Research Affiliates

Picture - Theodore Christ, Ph.D.
Theodore Christ, Ph.D.
Associate Professor

Phone: 848-445-3849
Email: tchrist@umn.edu

Dr. Christ is an Associate Professor of Educational and School Psychology at the University of Minnesota and incoming Director of the Center for Applied Research and Educational Improvement (CAREI; http://www.cehd.umn.edu/carei). He is engaged in the development, evaluation, and refinement of assessments that guide instruction and improve student outcomes. He and his colleagues received more than $10 million in funding from the US Department of Education to support their work. Dr. Christ has more than 50 peer refereed publications, 11 authored tests, and 100 national peer reviewed national presentations. Much of this work culminated to establish the Formative Assessment System for Teachers FAST, which is a suite technology-based assessments that are used in 23 states around the country. FAST is listed on the National Center for Response to Intervention and National Center for Intensive Intervention. He serves on a host of editorial boards where he contributes his expertise with regard to assessment and data use in schools. Dr. Christ received the 2008 Lightner Witmer Award from Division 16 of the American Psychological Association for outstanding early career scholarship.
 
Picture -Stephen Elliott, Ph.D.
Stephen Elliott, Ph.D.
Professor

Phone: 848-445-3849
Email: Steve_Elliott@asu.edu

Steve is the Mickelson Foundation Professor in the Sanford School of Social and Family Dynamics at Arizona State University and a Professorial Fellow in the Learning Sciences Institute at the Australian Catholic University. His research focuses on scale development and educational assessment practices with students with disabilities or at risk for educational difficulties. Assessment tools he has developed include the Social Skills Rating System (SSRS), Social Skills Improvement System (SSiS), Academic Competence Evaluation Scales (ACES), Vanderbilt Assessment of Leadership in Education, and My Instructional Learning Opportunities Guidance System (MyiLOGS). He has published numerous articles, chapters, and books on (a) the assessment of children's social and academic competence, (b) the design and evaluation of methods that increase students’ access to learning and large-scale achievement test, and (c) the assessment of school leadership. Steve is a co-PI of the National Center on Assessment and Accountability for Special Education, a United States Department of Education center.
 
Picture - Alex Holdaway
Alex Holdaway
Doctoral Candidate

Phone: 848-445-3849
Email: ah218010@ohio.edu

Alex Holdaway is a doctoral candidate in Child Clinical Psychology at the Ohio University Center for Intervention Research in Schools (CIRS). His research interests include the development, evaluation, and implementation of teacher-implemented classroom management programming. He has published and presented numerous papers and book chapters on these subjects and has received four research grants for his graduate research. Alex earned his B.A. in Psychology from the University of North Carolina at Chapel Hill and his M.S. in Child Clinical Psychology from Ohio University in 2013. Alex is currently the principal investigator on a project examining the preliminary effects of a classroom management skills training program on the skills, knowledge, and attitudes of teacher candidates in their professional internship placement as compared to the curriculum-as-usual. The Classroom Strategies Scale – Observer form is the primary tool used for both guiding teacher candidate coaching sessions and evaluating classroom management skill development in this project.
 
Picture -Louis Hsu, Ph.D.
Louis Hsu, Ph.D.
Professor Emeritus

Phone: 848-445-3849
Email: lhsu@fdu.edu


Dr. Hsu is a professor emeritus (retired) in the Fairleigh Dickinson School of Psychology, and a senior analyst at FutureWorks Systems. He obtained a Ph.D. in psychometrics from Fordham University.

He has taught various statistics, research design, clinical research methods, psychometrics, and psychological testing courses in the Fairleigh Dickinson University Ph.D. Program in Clinical Psychology.

