Barbara A. Greene, Ph.D.
Professor and Chair
Brian E. and Sandra O'Brien Presidential Professor
Department of Educational Psychology
820 Van Vleet Oval Norman, Oklahoma
University of Oklahoma
Norman, OK 73019

(405) 325-1534 (voice mail)
(405) 325-6655 (fax)

barbara@ou.edu (e-mail)

Ph.D. (1990) University of Massachusetts, Psychology
Amherst, Massachusetts

M.S. (1988) University of Massachusetts, Psychology
Amherst, Massachusetts

Non-degree San Francisco State University Psychology
(1983-1985) San Francisco, California

B.A. (1978) Boston University, Religion
Boston, Massachusetts

Areas of specialization: Applied cognitive research; instruction and assessment of reading comprehension; measurement of motivational constructs; research methodology. Current research interests: The relationship between motivational and cognitive factors that affect learning; how instructional interventions can affect the representation of incoming information and perceptions of the instructional environment; the use of computer-assisted instruction to enhance learning; how perceptions of society and the learning environment, motivation to learn, and cognitive engagement may interact to affect learning.

July, 2004 - Presnt: Professor and Chair, Department of Educational Psychology, University of Oklahoma, Norman, Oklahoma.

Aug., 96 - Present: Associate Professor, Department of Educational Psychology, University of Oklahoma, Norman, Oklahoma.

Aug., 90 - May, 1996: Assistant Professor, Department of Educational Psychology, University of Oklahoma, Norman, Oklahoma.

1986-1989 - Fall: Graduate Teaching Assistant to Dr. James M. Royer, Department of Psychology, University of Massachusetts, Amherst, Massachusetts.

1985 - 1990 Graduate Research Assistant to James M. Royer, Department of Psychology, University of Massachusetts, Amherst, Massachusetts.
 
 

Invited Chapter

Dillon, C. & Greene, B. A. (2003). Learner Differences in Distance Education: Finding Differences that Matter. In M. Moore and B. Anderson (Eds.). Handbook of distance learning. (235-244) Mahwah, NJ: Erlbaum.

Refereed Articles

Ge, X, Thomas, M. K., & Greene, B. A. (in press). Technology-Rich Ethnography for Examining the Transition to Authentic Problem-solving in a High School Computer Programming Class. Journal of Educational Computing Research.

Martin, J. E., Van Dycke, J. L., Greene, B. A., Gardner, J. W., Christensen, W. R., Woods, L. J., & Lovett, D. L. (2006). Direct Observation of Teacher-Directed Secondary IEP Meetings: Establishing the Need for Self-Determination and Student Participation Instruction. Exceptional Children, 72, 187-200.

Martin, J. E., Van Dycke, J. L., Christensen, W. R., Greene, B. A., Gardner, J. W., & Lovett, D. L. (2006). Increasing Student Participation in Their Transition IEP Meetings: Establishing the Self-Directed IEP as an Evidenced-Based Practice. Exceptional Children, 72, 299-316.

Walker, C., Greene, B. A., Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16, 1-12.

Ravindran, B. & Greene, B.A., & DeBacker, T. B. (2005). The Role of Goals and Beliefs in the Prediction of Pre-service Teachersí Cognitive Engagement and Knowledge Integration. Journal of Educational Research ,98, 222-232.

Martin, J. E., Van Dycke, J. L., Greene, B. A., Gardner, J. W., Christensen, W. R., Woods, L. J., & Lovett, D. L. (in press). Direct Observation of Teacher-Directed Secondary IEP Meetings: Establishing the Need for Self-Determination and Student Participation Instruction. Exceptional Children.

Martin, J. E., Greene, B. A., & Borland, B. J., (2004). Student Involvement in their Secondary IEP Meetings: Building Level Administration Perspectives. Career Development for Exceptional Individuals, 27, 177-188.

Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, C. L., (2004) Relations among Student Perceptions of Classroom Structures, Perceived Ability, Achievement Goals, and Cognitive Engagement and Achievement in High School Language Arts. Contemporary Educational Psychology, 29, 462-482.

Greene, B. A., DeBacker, T.K. (2004). Gender and orientations toward the future: Links to motivation, Educational Psychology Review, 16, 91 ? 120.

