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Katherine Ryan

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Professor Emerita, Educational Psychology


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Katherine Ryan

Key Professional Appointments

Professor Emerita, Educational Psychology, University of Illinois, Urbana-Champaign


Das, B. M., Petruzzello, S. J., & Ryan, K. E. (2014). Development of a logic model for a physical activity-based employee wellness program for mass transit workers. Preventing Chronic Disease, 11, [140124].  link >

Ryan, K. E., Gandha, T., Culbertson, M. J., & Carlson, C. (2014). Focus Group Evidence: Implications for Design and Analysis. American Journal of Evaluation, 35(3), 328-345.  link >

Ganley, C. M., Mingle, L. A., Ryan, A. M., Ryan, K., Vasilyeva, M., & Perry, M. (2013). An examination of stereotype threat effects on girls' mathematics performance. Developmental psychology, 49(10), 1886-1897.  link >

Ryan, K. E., & Timmer, J. (2013). New Zealand style school review: A view from outside. In A Developmental and Negotiated Approach to School Self-Evaluation (pp. 195-206). (Advances in Program Evaluation; Vol. 14). JAI Press.  link >

Ryan, K. E., Gandha, T., & Ahn, J. (2013). School Self-Evaluation and Inspection for Improving U.S. Schools? National Education Policy Center.

Ryan, K. E., & Feller, I. (2012). Evaluation, accountability, and performance measurement in national education systems: Trends, methods, and issues. In M. Preedy, N. Bennett, & C. Wise (Eds.), Educational Leadership: Context, Strategy and Collaboration (pp. 173-188). SAGE Publishing.  link >

Ryan, K., Gannon-Slater, N., & Culbertson, M. J. (2012). Improving Survey Methods With Cognitive Interviews in Small- and Medium-Scale Evaluations. American Journal of Evaluation, 33(3), 414-430.  link >

Hall, J. N., & Ryan, K. E. (2011). Educational accountability: A qualitatively driven mixed-methods approach. Qualitative Inquiry, 17(1), 105-115.  link >

Samuels, M., & Ryan, K. (2011). Grounding evaluations in culture. American Journal of Evaluation, 32(2), 183-198.  link >

Brooks-LaRaviere, M., Ryan, K., Miron, L., & Samuels, M. (2009). Broadening the educational evaluation lens with communicative evaluation. Qualitative Inquiry, 15(2), 372-396.  link >

Cousins, J. B., & Ryan, K. E. (2009). Dilemmas for Educational Evaluation in a Globalized Society. In K. E. Ryan, & J. B. Cousins (Eds.), The SAGE International Handbook of Educational Evaluation (pp. 539-554). SAGE Publishing.  link >

Ryan, K., & Cousins, J. B. (Eds.) (2009). The SAGE International Handbook of Educational Evaluation. SAGE Publishing.  link >

Ryan, K. E. (2008). Fairness Issues and Educational Accountability. In K. E. Ryan, & L. Shepard (Eds.), The Future of Test-Based Educational Accountability (pp. 191-208). Routledge Taylor & Francis Group.  link >

Ryan, K. E., & Shepard, L. A. (Eds.) (2008). The Future of Test-Based Educational Accountability. Routledge Taylor & Francis Group.  link >

Shepard, L. A., & Ryan, K. E. (2008). Preface. In The Future of Test-Based Educational Accountability (pp. xi-xiv). Routledge Taylor & Francis Group.  link >

Ryan, K. E. (2007). Changing Contexts and Relationships in Educational Evaluation. In S. Kushner, & N. Norris (Eds.), Dilemmas of Engagement: Evaluation and the New Public Management (pp. 103-115). (Advances in Program Evaluation; Vol. 10).  link >

Ryan, K. E., Ryan, A. M., Arbuthnot, K., & Samuels, M. (2007). Students’ Motivation for Standardized Math Exams. Educational Researcher, 36(1), 5-13.  link >

Ryan, K. E., Chandler, M., & Samuels, M. (2007). What should school-based evaluation look like? Studies in Educational Evaluation, 33(3-4), 197-212.  link >

