INSTITUTIONS AND PERSONNEL



 

University of Kentucky

 
 

Principal Investigator and Project Director
Brian Bottge


Professor, William T. Bryan Endowed Chair in Special Education
Special Education and Rehabilitation Counseling

Dr. Brian Bottge, Principal Investigator, is the William T. Bryan Endowed Chair in Special Education in the Department of Early Childhood, Special Education, and Rehabilitation Counseling. Prior to his appointment, he was Professor in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin–Madison where he holds emeritus status. Dr. Bottge has been awarded grants from the James S. McDonnell Foundation Cognitive Studies in Educational Practice, the Office of Special Education and Rehabilitative Services (OSERS), and (IES) (Cognition & Student Learning, Goal 2 and 3) to study the effects of contextualized instruction on the performance of K–12 students with and without disabilities. He served on the panel that prepared the Practice Guide for Teachers on Organizing Instruction and Study to Improve Learning, https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/20072004.pdf
Recently, with colleagues Cho, Cohen, and Kim, Dr. Bottge won the 2011 National Council on Measurement in Education Award for an Outstanding Application of Educational Measurement Technology to Solve a Specific Problem in Educational Measurement.

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Co-Principal Investigator
Xin Ma


Professor
Curriculum and Instruction

Dr. Xin Ma, Co-Principal Investigator, Math Education, Statistics, is Professor of Mathematics Education. Prior to his appointment at the University of Kentucky, Dr. Ma taught mathematics education and education statistics at St. Francis Xavier University and the University of Alberta in Canada. He became a Fellow of the (U.S.) National Academy of Education in 2001 and received the Early Career Contribution Award from the Committee for Scholars of Color in Education, American Educational Research Association in 2003. Dr. Ma's research interests include mathematics education, school effectiveness, and advanced quantitative methods. Dr. Ma was Co-PI on our IES Goal 3 grant.

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  Linda Gassaway

Project Manager
Dr. Linda Gassaway


Special Education and Rehabilitation Counseling

Dr. Linda Gassaway, Project Manager, began her career in special education in North Carolina as a teacher of students with moderate to severe disabilities. Dr. Gassaway has worked on a variety of federal grant projects at UK since 1998. She was the project manager for the recent IES Goal 3 grant and instructor in the Department of Early Childhood, Special Education, and Rehabilitation Counseling. Dr. Gassaway will be responsible for managing the day-to-day grant activities.

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Graduate Assistant
Meg Gravil


Interdisciplinary Early Childhood Education

Meg Gravil, Graduate Assistant, has worked on multiple educational research and evaluation projects with the University of Kentucky and the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. She is a certified trainer for several classroom observation and student outcome tools. Ms. Gravil has experience working as both a treatment provider and coordinator for adolescents at-risk for disabilities. She is currently working towards a doctoral degree in Interdisciplinary Early Childhood Education.

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Graduate Assistant
Megan Jones


Special Education (LBD)

Megan Jones, Graduate Assistant, began her career in special education in Lexington, Kentucky as an alternative middle and high school teacher in grades 7-12. She received the role as special education department chair in the alternative school and has spoken at conferences concerning the topic of teaching students with different modes of learning. She holds an undergraduate degree in elementary education (K-5) and special education (K-12) as well as a master’s degree in teacher leadership. She is currently working toward a PhD in Learning and Behavioral Disorders.

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Graduate Assistant
Mark Samudre


Special Education (LBD)

Mark Samudre, graduate assistant, is currently in his third year of working on his Ph.D. in Special Education with a focus on students with a learning and behavior disorder.  Prior to his time at the University of Kentucky, he began his career in the public school system as a paraprofessional while he worked on his master’s degree in special education from Regent University.  Following that, he was a teacher of students with an Emotional Disability at the elementary level in the DC Metro area. His primary research interest includes identifying teaching procedures that can increase teacher effectiveness in managing challenging behaviors.