Greene, B. A., Dillon, C., Crynes, B. (2003) Distributive Learning in Introductory Chemical Engineering: Two Studies of University Studentsí Learning, Motivation, and Attitudes Using a CD-ROM. Journal of Educational Computing Research.

Gilbert, N. J. & Greene, B.A. (2002) College Studentsí Collaborative Use of Inspiration™ to Generate Concept Maps in an Educational Technology Class. Journal of Educational Technology Systems.

Silver, B. B., Smith, Jr., E.V., & Greene, B. A. (2001). A study strategies self-efficacy instrument for use with Community College students. Educational and Psychological Measurement 61 (5), 849-865.

Greene, B.A., & Land, S.M. (2000). A qualitative analysis of scaffolding use in a resource-based learning environment involving the World Wide Web. Journal of Educational Computing Research, 23 (2), 151-180.

Land, S.M. & Greene, B.A. (2000). Project-based learning with the World Wide Web: A qualitative study of resource Integration. Educational Technology: Research and Development, 48 (1), 45-66.

Miller, R. B., DeBacker, T. K., & Greene, B. A. (1999). Perceived instrumentality and academics: The link to task valuing. Journal of Instructional Psychology, 26 (4) 250-260.

Greene, B. A., DeBacker, T.K., Ravindran, B. & Krows, A. J. (1999). Goals, values, and beliefs as predictors of achievement and effort in high school mathematics classes. Sex Roles, 40(5), 421-458.

McKane, P. F. and Greene, B. A. (1996). The use of computer-assisted instruction in correctional centers to enhance the reading skills of reading-disadvantaged adults. Journal of Educational Computing Research, 15, 331-344.

Miller, R.B., Greene, B. A., Montalvo, G. P, Ravindran, B. & Nichols, J. D. (1996). Engagement in Academic Work: The role of learning goals, future consequences, pleasing others and perceived ability. Contemporary Educational Psychology, 21, 388-422.

Greene, B. A. & Miller, R. B. (1996). Influences on course achievement: Goals, Perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21, 181-192.

Greene, B. A. (1995). Comprehension of text in an unfamiliar domain: Effects of instruction that provides either domain or strategy knowledge. Contemporary Educational Psychology20, 313-319.

Greene, B. A., Kincade, K. M., Hays, T.A. (1994). Research-based modification of a computer program for reading instruction. Journal of Educational Computing Research, 10, 341-348.

Greene, B. A. and Royer, J. M. (1994). A developmental review of response time data that support a cognitive components model of reading. Educational Psychology Review, 6, 141-172.

Royer, J. M., Greene, B. A., & Anzalone, S. J. (1994). Can U.S. developed CAI work effectively in a developing country? Journal of Educational Computing Research, 10, 41-61.

Kleine, P. F. and Greene, B. A. (1993). Story telling: A rich history and a sordid past. A response to David Berliner. Educational Psychologist 28 , 185-190.

Miller, R. B., Behrens, J. T., Greene, B. A. and Newman, D. (1993). Goals and Perceived ability: Impact on student valuing, self-regulation and persistence. Contemporary Educational Psychology 18, 2-14.

Kincade, K. M. and Greene, B. A. (1992). College students' comprehension and impressions of computer-presented text: The effects of text segmentation size and speed of presentation. Journal of College Reading, 25 (1) 18-28.

Greene, B. A., Royer, J. M., & Anzalone, S. (1990). A new technique for measuring listening and reading literacy in developing countries. International Review of Education, 36(1) 57-68.

Royer, J. M., Tirre, W. C., Sinatra, G. M., & Greene, B. A. (1989). The assessment of on-line comprehension of computer-presented text. Journal of Educational Research, 82(6), 348-355.

Kardash, C. M., Royer, J. M., & Greene, B. A. (1988). Effects of schemata on both encoding and retrieval of information from prose. Journal of Educational Psychology, 80(3), 324-329.

Marchant III, H. G., Royer, J. M., & Greene, B. A. (1988). Superior Reliability and Validity for a New Form of the Sentence Verification Technique of Measuring Comprehension. Educational and Psychological Measurement, 48, 827-834.

