COE at Texas Association for Bilingual Education conference

NABE boothFrank Chacon, UNT BESO president, Melissa Mollick, UNT BESO member, Jesus Navarrette, UNT doctoral student and Dr. Rossana Boyd, director of the Bilingual/ESL Teacher Certification Programs at UNT and president of the National Association for Bilingual Education, manage the NABE booth at the Texas Association for Bilingual Education conference on October 19-21, 2011. BESO stands for Bilingual/ESL Student Organization and recently formed its new board of directors. They are as follows: Sally Peterson, vice-president; Wendy Camarena, secretary; Jacqueline Lester, treasurer; Natalie Amendola, historian and Kathryn Trednick, parliamentarian.

Carol Hagen

Principal Lecturer, Teacher Education and Administration, Director, Child Development Lab
Profile Picture
Contact Info
Office: 
Matthews Hall, 206-B
Phone: 
(940) 565-2555
Email: 
carol.hagen@unt.edu

Carol Hagen, EdD, is a Principal Lecturer in the Department of Teacher Education and Administration and the director of the Child Development Laboratory at the University of North Texas. She is a practitioner that is committed to early childhood education. Her practice and research are focused on issues related to preschool children and their families and curriculum and management in diverse early education settings.

Recent Funded External Grants and Contracts

October 2005 - July 2013 - U.S. Department of Education Child Care Access Means Parents in School (CCAMPIS)

October 2008 - October 2012 - Texas Workforce Commission Child Care Services Grant

Selected Articles

Myers, C. E., Bratton, S. C. Hagen, C. K., Findling, J. E., (2011) Development of the trauma play scale: Comparison of children manifesting a history of interpersonal trauma with a normative sample. International Journal of Play Therapy, 20. (2), 66-78

Hagen, C. K., (1993) When does literacy begin?  At the beginning. Focus on Infancy, 6 (1).

Hagen, C. K., (1991) Helping Infant Caregivers Construct Their Own Knowledge".  Focus on Infancy, 4 (1).

Recent Presentations

Hagen, (2012) Universal preschool in the USA: A dream unfulfilled. KSECE Biennial International Conference, Duksung Women’s University, Seoul, Korea.

Hagen, (2012) Child care access means parents in school: moving beyond financial support and into changing community programs. National Association for the Education of Young Children (NAEYC), Atlanta, GA.

Hagen, D.K., Besier, S., Collins, S., Moving (2011) Beyond financial support and into changing community childcare. The Ohio State University Student Parent Support Symposium

Hagen, C.K. and Davis, T. J. (2009). The project approach in two countries: Preschool in South Korea and the United States. National Coalition of Campus Children’s Centers (NCCCC). Phoenix, Arizona.

Honors/Awards

2012 - Texas Association for the Education of Young Children Outstanding Teacher Educator of the Year

Fall 2007 - North Texas WorkForce Child Care Provider of the Year

Membership in Professional Organizations

National Coalition of Campus Children's Centers

National Association for the Education of Young Children

Southern Association on Children Under Six

Texas Association for the Education of Young Children

Denton Area Association for the Education of Young Children

Anne Rinn

Professor, Educational Psychology, Director, Office for Giftedness, Talent Development, and Creativity
Profile Picture
Contact Info
Office: 
Matthews Hall 322-M
Phone: 
940-565-4037
Email: 
anne.rinn@unt.edu

Anne N. Rinn, Ph.D., is a Professor of Educational Psychology at the University of North Texas, where she also serves as Director of the Office for Giftedness, Talent Development, and Creativity. She has an undergraduate degree in psychology from the University of Houston and a doctorate in educational psychology from Indiana University. She has authored more than 50 publications related to the social and emotional characteristics of gifted individuals and the psychosocial skills necessary for the development of talent. She is an active member of the National Association for Gifted Children and the American Educational Research Association, holding leadership positions in both organizations.


Published

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.

 

Published

Wininger, S., & Rinn, A. N. (2011). An examination of sport participation among academically gifted students. Journal of Contemporary Athletics, 5(2), 77-88.

 

Published

Rinn, A. N., Plucker, J. A., & Stocking, V. B. (2010). Fostering gifted students' affective development: A look at the impact of academic self-concept. Teaching Exceptional Children, 6(4), 2-13.

 

Published

Rinn, A. N., Mendaglio, S., Rudasill, K. M., & McQueen, K. S. (2010). Examining the relationship between overexcitabilities and self-concepts of gifted adolescents via multivariate cluster analysis. Gifted Child Quarterly, 54(1), 3-17.

 

Published

Rinn, A. N. (2009). Attention deficit hyperactivity disorder. In B. Kerr (Ed.), Encyclopedia of giftedness, creativity, and talent. Thousand Oaks, CA: Sage Publications.

