Educational Psychology

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Research topics: professional development

Supporting practitioners and caregivers
in their daily work

Our researchers develop models that support practitioners' and caregivers' implementation and evaluate evidence-based practices.

Faculty and researchers

William Bart headshot
William Bart

Email | Lab

Dr. Bart (psychological foundations of education) is the coordinator of the University of Minnesota certificate program in talent development and gifted education. The purpose of the certificate program is to prepare educators to develop the talents and gifts of all students and to educate students with talents and gifts.

Andrew Zieffler headshot

Andrew Zieffler

Dr. Zieffler (quantitative methods in education) is a statistics education researcher investigating how students understand statistical concepts such as sampling variability and the logic of statistical inference. He is also developing innovative curricula for teaching statistics to college students from a modern, simulation-oriented perspective, as well as assessments for measuring students’ statistical reasoning and understanding.

LeAnne Johnson headshot
LeAnne Johnson

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Dr. Johnson (special education) researches interventions to improve outcomes for a range of preschool and elementary school-aged children who are at high risk given social, emotional, behavioral, and communication needs. Dr. Johnson is focused on creating the next generation of intervention studies that support high fidelity implementation of evidence-based interventions within tiered intervention and prevention models. This includes research projects that are designed to test the efficacy of social-communication interventions for children with autism.

Kristen McMaster headshot
Kristen McMaster

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Kristen McMaster (special education) collaborates with colleagues in cognitive psychology and school psychology to develop theory-based assessments and interventions to improve the reading comprehension and early writing skills of children identified as at risk or with disabilities. She also develops systems and supports to promote teachers’ use of data-based decisionmaking and evidence-based instruction.

Faith Miller headshot
Faith Miller

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Dr. Miller (school psychology) focuses her research on the implementation and sustainability of evidence-based practices in schools, particularly as it relates to improving outcomes for children who experience social, emotional, and behavioral difficulties (SEBD). Through her research, Dr. Miller examines critical factors that lead to the implementation of evidence-based practices for students with SEBD within multi-tiered systems of support. This includes the use of defensible assessments to inform data-based decision-making and problem-solving, as well as the development and delivery of a continuum of high-quality interventions to improve student outcomes. As an applied researcher, she works to bridge the research-to-practice gap in order to improve outcomes for students with SEBD.


EPSY 5851 - Engaging Diverse Students and Families

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.

EPSY 8816 - Academic Prevention and Intervention

Theories, research, and practice underlying instructional/academic interventions for students. Systems consultation, organizational change.

EPSY 8817 - Problem Analysis and Consultation in School Psychology

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.

EPSY 8707 - Principles of Behavior Analysis and Learning

Historical development of behavioral science. Thinking about learning/behavior, applying principles to common human experiences. Scholarly leadership skills.