Royer, J. M., Greene, B. A. & Sinatra, G. M. (1987). The Sentence Verification Technique: A practical procedure that teachers can use to develop their own reading and listening comprehension tests. Journal of Reading, 30(5), 414-422.
 

Manuscripts submitted

Van Dycke, J. L., Lovett, D. L., Greene, B. A., Martin, J. E. (2004). Opening a Window into Secondary Teacher-Directed IEP Transition Meetings: Whose Voices Are We Hearing? Submitted to Career Development for Exceptional Individuals

Manuscripts under development

Thomas, M.K, Ge, X. & Greene, B. A. (2005). Technology-rich ethnography for examining the transition to authentic problem-solving in a high school computer programming class
 

Dillon, C., Greene, B. A., & Mansell, R. A. (2005). Assessing Approaches to Learning in order to Predict Learning in Higher Education.
 

Jones, J. E. & Greene, B. A. (2003). Self-determination theory as a model for motivation in a training context.. Paper Presented as a Poster at the 2003 Annual Meeting of the American Educational Research Association in Chicago, ILL.

Dillon, C. & Greene, B. A. (June, 2002). Motivation and Cognitive Engagement in Distributed Learning Environments: Learner Differences that Transcend International Boundaries. Paper presented at the 2002 Annual Meeting of EDEN in Granada, Spain.

Greene, B. A., Dillon, C., & Crynes, B. (April, 2002). Predictors of leaning in a CD ROM based Chemical Engineering course: The roles of motivation and cognitive engagement. Paper presented at the 2002 Annual Meeting of the American Educational Research, New Orleans, LA.

Jones, J. E. & Greene, B. A. (2002). The relationship of self-regulation, motivation, and personality traits of college student. Paper Presented as a Poster at the 2002 Annual Meeting of the American Educational Research Association in New Orleans, NO.

Greene, B. A. & Duke, B. L. (April, 2002) Understanding strategy use and achievement in high school: Influences of student perceptions of the classroom environment,
perceived ability, and goals for doing the academic work. Paper presented as a poster at the 2001 Annual Meeting of the American Educational Research, New Orleans, L.A.

Dillon, C, Greene, B. A., & Crynes, B. (April, 2001). Technology-Based Distributed Learning in Post Secondary Education: Learner Differences in Strategy Use and Achievement.Paper presented at the 2001 Annual Meeting of the American Educational Research, Seattle, WA.

Greene, B. A., Rausch, J. & Akey, K. (April, 2001) Influences of Student Perceptions of Classroom Structures, Perceived Ability, Achievement Goals, and Cognitive Engagement on Achievement in High School Language Arts. Paper presented at the 2001 Annual Meeting of the American Educational Research, Seattle, WA.

Greene, B. A. (April, 2001) Perceptions of Democracy, Motivation to Learn, and Cognitive Engagement in Academic Work: An Exploration of Socio-political Connections to Motivation to Learn in Slovakia and Spain. Paper presented at the 2001 Annual Meeting of the American Educational Research, Seattle, WA.

Gilbert, N. J. and Greene, B. A. (October, 2000). Concept Mapping and Groupware: Utility Tools for Encouraging Knowledge Integration and Application. National

conference for the Association of Educational Communications and Technology, Denver, CO.

Ravindran, B. & Greene, B. A. (May, 2000). The role of Goals and Beliefs in the Prediction of Preservice Teachersí Cognitive Engagement and Knowledge Integration. Paper presented at the Seventh Workshop of Achievement and Task Motivation, May 12-15, 2000, University Of Leuven, Belgium.

Gladney, L. & Greene, B. A. (April, 2000). Racial identity, fictive kinship, peer influence, attitudes toward school, and future goals: Relationships with achievement for African American High School students. Paper presented at the 2000 Annual Meeting of the American Educational Research.

Ravindran, B. & Greene, B. A. (April, 2000). The Role of Goals, Beliefs and Cognitive Engagement in the Prediction of Preservice Teachersí Knowledge Integration. Paper presented at the 2000 Annual Meeting of the American Educational Research, New Orleans, LA.

Greene, B. A., Dillon, C, & Crynes, B. (March, 2000). Assessing Learner Differences in Distributed Learning Environments. Paper presented at the EDEN Research workshop -2000,16-17 March 2000, Prague, Czech Republic.