Pamela Peak

Principal Lecturer, Educational Psychology
Profile Picture
Contact Info
Office: 
Matthews Hall 322-H
Phone: 
940-565-4192
Email: 
pamela.peak@unt.edu

Prathiba Natesan

Associate Professor, Educational Psychology
Profile Picture
Contact Info
Office: 
Matthews Hall 316-J
Phone: 
940-565-4988
Email: 
prathiba.natesan@unt.edu

Refereed Publications

* coauthored with students, ** both authors contributed equally and are listed in alphabetical order

Natesan, P. Aerts, Q. (In Press). Can library users distinguish between minimum, perceived, and desired levels of service quality? Validating LibQUAL+® using multitrait multimethod analysis. Library and Information Science Research.
(JCR 5yr I.F. = 1.755)

Saylor, M. F., Boazman, J., Natesan, P., & Periathiruvadi, S. (2015). Subjective well-being of gifted American college students: An examination of psychometric properties of the PWIA. Gifted Child Quarterly, 59, 236-248.
(JCR I.F. = 1.188)

*, **Natesan, P., Ponce, H., & Chavez, A. (2015). Are LibQUAL+® and LibQUAL+® Lite scores psychometrically comparable? Library & Information Science Research, 37, 2127. doi:10.1016/j.lisr.2014.07.004
(JCR 5yr I.F. = 1.755)

**Kalinowski, K., Natesan, P., & Henson, R. (2014). Stratified Item Selection and Exposure Control in Unidimensional Adaptive Testing in the Presence of Two-dimensional Data. Applied Psychological Measurement, 38, 563-576.
(JCR 5yr I.F. = 1.677)

*Glover, R. J., Natesan, P., Wang, J., Rohr, D., McAfee Etheridge, L., §Booker, D. D., Bishop, J., Lee, D., Kildare, C., & Wu, M. (2014). Judgment and intuition: An exploration of relationships between moral judgment and moral foundations. Journal of Moral Education, 43, 394-412.
(JCR 5yr I.F. = 0.532)

*Henson, R., Natesan, P., & Axelson, E. (2014). Comparisons of Improvement-over-chance Effect Sizes for Two Groups under Variance Heterogeneity and Prior Probabilities. Journal of Experimental Education, 82, 205-228. doi: 10.1080/00220973.2013.813359
(JCR 5yr I.F. = 1.789)

**Kieftenbeld, V. & Natesan, P. (2013). Examining the Measurement and Structural Invariance of LibQUAL+® across User Groups. Library and Information Science Research, 35, 143-150. doi: 10.1016/j.lisr.2012.11.003.
(JCR 5yr I.F. = 1.755)

Natesan, P. & Kieftenbeld, V. (2013). Measuring Urban Teachers' Beliefs About African American Students: A Psychometric Analysis. Journal of Psychoeducational Assessment, 31, 315. doi: 10.1177/0734282912448243.
(JCR 5yr I.F. = 1.081)

Kieftenbeld, V. & Natesan, P. (2012). Recovery of Graded Response Model Parameters: A Comparison of Marginal Maximum Likelihood and Markov Chain Monte Carlo Estimation. Applied Psychological Measurement, 36, 399-419.
(JCR 5yr I.F. = 1.677)

*Lane, F., Anderson, B., Ponce, H. F. & Natesan, P. (2012). Longitudinal Invariance of the LibQUAL+® as a Measure of Library Service Quality. Library and Information Science Research, 34, 22-30.
(JCR 5yr I.F. = 1.755)

Natesan, P., Carter, N. P., Webb-Johnson, G., & Walter-Roberts, P. (2011). Validity of the Cultural Awareness and Beliefs Inventory of Urban Teachers: A Parallel Mixed Methods Study. International Journal of Multiple Research Approaches, 5, 238-253.
(Source Normalized Impact per Paper (SNIP) = 0.964)

Maghelal, P., Natesan, P., Naderi, J. R., & Kweon, B. (2011). Pedestrian Virtual Environment: Testing the adaptability of driving simulator, Journal of Architectural Planning Research, 28, 104-117.
(Source Normalized Impact per Paper (SNIP) for 2011= 0.433, JCR 5yr I.F. = 0.347)

*Kieftenbeld, V., Natesan, P., & Eddy, C. (2011). An Item Response Theory Analysis of the Mathematics Teaching Efficacy Beliefs Instrument. Journal of Psychoeducational Assessment, 29, 443-454.
(JCR 5yr I.F. = 1.081)

Pookulangara, S. & Natesan. P. (2010). Examining consumers' channel migration intention utilizing theory of planned behavior: A multigroup analysis. International Journal of Electronic Commerce Studies, 1, 97-116.

