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.

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.

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.

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.