Land, S., & Greene, B. (2000, February). The role of scaffolds during project-based learning: An exploratory study. Paper presetned at the Association for Educational Communications and Technology. Long Beach, CA.

Greene, B. A. & Land, S. M. (1999). Metacognitive, Technological, and Social Scaffolding in a Project-Based Learning Environment: A Qualitative Study.
Paper presented in a poster session at the Annual Meeting of the American Educational Research Association, Montreal.

Land, S. M., & Greene, B. A. (1999). Project-Based Learning with the World Wide Web: A Qualitative Study of Resource Integration. Paper presented at the Annual Meeting of the Association of Educational Communications and Technology, Houston. Also published in K. Sparks and M. Simonson (Eds.), Proceedings of the 1999 National Convention of the Association for Educational Communications and Technology (pp. 451-459). Nova Southeastern University, North Miami Beach, FL.

Silver, B. B., Smith, E. V., & Greene, B. A. (1999). Social cognitive influences on college student GPA: Testing a model. Paper presented in poster session of the Annual Meeting of the American Educational Research Association, Montreal.

Greene, B. A., Smith, E. V., Silver, B., (1998). The Diagnostic Utility of a Study Strategies Self-Efficacy Instrument for use with Community College Students. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego.

Land, S. M., & Greene, B. A. (1998). The Generation of Meaningful Contexts for Learning with the World Wide Web: A Qualitative Study of Pre-service Teachers. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego.

Greene, B. A., Roedel, T.D.., Ravindran, B., & Krows, A. J. (1997, March). An Exploration of Motivation and Gender Variables in High School Mathematics Classes. Paper presented at a poster session of the Annual Meeting of the American Educational Research Association.

Gladney, L. & Greene, B. A. (1997, March). Descriptions of Motivation among African- American High School Students for their favorite and least favorite classes. Paper presented at the Annual Meeting of the American Educational Research Association, accepted by the Research Focus on Black Education SIG.

White, J. & Greene, B. A. (1997, March). Positive Effects of Using a Spatial Organizer for Instruction with Adult Novice Writers. Paper presented at a poster session at the Annual Meeting of the American Educational Research Association.

Greene, B. A., Miller, R. B., Ravindran, B., Montalvo, G., & Nichols, J. D. (1995, April). Using Multiple Goals to Predict Cognitive Engagement in Math Classes. Poster session presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

White, J. & Greene, B. A. (1995, April). Evidence for the Emergence of an Expository Schema within the writing of college students. Poster session presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Ravindran, B., Greene, B. A., Miller, R.B. (1995, April). An exploration of gender differences in motivation related to math achievement. Poster session presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Miller, R. B., Greene, B. A., Henderson, L. K., Williams, P., Brickman, S., & Krows, A. J. (1995, April). Future consequences: A Unidimensional or multidimensional construct? Roundtable session presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Greene, B. A. (1994, April). Instruction to enhance comprehension of unfamiliar text: Should it focus on domain-specific or strategy knowledge. Poster session presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Miller, R. B., Greene, B. A., Nichols, J.D., & Montalvo, G. P. (1994, April). Multiple goals and cognitive engagement. Poster session presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Greene, B. A. & Miller, R. B. (1993, April). Influences on course performance: Goals, perceived ability, and self-regulation. Poster session presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA.

Greene, B. A. (1991, November). College students' comprehension of computer-presented text: The effects of text segmentation size and speed of presentation. In Kay M. Kincade (chair), Reading and technology: Viable partners for multiple educational settings. Symposium presented at the College Reading Association Annual Meeting, Washington, D. C.

Greene, B. A. (1991, April). The effects of computer-administered instructions providing domain or strategy knowledge on the comprehension of familiar and unfamiliar expository text. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL.

Greene, B. A., Marchant, III, H. G., Royer, J. M. (1988, April) Superior Reliability and Validity for a New Form of the Sentence Verification Technique of Measuring Comprehension. Paper presented at the American Educational Research Association Annual Meeting, New Orleans, LA..

Greene, B. A., Royer, J. M. & Anzalone, S. (1990, April). An assessment of the impact of CAI designed for use in the United States on Student Learning in Grenada. Paper presented at the American Educational Research Association Annual Meeting, Boston, MA.

