FCRR Methodology Group
- Yaacov Petscher, Ph.D.
- Jennifer Dombek, Ph.D.
- Sarah Herrera, Ph.D.
- Sharon Koon, Ph.D.
- La’Tara Osborne-Lampkin, Ph.D.
- Jessica Sidler Folsom, Ph.D.
- Adrea Truckenmiller, Ph.D.
- Chengfu Zhou
Director of Research
- Ph.D. in Reading and Language Arts, Florida State University, 2013
- M.S. in Reading and Language Arts, Florida State University, 2008
- B.A. in Elementary Education, Florida State University, 2006
Grade retention; Content area literacy instruction; Writing assessment; Early literacy interventions
Co-Project Lead and Project Director – Early Literacy Interventions Study
Connor, C. M., Ingebrand, S. & Dombek, J. L. (in press). The reading side. In Miller, B., McCardle, P. & Long, R. (Eds.), Integrating Reading and Writing Instruction in the Classroom. Maryland: Paul H. Brookes Publishing Co., Inc.
Dombek, J. L. & Connor, C. M. (2012). Preventing Retention: First grade classroom instruction and student characteristics. Psychology in the Schools, 49(6), 568-588.
- Ph.D. in Developmental Psychology, Florida State University 2012
- M.S. in Developmental Psychology, Florida State University 2010
- B.S. in Psychology, Florida State University 2005
Latent variable applications; Quantitative methods and research design; Elementary and adolescent literacy; Impact of text structure on reading fluency and comprehension; Mediating factors of reading comprehension including motivation
Project Lead – Summary of Scientific Review Guides on Adolescent Literacy Classroom and Intervention Practices Since 2007
Project Lead – Investigation of Academic Growth Trends for the States in the Southeast Using State Achievement Data
Co-Project Lead – Florida Assessments for Instruction in Reading Unique Variance Correlational Study
Co-Project Lead – Florida Assessments for Instruction in Reading – Common Core (FAIR-CC) Classification Accuracy Study
Co-Project Lead – Effective Early Literacy Interventions for At-Risk Students in Grades K-2
Investigator – Reading for Understanding – Assessment
- Ph.D. in Measurement and Statistics, Florida State University 2010
- M.S. in Science Education, Florida State University 1999
- B.A. in Secondary Science/Math Teaching, Florida State University 1998
Use of applied statistics and psychometrics in the study of educational issues and statewide assessment programs
Project Lead – Florida Schools Beating the Odds in Grade 3 Reading (REL-SE)
Co-Project Lead – Credit Recovery through Virtual Education in Florida (REL-SE)
Co-Project Lead – FAIR-CC Classification Accuracy (REL-SE)
Researcher – FSU Learning Disabilities Research Center
Koon, S., & Kamata, A. (in press). An Applied Examination of Methods for Detecting Differential Distractor Functioning. International Journal of Quantitative Research in Education.
- Ph.D. in Educational Leadership and Policy, Florida State University, 2008
- M.A.S.S. in Public Administration, Florida A & M University, Tallahassee, Florida, 2002
- B.S. in Criminology, Florida State University, 1995
Educational leadership, politics and policy (i.e., policy development, implementation, analysis); educational access and achievement of traditionally low-performing sub-groups; accountability and school reform; collective bargaining and its impact on administrative decision-making (i.e., hiring, placement, dismissals; student placement) and teacher quality
Project Lead – District Principal Preparation Programs in Florida
Project Lead – Principal Leaders in North Carolina
Project Lead – Alternative School Principal Leaders in Mississippi
Co-Project Lead and Project Director – Effective School Leaders and Their Training Programs in Florida
Investigator – 100 Lowest-Performing Elementary Schools on Literacy in Florida
Researcher – Profiles of School Improvement Systems across Southeastern States
Osborne-Lampkin, L., & Cohen-Vogel, L. (in press). Spreading the wealth: How principals use performance data to populate classrooms. Leadership and Policy in Schools.
Cohen-Vogel, L., Feng. L., & Osborne-Lampkin, L. (2013). Seniority provisions in collective
bargaining agreements and the “Teacher quality gap,” Educational Evaluation and Policy Analysis.
Cohen-Vogel, L, Osborne-Lampkin, L., & E. Houck. (2013). The Infrastructure of
Accountability and Instructional Arrangements: Disrupting or Deepening Old Patterns of Student Assignment? In D. Anagnostopoulos, S. Rutledge & R. Jacobsen (Eds.) The Infrastructure of Accountability. Cambridge, Massachusetts: Harvard Education Press.