Natesan, P., Limbers, C., & Varni, J. W. (2010). Bayesian Estimation of Graded response multilevel models using Gibbs sampling: Formulation and illustration, Educational and Psychological Measurement, 70, 420-439.
(JCR 5yr I.F. = 1.668)

Carter, N. P., Hawkins, T. N., & Natesan, P. (2008). The impact of verve on the academic achievement of African American and European American middle school students. The Journal of Educational Foundations, 22, 29-46.

Natesan, P. (2008). Time for paradigm diversity: A meta-analytic argument for the use of quantitative research in urban education, The National Journal of Urban Education and Practice, 1, 351-371.

Natesan, P. & Thompson, B. (2007). Extending improvement-over-chance I-index effect size simulation studies to cover some small sample cases. Educational and Psychological Measurement, 67, 59-72.
(JCR 5yr I.F. = 1.668)

Wendy Middlemiss

Associate Professor, Educational Psychology
Profile Picture
Contact Info
Office: 
Matthews Hall 304-H
Phone: 
940-369-8870
Email: 
wendy.middlemiss@unt.edu

Accepted/In-press

Foreword. In M. Jones & S. Jones. Great Expectations. Baby Sleep Guide.

Middlemiss, W.

London: Sterling Publications

 

Published

A Feasibility Study of FRIDGE ?"" An Intergenerational Nutrition Education Program

Kaplan, M., Alloway, F., & Middlemiss, W.

Journal National Extension Association of Family & Consumer Sciences

 

Published

An elaboration on the distinction between controversial attachment therapeutic practices and parenting strategies versus mainstream attachment parenting: A comment on the APSAC report

Curtner-Smith, M.E., Middlemiss, W., Green, K., Murray, A.D., Barone, M., Stolzer, J., Parker, Lysa, Nicholson, B.

Child Maltreatment, 11, 373-374

 

Published

Ethnic Differences in the Benefits of Home Visiting Services for Adolescent Mothers

Middlemiss, W. & McGuigan, W. M.

Family Relations. Family Relations, 54, 212-224

 

Published

How Do Sleep Arrangements Impact Nurse Practitioners’ Assessment of Development?

Middlemiss, W.

Journal of the American Academy of Nurse Practitioners,17, 33-40

Smita Shukla Mehta

Professor, Educational Psychology
Profile Picture
Contact Info
Office: 
Matthews Hall 316-F
Phone: 
940-369-7168
Email: 
Smita.Mehta@unt.edu

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.


Published

*Balderaz, L., & Shukla Mehta, S. (2016). Computer Assisted Instruction to Improve Perspective-Taking Skills of Children with High Functioning Autism. Education and Training in Autism and Developmental Disabilities, 3, 24-41.

Boesch, M. C., Shukla Mehta, S., & De Fonte, A. (Accepted pending revisions; 2016). A Review comparing AAC systems yields mixed results indicating that a broad focus may lead to narrow recommendations. Evidence-Based Communication Assessment and Intervention, 10, 13-19.

Boesch, M. C., Shukla Mehta, S., & Da Fonte, M. A. (2016). A review comparing AAC intervention components yields a list of studied components, but conclusions regarding comparative effectiveness appear flawed. Evidence-Based Communication Assessment and Intervention, Evidence-Based Communication Assessment and Intervention, 10, 108-1137. 

*Crone, R., & Shukla Mehta, S. (2016). Effectiveness of parent training on generalized use of behavior analytic strategies for decreasing the problem behavior of children with autism. Education and Treatment of Children, 39, 64-94.ISSN: 19348924, 07488491; H Index: 21; SJR: 0.74

Callahan, K., Hughes, H. L., Shukla Mehta, S., Toussaint, K. A., Nichols, S. M. & Ma, P. S. (2016). Empirically and socially validated evidence-based practices in autism. Focus on Autism and Other Developmental Disabilities, 38, 678-692. DOI: 10.1177/1088357616632446 (Online First)
Impact Factor:1.065; Ranking: Education, Special 16 out of 37; Rehabilitation (SSCI) 35 out of 69; Psychology, Developmental 53 out of 65

*Alward Haber, J., Shukla Mehta, S., & Combes, B. (2015). The extent of autism knowledge of novice alternatively certified special education teachers in Texas. Journal of Special Education Apprenticeship, 4, 1-17.

Schafer, E. C., Matthews, L., Mehta, S., *Hill, M., *Munoz, A., *Bishop, R., & *Moloney, M. (2013).  Personal FM systems for children with autism spectrum disorders (ASD) and/or attention-deficit hyperactivity disorder (ADHD): An initial investigation. Communication Disorders, 46(1) 30-52. doi:10.1016/j.jcomdis.2012.09.002
SCImago Journal Rank (SJR): 0.659; Impact Factor: 1.520; 5-Year Impact Factor: 1.737

*Hughes, H. L., Combes, B., & Mehta, S. (2012).  Managing autism:  Knowledge and training in autism spectrum disorders among special education administrators. Journal of Special Education Leadership, 25 (2), 90-98. Retrieved from http://www.casecec.org/documents/jsel/jsel_25.2.pdf.
Journal of CEC’s Council of Administrators of Special Education; Acceptance Rate 30%; ISSN: 15251810; Accession Number: 84429844

*Author was a student whom Dr. Mehta mentored for the study and publication.

