Queries Faculty Members

Carolyn Anderson

My research lies at the intersection of statistical models for multivariate discrete data and psychometrics.  The general problem that motivates my research is how to represent and model associations between discretely measured variables in meaningful and appropriate ways, especially in situations where latent variables are hypothesized to lead to observed behavior, including such models as item response theory models, structural equation like models, and more recently multilevel models. Click here to see my complete, updated research profile.

Hua-Hua Chang

My current research focuses on both theoretical development and applications of item response theory (IRT). These include computerized adaptive testing (CAT), automated test assembly (ATA), differential item functioning (DIF), and cognitive diagnostic measurement. I am also interested in many other aspects of assessment, such as Test Equity, Test Security, and Patient-Reported Geriatric Depression Outcomes. Click here to see my complete, updated research profile.

Lizanne DeStefano

Dr. DeStefano is actively involved in the evaluation of several national, state, large urban and local educational reform efforts, and is interested in designing and implementing evaluation strategies that promote use of evaluation information by key decision makers. Much of her work has addressed local implementation of federal mandates such as NCLB, IDEA and Headstart, in particular, their impact on special populations such as children of poverty, English language learners, and students with disabilities. Click here to see my complete, updated research profile.

Jennifer Greene

My research interests focus on the intersections of social science and social policy. I work in the domain of educational and social program evaluation, and I seek to advance the theory and practice of alternative forms of evaluation, including qualitative, democratic, and mixed-method evaluation approaches. My current work emphasizes evaluation as a venue for democratizing dialogue about critical social and educational issues, with a focus on conceptualizing evaluation as a "public good." Click here to see my complete, updated research profile.

Joseph Robinson (Queries Chair)

I am interested in estimating causal and differential effects of education policies and practices, especially as they pertain to reducing achievement gaps. In studying these effects, I often use quasi-experimental methods (e.g., regression discontinuity, propensity score matching), which use observational data but approximate a randomized control trial to provide unbiased effect estimates. I also teach a course on Quasi-experimental Methods (EDPSY 574), which deals with the theories, assumptions, limitations, and implementation issues related to these methods. I am particularly interested in these methods because they can provide an accurate measure of the effectiveness of a policy or practice. Click here to see my complete, updated research profile.

James Rounds

Vocational interests and how they change over the life span. Research examines the structure of interests, how that structure develops and changes over the life course, and the reciprocal influences among personality, interests, and abilities with a focus on constructing models. Also, career development in adulthood, assessment of personality traits and work values, and occasionally, a venture into health psychology. Click here to see my complete, updated research profile.

Katherine Ryan

My research interests focus on educational evaluation and the intersection of educational accountability issues and high stakes assessment. As educational accountability has become increasingly more important nationally and globally, my work has examined both evaluative capacity building and monitoring issues involved in test-based educational accountability. My current research includes an investigation of the intended and unintended consequences of a state-wide assessment and accountability system in relationship to students, instruction, and educational outcomes. Click here to see my complete, updated research profile.

Thomas Schwandt

My scholarship is primarily focused on the intersection of social research and practical philosophy. My work is heavily influenced by the tradition of philosophical hermeneutics and the insights we can draw from that body of work for the way we think about the practices of evaluation and research. These kinds of investigations include questions about the nature of human action, the nature of practice, the nature of understanding in the social/human sciences, the status and validity of the knowledge produced through evaluation and social research, the nature and role of expertise, the nature and role of dialogue and critical reflection in developing understanding, and so on. In addition, as a student of methodology, I investigate matters concerning the ethics of research, the nature and status of evidence, and the ways in which evidence is linked to claims. Click here to see my complete, updated research profile.

Jinming Zhang

Jinming Zhang's research interests focus on theoretical and applied statistical issues involved with educational and psychological measurement, specifically, multidimensional item response theory, dimensionality assessment procedures, large-scale assessment, and test security. From 1996 to 2009 he was employed at the Educational Testing Service (ETS) where he was a senior research scientist in the Division of Research and Development. He had worked on various research and operational projects related to large-scale educational assessments, specifically, the National Assessment of Educational Progress (NAEP), at ETS. He successfully directed and co-directed statistical and psychometric analyses of many large-scale assessment projects such as the 1996 and 2005 national science, 2000 state science, 1998, 2002 and 2003 national and state reading, 2006 national civics, and 2008 national arts assessments. Click here to see my complete, updated research profile.