He has published 48 articles (39 sole author, 3 first author, 6 co-author) in peer-reviewed journals, including Psychological Methods, Multivariate Behavioral Research, Structural Equation Modeling, Psychological Assessment, Psychological Bulletin, the Journal of Consulting and Clinical Psychology, the Journal of Abnormal Psychology, the Journal of Applied Psychology, the Journal of Personality Assessment, the Journal of Counseling Psychology, Understanding Statistics: Statistical Issues in Psychology, Education and the Social Sciences, Behavior Research and Therapy, the Journal of Applied Behavioral Science, the Journal of Psychopathology and Behavioral Assessment, the European Journal of Psychological Assessment, Behavior Assessment, Psychotherapy Research, Educational Researcher, Applied Psychological Measurement, the School Psychology Quarterly, and the Journal of School Psychology.

He also published chapters in 12 books, including A.M. Nezu and C.M/. Nezu’s (Eds.) “Evidence-based Outcome Research: A Practical Guide to Conducting Randomized Controlled Trials for Psychological Intervention (2008), and the American Psychological Association’s Methodological Issues and Strategies in Clinical Research (Kazdin (Ed.), 2003).

His consulting activities for FutureWorks Systems have included the development and evaluation of forecasting models to predict performance outcomes of recipients of WIA-funded services; Construction of value-added models to evaluate the effectiveness of services provided by Workforce Career Centers; Evaluation of the Department of Labor’s Federal Research and Evaluation Database software; Evaluation of statistical criteria used by the federal government’s Department of Labor to set regional, state and local WIA performance targets.

He has also provided extensive consulting services concerning the selection, use and interpretation of data analysis models (e.g., regression models, ANOVA, ANCOVA, MANOVA, and MANCOVA models, item response theory models, hierarchical linear models, hierarchical generalized linear models, structural equation models) in observational, quasi-experimental and experimental educational designs.
 
Picture -Julie Owens, Ph.D.
Julie Owens, Ph.D.
Associate Professor

Phone: 848-445-3849
Email: owensj@ohio.edu

Dr. Julie Sarno Owens is an Associate Professor in the Department of Psychology and Co-Director of the Center for Intervention Research in Schools. Her research focuses on improving school mental health services for elementary school-aged youth with or at risk for ADHD through an implementation science framework. Her studies are organized across three lines: (a) evaluation of effectiveness, feasibility, and sustainment of evidence-based interventions under typical school conditions, (b) modification of procedures to address barriers to intervention implementation and positive student outcomes, and (c) the assessment of impairment in youth with ADHD to inform future intervention modifications. Dr. Owens has served as PI or Co-I on several projects funded by the Institute of Education Sciences, has authored or co-authored over 50 journal articles and book chapters, and recently co-edited the Handbook of School Mental Health, 2nd edition.
 
Picture -Frank C. Worrell, Ph.D.
Frank C. Worrell, Ph.D.
Professor

Phone: 848-445-3849
Email: frankc@berkeley.edu

Frank C. Worrell is a Professor at the University of California, Berkeley, where he is Faculty Director of the School Psychology program, the Academic Talent Development Program, and the California College Preparatory Academy. His areas of expertise include psychosocial development in talented and at-risk adolescents, cultural identities, scale development, and the translation of research findings into school-based practice. He is the current co-Editor of Review of Educational Research, a Fellow in five divisions of the American Psychological Association, a Fellow of the Association for Psychological Science, and an elected member in the Society for the Study of School Psychology. In 2013, Dr. Worrell was a recipient of the Distinguished Scholar Award from the National Association for Gifted Children.
 
Picture -Peter M. Nelson, Ph.D.
Peter M. Nelson, Ph.D.
Assistant Professor

Phone: 848-445-3849
Email: pete.nelsonpm@gmail.com

Dr. Nelson is an Assistant Professor of School Psychology at Penn State University. A former high school teacher, his primary research interests focus on data-based decision-making, prevention, and intervention in the classroom setting. He has published and presented on issues related to classroom environment assessment, teacher development, screening, progress monitoring, and math intervention. Web: sites.psu.edu/peternelson