Doctoral candidate in Educational Policy Analysis. Among her many interests
are included: inequality in education, school reform, social justice, and
discussions of paradigms. Under Dr. Stake's direction, she is currently
involved in her second evaluation for the Teachers Academy for Mathematics
and Science. In addition, she is collaborating with Dr. William Trent
and several other graduate researchers on a study centered on Affirmative
Action and other intervention programs to be included in a volume on Racial
Dynamics in Higher Education.
AssociateProfessor. She received her Ph.D. in school/educational psychology
from the University of Pittsburgh in 1986. Dr. DeStefano was a staff
psychologist at the Yale Child Study Center and a fellow at the Bush Center
for Child Development and Social Policy before taking a faculty position in
the Departmentof Educational Psychology in 1989. She teaches courses in
program evaluation and statistics. Her research interests include evaluation
of innovative programs and programs serving special populations; assessing
evaluation use and impact; and, educational standards and reform. In
1998, Dr. DeStefano was involved in the Evaluation of the National
Youth Sports Program of NCAA and the respective monograph that contains the
summaries of this work.
AssociateProfessor. He received his doctorate in Educational Psychology in
1981 from the University of Illinois at Urbana-Champaign. Dr. Harnisch is a
specialist in the evaluation of educational programs and the development of
assessment materials. His current research projects include: examining
response patterns for meaningful reporting of proficiency based on cognitive
components of measurement; comparing alternative representational models for
understanding student achievement; evaluating factors associated with
effective schools and individual excellence using structural models; and
issues of fairness in test design. In 1998, Dr. Harnish was involved in the
Evaluation of the National Youth Sports Program of NCAA and the
respective monograph that contains the summaries of this work.
Ph.D. (University of Illinois at Urbana Champaign, 1994). Dr.
Mabry is an Assistant Professor in Educational Psychology and
Educational Inquiry at Indiana University. She teaches courses on
large-scale and teacher-developed performance assessment, program evaluation,
and qualitative research methods. Her research interests are in performance
assessment; program evaluation; and qualitative case study methodology.
At CIRCE, Dr. Mabry has been involved in several projects related to the
evaluation of professional development programs. She is currently involved in
a project on museum evaluation and co-teaching an evaluation course
with Dr. Stake.
Doctoral candidate in Educational Psychology. Chris is specializing in
educational evaluation in the department of educational psychology and
CIRCE. Chris has worked on several CIRCE evaluation projects and has
assisted Robert Stake in teaching the case study research methods and
theories of evaluation courses. His primary areas of interest are classroom
assessment techniques, active learning strategies, and evaluation of
instructional development programs, primarily in higher education.
Additionally, Chris is an educational specialist in the Office of
Instructional Resources (OIR).
Adjunt Assistant Professor and a research Associate at the Bureau of
Educational Research of the University of Illinois at Urbana-Champaign.
At CIRCE, Dr. Sloan has been involved in various projects, including the
evaluation of professional development programs for Math educators, a study
of school principals as instructional leaders, evaluation of training
in Reader Focused Writing, and the Evaluation of the National Youth
Doctoral candidate in Education Policy Analysis. Her fields of interests
include evaluation, policy, diversity in education, and qualitative research
design. Under the direction of Robert Stake she has conducted various
evaluation projects at CIRCE, such as the Validation Study of the School
Organizational Assessment Profile. She is currently involved in a sudy on the
quality of teaching and student outcomes. Theresa holds a Master's in English
as a Second Language from Penn State University and a Master's in Philosophy
of Education from Purdue University. She has teaching experience at the
primary, secondary and college levels. She has taught in the US and
Carmilva Souza Flores
Doctor of Philosophy in Educational Psychology. She defended her dissertation
on April 3, 1998 and is currently working at the Fundacao Carlos Chagas
in Sao Paulo, Brazil. With a background on testing, Carmilva developed a
strong interest in case study research and evaluation. At CIRCE she was
involved in the evaluation of professional development programs for Math
educators. Her research interests are in educational change, program
evaluation, student assessment, and professional development for school