Todd Kettler earned his PhD in Education Psychology from Baylor University. Dr. Kettler has been a middle school and high school teacher and an educational administrator. He joined the faculty of the University of North Texas in 2012. Dr. Kettler's research and teaching emphasis is in the field of gifted education. He has recently served on the National Association for Gifted Children (NAGC) work team to revise and validate the national program standards for gifted education. He is the past chair of the Research Division of the Texas Association for the Gifted/Talented (TAGT), and he is currently the chair-elect of the TAGT Leadership Division. Dr. Kettler’s research is currently focusing on the development and measurement of critical thinking skills and academic talent development of gifted students and adults.
My PhD is in Psychology and I am a Professor in the Educational Psychology Program in the Educational Psychology Department
within the College of Education.
My primary area of research interest is Human Cognition.
Courses I actively teach are Statistics, Learning, and Human Development
Mike Sayler developed some of the first online gifted education graduate courses in the world, ran summer programs for gifted middle- and high-school students, developed the conceptualization of giftedness and thriving, and oversees the masters and doctoral study of many students with interests in giftedness and thriving.
In addition, he has been active in the field of gifted education for more than 25 years as a parent, teacher, administrator, and researcher. He reviews manuscripts for various journals including Gifted Child Quarterly, Journal for the Education of the Gifted, and Gifted and Talented Today. His current writing includes:
Sayler, M. (2008, in press). Talent development is not enough. Tempo.
Sayler, M.F. (2008, in press). Early ripe, early rot. In Encyclopedia of Giftedness, Creativity, and Talent (Vol. ?, pp. ?-?). Thousand Oaks, CA: SAGE.
Rinn, A. N., Reynolds, M. J., & McQueen, K. (2011). Perceived social support and the self-concepts of gifted adolescents. Journal for the Education of the Gifted, 34, 367-396.
Wininger, S., & Rinn, A. N. (2011). An examination of sport participation among academically gifted students. Journal of Contemporary Athletics, 5(2), 77-88.
I began my career in 1998 studying an inner city home visiting program serving diverse ethnic groups. The resulting paper (Diener, Nievar, & Wright, 2003) looks at parental efficacy, maternal depression, and attachment in a mostly Latino population. Since that time, I have expanded my interest in parenting among diverse populations to study African American families, parenting stress and child care, and most recently, Spanish-speaking families participating in the Home Instruction for Parents of Preschool Youngsters (HIPPY) program. We completed a quasi-experimental study of this program, exploring mothers’ parenting self-efficacy, depression, and parenting practices associated with children’s vocabulary and behavior. Most of my work has focused on families with young children in diverse families. I enjoy working with students in my research and regularly attend conferences and publish with my graduate students. I am involved in a number of professional organizations, as an at-large board member of the Texas Council on Family Relations, a division officer in the American Educational Research Association, and on a program committee for the Society for Research in Child Development.
On a personal note, I am married with three children who are still “at home.” My youngest son is in middle school, and my daughter is a freshman in the School of Music at UNT. My oldest son will be attending UNT as biology major next semester.
UNT POSITION: Child development, child and family policy, research internships
A review of Bayesian item response modeling: Theory and applications
Journal of Educational and Behavioral Statistics
Measuring urban teachers’ beliefs about African American and economically disadvantaged students: A psychometric analysis.
Natesan, P., Kieftenbeld, V.
Journal of Psychoeducational Assessment
Comparisons of Improvement-over-chance Effect Sizes for Two Groups under Variance Heterogeneity and Prior Probabilities
Foreword. In M. Jones & S. Jones. Great Expectations. Baby Sleep Guide.
London: Sterling Publications
A Feasibility Study of FRIDGE ?"" An Intergenerational Nutrition Education Program
Kaplan, M., Alloway, F., & Middlemiss, W.
Journal National Extension Association of Family & Consumer Sciences
I received my doctorate from the University of Oregon. My specialty is in the areas of severe behavior problems, severe disabilities, and inclusive education. My research interests include functional behavioral assessment and positive behavior support for individuals with developmental disabilities, analyzing the effect of teacher behavior on student performance, classroom management and instructional strategies, and inclusive education and support.
Evaluating the effectiveness of video instruction on social and communication skills training for children with Autism Spectrum Disorders: A Review of the Literature
Shukla-Mehta, S., Miller, T., & Callahan, K. J.
Focus on Autism and Other Developmental Disabilities, 25(1), 23-36. DOI: 10.1177/1088357609352901
ABA versus TEACCH: The case for defining and validating comprehensive treatment models in Autism.
Callahan, K. J., Shukla-Mehta, S., Magee, S., & Min, W.
As a faculty member, former researcher and K-5 special education instructor, Dr. Lindo's works serve to improve the reading performance of students who are low-achieving or diagnosed with high-incidence disabilities. Her research examines approaches to teaching reading comprehension and the social and familial factors that predict students' responsiveness to generally effective instruction. Dr. Lindo has been involved in several studies and authored articles regarding the examination of social factors in reading intervention research, and approaches for improving the implementation and sustainability of research-based reading interventions.
Social validity’s presence in field-based reading intervention research.
Lindo, E. J., & Elleman, A. M.
Remedial and Special Education, 31(6).
The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis.
Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D.
Journal of Research on Educational Effectiveness, 2, 1-43.