Our researchers study educational outcomes and disparities and strive to improve how we identify and serve students who need additional supports in order to succeed in schools.
Dr. Bart (psychological foundations of education) investigates the educational and psychological effects of chess training, a form of school-based instruction commonplace in Europe but quite rare in Minnesota. One meta-analysis determined that in-class chess training had a positive and statistically significant effect on mathematics attainment and cognitive ability measures and that after school chess training had a positive and statistically significant impact on mathematics attainment. Because of its positive effect on cognitive ability, chess training has the potential to promote general gains in scholastic achievement across reading, mathematics, and science.
Dr. Codding (school psychology) investigates the effectiveness of preventative and intensive intervention strategies for elementary and middle school children who are lagging behind their peers in mathematics. She also evaluates how data can be used to provide a more effective treatment match for students with mathematics difficulties.
Dr. Cook (school psychology) investigates practices that facilitate the implementation of a multi-tiered system of support (MTSS). His research focuses on helping practitioners (teachers, administrators, mental health providers) improve the delivery of school-based services to youth in schools, as demonstrated by a range of improved outcomes, including gains in academic achievement, improvements in social-emotional functioning, reductions in punitive disciplinary practices, and remediation of disparities for minority youth.
Dr. Kendeou (psychological foundations of education) investigates the development of higher-order language and cognitive skills that support reading comprehension. She also conducts lab-based studies investigating how people learn new knowledge and revise pre-existing knowledge during their reading experiences.
Dr. Maruyama (psychological foundations of education) investigates achievement processes in schools, particularly social processes and antecedents of educational success; research methods for educational and other applied settings; and, recently, using action research approaches in challenged communities and engaged scholarship in urban settings. His First in the World grant focuses on engaging college students from groups under-represented in post-secondary education in activities linking their learning with communities and their issues, with a goal of increased engagement at the post-secondary institution and sense of belonging, and improved performance and persistence. The project works across six universities.
Dr. Rodriguez (quantitative methods in education) is the Campbell Leadership Chair and co-director of the Educational Equity Resource Center. His research focuses on understanding the psychometric properties of tests. This work has included research on the effects of item formats and the use of constructed-response versus multiple-choice items. Dr. Rodriguez has a strong interest in applied measurement, spending a good deal of time working with schools and school districts to develop methods for improving their use of large-scale test information for planning and evaluation. He also works on issues related to improving accessibility of assessment of students with disabilities and English language learners.
Dr. Sullivan (school psychology) focuses her research on describing special needs among children from culturally and linguistically diverse backgrounds and understanding the educational and health services they receive. She is particularly interested in elucidating disparities in the educational treatment and outcomes of students with and at-risk for disabilities and identify malleable factors related to outcomes in order to inform policy and practice to better support students’ educational needs. Much of her work entails secondary analyses of large-scale datasets that allow for population estimates of students’ characteristics, experiences, and outcomes.
Dr. Turner (counseling and student personnel psychology) studies ways to address disparities in science, technology, engineering, and math (STEM) among college students, youth living in the inner-cities, and Native American youth. She also studies relationships between counseling, cultural engagement and Native American adolescents’ academic achievement and college-decidedness.
Dr. Wackerle-Hollman (school psychology) is a senior research associate and PI for Spanish Individual Growth and Development Indicators (S-IGDIs). S-IGDIs is a project designed to develop and evaluate Spanish measures of early literacy designed for Spanish-English bilinguals. Dr. Wackerle-Hollman also has a strong interest in community based participatory research, and as a result, she is currently a Co-PI on two Family Academy projects within the federally funded promise neighborhood in North Minneapolis (Northside Achievement Zone) where her work centers around developing robust, evidence-based practices in parenting intervention.
Contemporary theories of intelligence and intellectual development and contemporary theories of creativity and their implications for educational practices and psychological research.
Overview of social psychology and its application to education. Participants study the major theories, research, and major figures in field. Class sessions include lectures, discussions, simulations, role-plays, and experiential exercises.
Experiential course addressing issues of prejudice and discrimination in terms of history, power, and social perception. Includes knowledge and skills acquisition in cooperative learning, multicultural education, group dynamics, social influence, effective leadership, judgment and decision-making, prejudice reduction, conflict resolution.
Theories of giftedness, talent development, instructional strategies, diversity and technological issues, implications for educational practices and psychological inquiry, and international considerations.
Theoretical, practical, scientific issues involved in school psychological practice/training/research. Theoretical/empirical bases for developing appropriate dispositions, practices, strategies. Illustrative lectures, discussions, group activities, case studies, presentations.
This course draws provides a review of reading research from the fields of psychology, education, and cognitive sciences. In this course students gain an understanding of the cognitive processes that take place during comprehension and of the development of these processes. They also explore the applications and implications of this knowledge for educational practice, including instruction and assessment.
Supervised experience in assessment and intervention planning of children referred to psychoeducational settings; training in broad range of approaches to problems of adjustment in school-age children and their families, schools, and community settings.
Theories and models of psychoeducational assessment of children and adolescents within home, school, and community. Conceptual and empirical foundations of ecobehavioral assessment that lead to efficient but comprehensive assessment of children presented from problem-solving perspective.
Builds on EPsy 8811. Emphasizes gathering data on a child's intellectual and social-emotional functioning and educational progress.
Theories, research, and practice underlying socio-emotional interventions for students. Systems consultation/organizational change.
Practical application of applied behavioral theory guided by system ecological perspectives in problem-solving with school staff, parents, and students. Theories, stages, and issues of providing indirect services through consultation. Critical analysis of theory and research. Applied project in 8813 practicum placements.