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  University of Georgia
 
  Co-Principal Investigator
Allen Cohen

Professor and Director, Georgia Center for Assessment (GCA)

Dr. Allan Cohen, is the O.C. and E.P. Aderhold Professor in Research Methodology in the quantitative methods program, and Director of the Georgia Center for Assessment, an educational research and development center in the College of Educatoin. His recent work has focused on (a) problems in the construction and maintenance of achievement tests, (b) methods of estimating item parameters under IRT, and (c) using latent variable models to better understand test-taking behaviors, all of which he will apply to this project. Dr. Cohen has been awarded grants from IES (Cognition & Student Learning, Goals 2 and 3) focusing on effects of contextualized instruction of K-12 students with and without disabilities, NIH (SEPA) focusing on interactive media for teaching biological concepts to middle and high school students, and NSF (DR K-12) focusing on middle grades teachers’ mathematical reasoning. With colleagues Cho, Kim, and Bottge, Dr. Cohen won the 2011 National Council on Measurement in Education Award for an Outstanding Application of Educational Measurement Technology to Solve a Specific Problem in Educational Measurement and, in 2012, Cohen was awarded the NCME Award for Career Contributions to Educational Measurement.

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  Co-Principal Investigator
Laine Bradshaw

Assistant Professor of Educational Psychology

Dr. Laine Bradshaw, Co-Principal Investigator, Measurement, is a tenure-track Assistant Professor of Quantitative Methodology in the Educational Psychology Department in the College of Education at the University of Georgia (UGA). Her expertise is in psychometric modeling with a focus on diagnostic measurement using multidimensional item response models called diagnostic classification models (DCMs). DCM-based methods she has designed are used to provide fine-grained diagnoses of students’ complex knowledge structures, which include concepts students understand as well as misconceptions they have. Her program of research recently was recognized by the National Council of Measurement in Education’s Jason Millman Award, an award given annually to one early career scholar whose research has provided strong contributions to the field.
With a background and Master’s degree in Mathematics Education, Dr. Bradshaw is active in collaborations on interdisciplinary assessment development projects that require tailoring psychometrics to cognitive theories. Most recently, she partnered with Pearson and the Partnership for Assessment of Readiness for College and Career (PARCC) to design a DCM-based Grades 3-8 mathematics assessment system for large-scale use. Dr. Bradshaw’s work has been published in journals such as Psychometrika, Educational Measurement: Issues and Practice, and the International Journal for Testing.

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Co-Principal Investigator
Hye-Jeong Choi


Assistant Research Scientist and an Adjunct Assistant Professor, Department of Educational Psychology

Dr. Hye-Jeong Choi, Co-Principal Investigator, Measurement, is an Assistant Research Scientist and an Adjunct Assistant Professor in the quantitative methods program in the Department of Educational Psychology.  Her expertise is in applied statistics with a focus on psychometric and latent variable models. Dr. Choi’s research focuses on item response theory and diagnostic measurement. She recently completed work on a psychometric model that combines diagnostic classification models with mixture item response theory models and on development of a generalized multilevel LTA-MixIRT model.  

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Graduate Assistant
Guoguo Zheng


Quantitative Methodology program

Guoguo is a third-year doctoral student in the Quantitative Methodology program, University of Georgia. Her research interests lie in educational data mining, mixture models and mixed membership models. She is also interested in their application in intelligent tutoring system and educational games contexts. Before she joined our IES project, Guoguo worked as a teaching assistant for graduate-level applied statistics courses.

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Graduate Assistant
Yanyan Tan


Quantitative Methodology program


Yanyan Tan is a doctoral student at the University of Georgia, in the Quantitative
Methodology program. Her main research interests are psychometric modeling,
especially cognitive strategy modeling, with measurement and statistical methods.
Currently, she is working on a class of multidimensional item response models called
diagnostic classification models [DCMs]. At the same time, she is interested in
Educational Data Mining and using other probability models to solve problems in
education.

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  Contractual
 
  Enrique Rueda

Enrique Rueda, MFA
Computer-Based Multimedia Designer


Enrique Rueda is a computer-based multimedia designer with a Master of Fine Arts from the University of Wisconsin-Madison. For the past 30 years he has been helping instructors and researchers use all kinds of computer-based multimedia technologies to conduct and disseminate research findings. He has special expertise in designing ways to adapt current multimedia technologies into traditional education research projects. His areas of technical and artistic expertise in multimedia product development include interactive graphic design, 3D/2D animation, audio editing, sound design, graphical database design and Web authoring and publishing. Mr. Rueda has worked on our IES Goal 2 and Goal 3 grants and was most responsible for building the interactive assessment modules.

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