- Ph.D. in Economics, Focus: Economics of Education, Econometrics, Florida State University, 2013
- M.S. in Economics, Florida State University, 2010
- B.A. in Economics/Health Policy, College of William and Mary, 2006
Charter school impacts, expanded learning time, higher education, K-12 education policy
Project Lead – School Year Length and Student Achievement in Georgia: Examining Furloughs
Project Lead – Beating the Odds Schools Mississippi
Project Lead – Charter Systems Analysis in Georgia
Co-Project Lead – Beating the Odds Charter Schools in Georgia and South Carolina
Co-Project Lead – 100 Lowest-Performing Elementary Schools on Literacy in Florida
Investigator – Achievement Gap Comparisons in the Southeast
Researcher – The Impacts of Florida’s Bright Futures Program
- Ph.D. in Special Education, Focus: Education Research, Florida State University, 2012
- Graduate Certificate, Measurement & Statistics, Florida State University, 2009
- M.S. in Emotional Disturbances/Learning Disabilities, Florida State University, 2005
- B.S. in Emotional Disturbances/Learning Disabilities, Florida State University, 2005
Reading development, instruction, and intervention; students with cognitive impairments/intellectual disabilities;
Pre- and in-service teacher development
Project Lead – 100 Lowest-Performing Elementary Schools on Literacy in Florida
Co-Project Lead – Principal Leaders in Mississippi
Co-Project Lead – Mississippi Evaluation of K-3 Literacy Professional Development
Co-Project Lead – Effective School Leaders in Florida
Co-Project Lead – Principal Leaders in North Carolina
Co-Project Lead – Charter School Leaders in South Carolina
Investigator – Digest of Adolescent Literacy Research
Investigator – Georgia Instructional Time
Investigator – Early Literacy Interventions RCT in Florida
Researcher – Learning Disabilities Center
Researcher – Reading for Understanding
- Ph.D. in School Psychology, Syracuse University, 2011
- M.S. in Psychology, Syracuse University, 2007
- B.A. in Psychology, Penn State University, 2004
Data-based decision-making; Adolescent literacy; Curriculum-based measurement; Writing assessment; Professional development
Project Director – Development of Common Core Reading Screening and Diagnostic System for Florida
Principal Investigator - Professional Development for the Progress Monitoring and Reporting Network and Florida Assessments for Instruction in Reading, Florida Standards
Project Lead – Screening Accuracy of the FAIR-FS in the Early Identification of Students who are At-Risk for Failing Math Outcomes in Grades 3-10
Co-Project Lead – Summary of Scientific Review Guides on Adolescent Literacy Classroom and Intervention Practices Since 2007
Researcher – Reading for Understanding - Assessment
Foorman, B. R., Herrera, S., Petscher, Y., Mitchell, A., & Truckenmiller, A. J. (2015). The structure of oral language and its relation to reading at various levels of comprehension in kindergarten through grade 2. Reading and Writing. Advance online publication.
Foorman, B. R., Koon, S., Petscher, Y., Mitchell, A. M., & Truckenmiller, A. J. (2015). Examining general and specific factors in the dimensionality of oral language and reading in grades 4-10: A bi-factor approach. Journal of Educational Psychology. Advance online publication.
Truckenmiller, A. J., Eckert, T. L., Codding, R. S., & Petscher, Y. (2014). Evaluating the impact of feedback on elementary aged students’ fluency growth in written expression: A randomized controlled trial. Journal of School Psychology, 52(6), 531-548.
Codding, R. S., Petscher, Y., & Truckenmiller, A. J. (2014). Middle-school CBM predictors: Examining the contributions of writing in addition to reading and mathematics. Journal of Educational Psychology. Advance online publication.
Eckert, T. L., Truckenmiller, A. J., Rymanowski, J. L., Koehler, J. L., Koenig, E. A., & Hier, B. O. (2013). Curricular assessment. In APA Handbook of Testing and Assessment in Psychology, Volume III (School Psychology). Washington, DC: American Psychological Association.
Eckert, T. L., Codding, R. M., Truckenmiller, A. J., & Rheinheimer, J. L. (2009). Improving children’s fluency in reading, mathematics, spelling, and writing: A review of evidence-based academic interventions. In A. Akin-Little, Little, Bray, & Kehle (Eds.), Behavioral Interventions in the Schools: Evidence-Based Positive Strategies. Washington, DC: American Psychological Association.
- M.S. Statistics, The Ohio State University, 2004
- M.S. Geology, Nanjing University, 2001
- B. S. Geology, Zhongshan University, 1995
Simulation study and statistical modeling in reading assessment
Kim, Y.S., Petscher, Y., Foorman, B.R., & Zhou, C. (2010). The contributions of phonological awareness and letter-name knowledge to letter-sound acquisition: A cross-classified multilevel model approach. Journal of Educational Psychology, 102, 313-326.
Petscher, Y., Logan, J.A.R., & Zhou, C. (2013). Extending conditional means modeling: An introduction to quantile regression (pp. 3-33). In Y. Petscher, C. Schatschneider, & D.L. Compton (Eds.) Applied quantitative analysis in education and social sciences. New York: Routledge.
An introduction of quantile regression and its application, presented at Texas Institute and Statistics, November, 2007.
Understanding Hierarchical Linear Model (HLM) in Mixed Model setting, presented at Florida Center for Reading Research, June, 2008.