Greene, B. A., Royer, J. M., Anzalone, S. J., Block, C. (1989, March). The Sentence Verification Technique: A valid technique for measuring reading comprehension in Grenada. Paper presented at the American Educational Research Association Annual Meeting, San Francisco, CA.

Kardash, C. A., Royer, J. M., & Greene, B. A. (1987, March). Locus of schema effects on prose: Encoding or retrieval? Paper presented at the American Educational Research Association Annual Meeting, Washington, D.C.

Tirre, W. C., Royer, J. M., Greene, B. A., & Sinatra, G. M., (1987, March). Assessing on-line comprehension in a computer-based instruction environment. Paper presented at the American Educational Research Association Annual Meeting, Washington, D.C.

Dissertations and Theses Supervised

• Walker, C.O. Classroom belonging, self-efficacy, and perceived instrumentality:  Influences on academic engagement and achievement. Ph.D. University of Oklahoma, 2004.
• Jones, J. E. Self-determination theory as a model for motivation in a training context. Ph.D. University of Oklahoma, December, 2002.
• Ravindran, B. The role of Goals, Beliefs and Cognitive Engagement in the Prediction of Preservice Teachers' Knowledge Integration. Ph.D. University of Oklahoma, December, 1999.
• Miller, R. Assessing Conceptual Ecologies. Ph.D. University of Oklahoma, May, 1999. Co-chaired with Dr. P. L. Smith
• Lopp, A. B. Faculty definitions of and beliefs about student ability: Are they related to classroom structures, student retention, and student pass rates? Ph.D. University of Oklahoma, December, 1998
• Gladney, L. S. Fictive kinship, racial identity, peer influence, attitudes toward school, and future goals: Relationships with achievement for African American High School students.Ph.D. University of Oklahoma, May, 1998.
• Foreman, B. Iconic and schematic maps: A comparative study. Ph.D. University of Oklahoma, May, 1998. Co-chaired with Dr. R. B. Miller
• Jackson, D. H. An exploration of processes used in case analysis by pre-service teacher education students in a media and technology course. Ph.D. University of Oklahoma, December, 1997.
• White, J. J. The effects of an instructional adaptation of Newkirkís two-dimension diagramming too on improvement in writing quality with adult novice writers, Ph.D. University of Oklahoma, December, 1996.

• McKane, P. F. Computer-assisted reading instruction with reading disadvantaged adult offenders: The effects of reading levels and motivation, Ph.D. University of Oklahoma, May, 1995.
• Hays, T. A. Spatial abilities and the effects of computer animation on long and short term memory, Ph.D. University of Oklahoma, May, 1994.
• Downing, K. L. The effect of self-regulation training on the strategy use and reading comprehension performance of Middle School students with learning disabilities, M.Ed. University of Oklahoma, May, 1993.
• Munoz, R. C. The effect of asking questions, explaining information, and group processing on verbal interaction and individual achievement, M.Ed. University of Oklahoma, May, 1993.

Funded

• US Department of Education, Field-Initiated Research Projects. CFDA Number 84.324C. Student involvement in their own IEP meetings: Does instruction make a difference in meetings and educational outcomes? With James Martin as PI.
• University of Oklahoma Research Council. Proposal for sabbatical research project in Slovakia and Spain: Perceptions of democracy, motivation to learn, and cognitive engagement. 1999-2000 Awarded $4,670.00
• University of Oklahoma Small Research Grant to investigate Engagement in academic work: The role of perception of ability and goals related to learning, performance, future consequences, and pleasing others. 1994 Awarded $495.00
• University of Oklahoma Junior Faculty Summer Research Fellowship to investigate factors that affect the comprehension of unfamiliar text. 1991 Awarded $5,000.00

• Spencer Foundation. Proposal for sabbatical research project in Slovakia and Spain: Perceptions of democracy, motivation to learn, and cognitive engagement.
• Oklahoma State Regents for Higher Education. A Proposal for a Distributed Learning Certificate in response to a State Regents Technology Initiative. with Connie Dillon
• U.S. Department of Education. The cognitive, metacognitive and motivational factors that affect comprehension strategy training for students with Learning Disabilities with Kathryn Haring.
• U.S. Department of Education. The effects of training strategy use, self-regulation and attributions on Reading comprehension performance of students with Learning Disabilities with Kathryn Haring.
• U.S. Department of Education. Young Adults with Learning Disabilities: Do Goal Attainment Strategies Impact Post-Secondary Educational Attainment? With James Martin and Ray Miller

• University of Oklahoma Department of Electrical and Chemical Engineering. Research consultant for projects: Understanding Learner Differences in Distributed Learning Environments.