Julie Leventhal

Lecturer, Educational Psychology
Profile Picture
Contact Info
Office: 
Matthews Hall 304-L
Phone: 
940-369-5405
Email: 
Julie.Leventhal@unt.edu

Darrell M. Hull

Associate Professor, Educational Psychology
Profile Picture
Contact Info
Office: 
Matthews Hall 304-C
Phone: 
940-369-8565
Email: 
darrell.hull@unt.edu

Dr. Darrell Hull received his PhD in Educational Psychology from Baylor University. He has been involved in STEM and STEM education for more than 20 years, as principal investigator for several NSF and U.S. Department of Education programs. During the last 10 years he has conducted research on positive youth development in the Caribbean, working in the Bahamas, Trinidad and Tobago, Jamaica, and Belize were he has directed randomized trial studies and quasi-experimental trials focused on adolescents. Based on his work with Item Response Theory and Generalizability Theory, Dr. Hull teaches measurement in the Educational Research PhD program and is a frequent psychometric consultant to assessment organizations in the DFW area.

Published

Media's moral messages: A rating form to assess moral content in media
Glover, R. J., Garmon, L. C., & Hull, D. M.
Journal of Moral Education

Transforming quantitative methods from black art to collective proficiency: Evidence from the literature and a national survey of doctoral training
Henson, R. K., Hull, D. M., & Williams, C.
Educational Researcher

An item-level examination of the factorial validity of the NEO-Five Factor Inventory
Hull, D. M., Beaujean, A. A., Worrell, F. C., & Verdisco, A.
Educational & Psychological Measurement

Career decisionmaking self-efficacy: The influence of positive youth development in unattached Jamaican youth
Hayes, D., Huey, E., Hull, D. M., & Saxon, T. F.
Journal of Career Development

Robin Kyle Henson

Department Chair, Professor, Educational Psychology
Profile Picture
Contact Info
Office: 
Matthews Hall 316
Phone: 
940-369-8385
Email: 
robin.henson@unt.edu

My background is a bit of winding road, but one that I believe was divinely guided by God. My early background was in youth ministry with undergraduate majors in Biblical studies and psychology from Evangel University (Springfield, MO). This evolved into a focus on counseling and masters degrees in general and clinical psychology, and eventually LPC licensure. Finally, I pursued a doctorate in educational psychology at Texas A&M University, and this led to my current research and teaching focus on methodology. I'm married to an incredible woman and have two awesome kids. In my spare time, I enjoy outdoor activities and being involved at New Life Church in Denton. And I am a Licensed Professional Counselor (Texas State Board of Examiners of Professional Counselors, #15495).


Credentials:

Robin K. Henson, Ph.D., L.P.C.

Licensed Professional Counselor, Texas State Board of Examiners

of Professional Counselors, #15495

    Ph.D. – Educational Psychology, Texas A&M University

    M.A. – Clinical Psychology, University of Houston – Clear Lake

    M.A. – General Psychology, University of Houston – Clear Lake

    B.A. – Psychology and Biblical Studies (double major), Evangel University

 

TEACHING AREAS: 

    Educational Statistics

    Multiple Regression and Related Methods

    Multivariate Analysis

 

RESEARCH INTERESTS:

Methodological

    Applied general linear model analyses

    Measurement and assessment

    Reliability generalization 

Substantive

    Self-efficacy and motivational theory

    Educational psychology 

 

Accepted/In-press

Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. In W. P. Vogt (Ed.), Selecting research methods.

Roberts, J. K.

Sage. [This chapter is a reprint of a prior 2006 article, selected by the editor for inclusion in this special collection.]

 

Accepted/In-press

Use of factor analysis techniques in the study of giftedness. In B. Thompson & R. Subotnik (Eds.), Research methodologies for conducting research on giftedness.

American Psychological Association

 

Accepted/In-press

Correlation. In G. Ritzer and J. M. Ryan (Eds.), Concise Blackwell Encyclopedia of Sociology.

Blackwell

 

Accepted/In-press

Reliability. In G. Ritzer and J. M. Ryan (Eds.), Concise Blackwell Encyclopedia of Sociology.

Blackwell

 

Submitted

Multiple regression as a tool for early childhood teacher preparation program evaluation.

Williams, C., Byrd, J., & Henson, R. K.

Pages