomes. The study will provide participating countries with a valuable opportunity to conduct research on their own teacher education system and to learn from approaches used in other countries

Promoting Rigorous outcomes in Mathematics/Science Education (PROM/SE)
William Schmidt

The Promoting Rigorous Outcomes in Mathematics and Science Education (PROM/SE) project is a comprehensive research and development effort to improve mathematics and science teaching and learning in grades K-12, based on assessment of students and teachers, improvement of standards and frameworks, and capacity building with teachers and administrators. The MSU-based project has five partners encompassing nearly 60 school districts in Michigan and Ohio. The research team is led by MSU faculty with collective experience in mathematics, mathematics education, science, science education, research design, psychometric analysis, and teaching and curriculum. The PROM/SE National Advisory Committee is comprised of some of the leading experts in the fields of mathematics, science and education.

Rehabilitation Counseling

Project Excellence

The mission of Project Excellence at Michigan State University’s Office of Rehabilitation and Disability Studies is to collaborate with Michigan Rehabilitation Services (MRS) to enhance its program evaluation and outcome measurement processes. The overall objective of the partnership project is to conduct data summary, analysis, and reporting activities related to MRS case service processes. In addition, MRS seeks consultation from Project Excellence when specific functions warrant support, including evaluation of MRS grants.

School Psychology

The Implementation and Transportability of an Evidence-Based Social, Emotional and Problem-Solving Intervention

This research examines the implementation process in transporting evidence-based interventions (EBIs) into community settings and how they are adapted to be meaningful in authentic contexts. The focus of my work is the transportability of an evidence-based intervention, the Incredible Years, Dina Dinosaur Curriculum (Webster-Stratton & Reid, 2004) in preschool and Kindergarten classrooms. This intervention is designed to promote social-emotional competence and problem solving in young children. We are documenting the challenges and strategies involved in implementing an EBI and studying how cultural adaptations affect implementation integrity and acceptability. This work is supported by an MSU College of Education Seed Grant.

Special Education

Project ACCELerate
Carol Sue Englert, Troy Mariage, Cindy Okolo

ACCELerate is a web-based software that allows teachers to create and assign instructional activities, cognitive strategies, and learning-to-learn strategies as they comprehend, compose, and inquire about topics.  ACCELerate is a serviceable software where teachers can provide varying levels of support to differentiate and scaffold instruction for a range of learners in inclusive settings. This project is funded by the Office of Special Education Programs.

Alignment across K-12 Writing Standards, Assessments, Achievement, and Postsecondary Expectations: A State-by-State Analysis
Gary A. Troia

This four-year study, funded by the Institute of Education Sciences, U.S. Department of Education, addresses five research questions:

  1. How specific and cognitively demanding are states? K-12 writing content standards and assessments?
  2. How are states? K-12 writing content standards aligned with their assessments?
  3. How do states? K-12 writing content standards reflect evidence-based instructional practices in writing and, similarly, how do states? K-12 large-scale writing assessments reflect research-informed assessment practices?
  4. How do states? grades 9-12 writing content standards and large-scale assessments reflect postsecondary writing expectations?
  5. Do alignment indices (e.g., congruence) of states? content standards and assessments explain a significant proportion of variance in writing achievement on NAEP writing scores?