Ryan, K. E. (2005). Making educational accountability more democratic. American Journal of Evaluation, 26(4), 532-543.  link >

Ryan, K. E., & Ryan, A. M. (2005). Psychological processes underlying stereotype threat and standardized math test performance. Educational Psychologist, 40(1), 53-63.  link >

Ryan, K. E., & Hood, L. K. (2004). Guarding the castle and opening the gates. Qualitative Inquiry, 10(1), 79-95.  link >

Ryan, K. E. (2004). Serving public interests in educational accountability: Alternative approaches to democratic evaluation. American Journal of Evaluation, 25(4), 443-460.  link >

Jang, E. E., & Ryan, K. E. (2003). Bridging gaps among curriculum, teaching and learning, and assessment. Journal of Curriculum Studies, 35(4), 499-512.  link >

Ryan, K. (2002). Assessment validation in the context of high-stakes assessment. Educational Measurement: Issues and Practice, 21(1), 7-15.  link >

Ryan, K. E., & Schwandt, T. A. (Eds.) (2002). Exploring Evaluator Role Identity. (Evaluation and Society). Information Age Pub.

Ryan, K. (2002). Shaping educational accountability systems. American Journal of Evaluation, 23(4), 453-468.  link >

Abma, T. A., Greene, J. C., Karlsson, O., Ryan, K., Schwandt, T. A., & Widdershoven, G. A. M. (2001). Dialogue on Dialogue. Evaluation, 7(2), 164-180.  link >

Ory, J. C., & Ryan, K. (2001). How Do Student Ratings Measure Up to a New Validity Framework? New Directions for Institutional Research, 2001(109), 27-44.  link >

Ryan, K. E., & Chiu, S. (2001). An Examination of Item Context Effects, DIF, and Gender DIF. Applied Measurement in Education, 14(1), 73-90.  link >

Ryan, K., & Destefano, L. (2001). Dialogue as a Democratizing Evaluation Method. Evaluation, 7(2), 188-203.  link >

Johnson, T. D., & Ryan, K. E. (2000). A comprehensive approach to the evaluation of college teaching. New Directions for Teaching and Learning, 2000(83), 109-123.  link >

Ryan, K. E., & Johnson, T. D. (2000). Democratizing evaluation: Meanings and methods from practice. New Directions for Evaluation, 2000(85), 39-50.  link >

Ryan, K. E., & DeStefano, L. (2000). Disentangling dialogue: Issues from practice. New Directions for Evaluation, 2000(85), 63-76.  link >

Ryan, K. E., & DeStefano, L. (2000). Editors’ notes. New Directions for Evaluation, 2000(85), 1-2.  link >

Ryan, K. E. (2000). Editor’s Notes. New Directions for Teaching and Learning, 2000(83), 1-2.  link >

Ryan, K. E. (1999). Revisiting Gender and Achievement. Educational Researcher, 28(5), 30-32.  link >

Ryan, K., Greene, J., Lincoln, Y., Mathison, S., & Mertens, D. M. (1998). Advantages and Challenges of Using Inclusive Evaluation Approaches in Evaluation Practice. American Journal of Evaluation, 19(1), 101-122.  link >

Ryan, K. E. (1997). Methods for identifying biased test items. Evaluation Practice, 18(1), 73-76.  link >

Ryan, K. E., & Fan, M. (1996). Examing Gender DIF on a Multiplechoice Test of Mathematics: A Confirmatory Approach. Educational Measurement: Issues and Practice, 15(4), 15-20.  link >

Ryan, K. E., Geissler, B., & Knell, S. (1996). Progress and accountability in family literacy: Lessons from a collaborative approach. Evaluation and Program Planning, 19(3), 263-272.  link >

Ryan, K. E., & Bachman, L. F. (1992). Differential item functioning on two tests of EFL proficiency. Language Testing, 9(1), 12-29.  link >

Ryan, K. E. (1991). The Performance of the Mantel‐Haenszel Procedure Across Samples and Matching Criteria. Journal of Educational Measurement, 28(4), 325-337.  link >