University of Minnesota
Driven to Discover


About Us

Principal Investigator

Theodore ChristTheodore Christ, PhD, Co-Principal Investigator.  Dr. Christ primary areas of research, teaching, and service relate to intervention-linked assessment and evaluation; especially as it relates to problem solving, response to intervention and progress monitoring. Dr. Christ has initiated several research lines to improve the psychometric characteristics of procedures and instrumentation that enable inductive hypothesis testing, formative evaluation, sub-skill analysis, and functional analysis of academic behaviors. Related to these interests, Dr. Christ served as the PI/Co-PI for grant funded projects with budgets that exceed $3.7 million, which include two projects funded through the Institute of Education Sciences and two through the Office of Special Education Research. Dr. Christ's research is presented in peer-refereed outlets (N = 30), national meetings (N = 50+), and book sections (N = 20). He serves on a host of editorial boards where he contributes his expertise with regard to progress monitoring and formative evaluation, especially as in relation to psychometrics and methodology. Dr. Christ was awarded the 2008 Lightner Witmer Award by Division 16 of the American Psychological Association for outstanding early career scholarship.

Dr. Scott ArdoinDr. Scott Ardoin is an associate professor in the School Psychology Program at the University of Georgia. His scholarly activity centers on a programmatic line of research involving the application of the principles of applied behavioral analysis in conducted assessments and interventions in educational settings. Specifically, Dr. Ardoin's research has focused on improving means of accurately measuring students’ ability to read with fluency as well as promoting the generalization of interventions that target reading fluency. He also applies the principles of behavior analysis in his research examining ecologically valid means of experimentally evaluating the causes of student problem behavior and means by which classroom behavior can be modified through changes to the instructional environment. Some of his more notable accomplishments include the 2007 Lightner Witmer Early Career Research Award, 2004 School Psychology Review article of the year, USC Psychology Graduate Students’ Association Faculty Award for Excellence in Teaching, numerous refereed articles and book chapters, associate editor of two peer refereed journals, member of multiple editorial boards, and multiple grants. Dr. Ardoin attributes his success to the graduate training provided by Drs. Eckert and Martens at Syracuse University and his post doctoral training provided by Dr. Joseph Witt.

Tanya L. EckertTanya L. Eckert is an Associate Professor in the Department of Psychology at Syracuse University and Director of Training of the School Psychology Program. Dr. Eckert’s research interests have been related to the assessment and intervention of children with academic skills problem and she has extensive experience working with teachers, schools, and school districts. She has authored or co-authored more than 80 journal articles on these topics as well as giving more than 100 national or regional conference presentations. Dr. Eckert recently served as a Co-PI on a catalyst grant from the National Science Foundation investigating childhood contexts and dispositions to learning and is serving as a Consortium Member of the New York State Response to Intervention Technical Assistance Center (NYS RtI-TAC). This project, supported by a 5-year contract with the New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, provides capacity-building efforts of NYS schools to implement proven and promising practices within a Response to Intervention model. Currently, Dr. Eckert serves on the Executive Boards of Division 16 (School) of the American Psychological Association and the Council for Directors of School Psychology Programs (CDSPP). She is an Associate Editor of School Psychology Review and a Senior Editorial Mentor of the Journal of School Psychology. Dr. Eckert received her doctorate in school psychology from Lehigh University in 1996.

Project Coordinator

Mary Jane WhiteMary Jane White is the project coordinator for the FAIP-R, IES-funded grant. She completed her Ph.D. in Educational Psychology from the University of Minnesota in 2008 with an emphasis in cognition and learning. After graduation, she worked as a post-doctoral researcher at the University of Memphis and then returned to the University of Minnesota in the summer of 2009 to work with the FAIP-R project. Her research includes both theoretical and practical applications of cognitive science to memory, learning, and language in the context of reading and writing.  Publications include developmental and adult studies of discourse comprehension, interventions for reading and writing, and motivation.

Graduate Research Assistants

Stacy-Ann 
					BaxterStacy-Ann Baxter began the School Psychology Doctoral Program at the University of Georgia during the fall of 2009. She is originally from Richmond, VA.  In 2006 she graduated from the University of Richmond with a B.A. in Psychology. Stacy-Ann was a 2006 Teach for America corps member in Atlanta, GA. It was there that she spent three years teaching in a low-income elementary school.  Currently, Stacy-Ann is a research assistant for Dr. Scott Ardoin as part of the FAIP-R grant. In her spare time, she enjoys reading, watching movies, and spending time with her dog, Sophie Belle.

 

Margaret 
					MartinMargaret Martin is a graduate student in the Department of Educational Psychology. She is part of the MITER scholar program. Her interests are in School Psychology Research.

 

 

 

Katherine 
					PrattKatherine Pratt is a first year Ph.D. student in the department of Educational Psychology in the School Psychology Track. She is a MITER fellow and is currently exploring the areas of early literacy skills and reading assessment while working on the FAIP-R project.
Katherine graduated with a BA in psychology from Smith College in 2005. She has a background in working with children and families in both school-based and clinical settings. Her experiences in behavioral therapy and clinical research have influenced her research interests in effective assessment and early intervention.

Laura 
					Morena was born and raised in Lilburn, GA. She received a Bachelor's of Science degree from the University of Georgia in Psychology. She entered the UGA school psychology program in the fall of 2008.  As a graduate assistant for Dr. Scott Ardoin, she is assisting with the FAIP-R grant and conducting research related to reading prosody. Her master's thesis will look at the effects of Headsprout, a computer based reading intervention, on an ELL population.

 

Consultants

Stan DenoStan Deno

 

 

 

 

 

Lynn FuchsLynn Fuchs

 

 

 

Benjamin SilberglittBenjamin Silberglitt completed his Ph.D. in Educational Psychology (School Psychology) at the University of Minnesota - Twin Cities. Dr. Silberglitt is the Director of Software Applications for TIES, a technology cooperative of 39 Minnesota school districts, where he manages the design, development and implementation of software to enhance data-based decision making.

 

 

 


© 2017 Regents of the University of Minnesota. All rights reserved.
The University of Minnesota is an equal opportunity educator and employer
Last modified on November 27, 2013.