• Orava Project. Slovakia. Developed and delivered two series of workshops on motivation. February, 1998.
• Millwood Public Schools. Conducted a day long workshop on teaching higher order thinking skills in the K-12 curriculum. August, 1997.
• Institute for International Research, Arlington, VA. Developed materials and assisted in a program evaluation that examined the impact of a computer-assisted instructional system on student learning in Grenada. The project was funded by the Agency for International Development (US State Department) under a subcontract with the Institute for International Research, 1988 to 1990.
• Laboratory for the Assessment of Language Skills, University Massachusetts. Developed English reading and listening comprehension tests for grades two through seven for a research project in bilingual language competence for the Holyoke, Massachusetts Public Schools, 1987. Developed the math and reading comprehension subtests of the Grenada Achievement Test. The project was funded by the Agency for International Development (US State Department) under a subcontract with the Institute for International Research, 1987.

• Outstanding Professor Award from the University of Oklahoma Student Association, Spring 1998
• Ranked 9th out of a list of the 20 most productive Educational Psychologist by Smith, M. C. et al. (1998). Productivity of Educational Psychologists in Educational Psychology Journals, 1991-1996. Contemporary Educational Psychology.
• 2000-2001 Henry David Rinsland Memorial Award for educational research from the University of Oklahoma.
• 2004 Brian and Sandra O'Brian Presidental Professor

National Service

• Contemporary Educational Psychology, Editorial Board since 1996
• Journal of Educational Computing Research, Ad hoc reviewer since 1992
• Educational Psychology Review, Ad hoc reviewer since 1995
• American Educational Research Association Division C, Proposal reviewer since 1992.
• American Educational Research Association, Co-chair, Division C, Section 5 for the 1998 annual meeting.
• Department of Education, Office of Research, Proposal reviewer for Field-Initiated Studies grants competition, 1993 & 1994

• Faculty Senate, Executive Committee 1998 1999.
• Faculty Senate, Department of Educational Psychology Representative since 1996
• Graduate Council Committee Member 1993 through June, 1997; subcommittee chair 94-95; Fall 1996, Chaired evaluation of Dean Eddie C. Smith
• Chair, Academic Misconduct Panel, Spring 1994
• Committee Member, Graduate Teaching Assistant Awards, Spring 1994
• Judge, Graduate Student Research Day, March, 1993

• Coordinator, Outcomes Assessment Project Fall 1995-1999, 2000-present
• Committee Member:
• NCATE Steering Committee Spring 1997 to Spring 1998
• Professional Sequence Committee Member 1990 through 1995;
• Education Professions Division (EPD) since 1990
• EPD executive Committee
• Outstanding Senior Selection Committee, 91-93
• Scholarship Committee, 91-94
• Co-chair, with Steven Paul, Professional Sequence Committee 93-94
• Search Committee Member, Internal Search for Associate Dean Committee , 1993

and Instructional Psychology and Technology Program Area

• Program Area Coordinator, 1997-1999
• Chair, Search Committee, national search for faculty position 97-98
• Committee Member, Committee A , 1996 - 1997
• Recruited students for graduate programs at recruiting events in the state
• Search Committee Member Internal Search for department chair, 93-94
• Chair, Search Committee, national search for faculty positions 92-98 (3 positions)
• Chair, Instructional Psychology Program Area Admissions Committee 92-94

EIPT 3483 Cognition, Motivation, and Classroom Management for Teachers

EIPT 6183 Cognition and Instruction

EIPT 6970 Seminar: Research in Cognition and Instruction

EIPT 5033 Introduction to Research and Evaluation in Education

EIPT 6033 Research Methods in Education

EIPT 6043 Qualitative Research Methods

EDPY 6970 Propaedeutic Seminar

American Educational Research Association--Division C

American Psychological Association--Division 15