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Thomas R. Kratochwill, Ph.D. Sears Roebuck Foundation-Bascom Professor of Educational Psychology, University of Wisconsin-Madison
Thomas R. Kratochwill is Sears Roebuck Foundation-Bascom Professor at the University of Wisconsin-Madison and Director of the School Psychology Program. He is also Director of the Educational and Psychological Training Center, an interdisciplinary unit for clinical and applied training. He is also Co-Director of the Child and Adolescent Mental Health and Education Resource Center. Dr. Kratochwill is the author of over 200 journal articles and book chapters. He has written or edited over 30 books and has made over 300 professional presentations. In 1977 he received the Lightner Witmer Award from Division 16 of the American Psychological Association (APA). In 1981 he received the Outstanding Research Contributions Award from the Arizona State Psychological Association and an award for Outstanding Contributions to the Advancement of Scientific Knowledge in Psychology from the Wisconsin Psychological Association in 1995. He was the recipient of the Senior Scientist Award from Division 16 of the APA in 1995. In 1995 the Wisconsin Psychological Association selected his research for its Margaret Bernauer Psychology Research Award and in 1995, 2001, and 2002 the APA Division 16 journal School Psychology Quarterly selected one of his articles as the best of the year. In 2005 he received the Jack I. Bardon Distinguished Achievement Award from Division 16 of the APA. Dr. Kratochwill was selected as the founding editor of the APA Division 16 journal School Psychology Quarterly from 1984 to 1992. He is Past President of the Society for the Study of School Psychology and Co-Chair of the Task Force on Evidence-Based Interventions in School Psychology. He was also a member of the APA Task Force on Evidence-Based Practice for Children and Adolescents and the recipient of the 2007 APA Distinguished Career Contributions to Education and Training of Psychologists. He is the recipient of the University of Wisconsin-Madison Van Hise Outreach Teaching Award and a member of the University's Teaching Academy. Dr. Kratochwill is currently the chair of the Institute of Education Sciences Panel on Single-Case Research Design for the What Works Clearinghouse.
Joel R. Levin, Ph.D. Professor Emeritus of Educational Psychology, University of Arizona and University of Wisconsin-Madison
Joel R. Levin is Professor Emeritus of Educational Psychology, University of Arizona and University of Wisconsin-Madison. He is internationally renowned for his research and writing on educational research methodology and statistical analysis, as well for his career-long program of research on students' learning strategies and study skills, with more than 375 scholarly publications in those domains. Within the American Psychological Association (APA), he is a Fellow of both Division 15 (Educational) and Division 5 (Evaluation, Measurement, and Statistics). From 1986–1988, Dr. Levin was Head of the Learning and Instruction division of the American Educational Research Association (AERA), from 1991–1996 he was Editor of APA's Journal of Educational Psychology, and from 2001–2003 he was co-editor of the journal, Issues in Education: Contributions from Educational Psychology. During 1994–1995 he served as Chair of APA's Council of Editors and from 1993–1995 he was an ex officio representative on APA's Publications and Communications Board. Dr. Levin chaired an editors' committee that revised the "statistical-reporting guidelines" sections for the fourth (1994) edition of the APA Publication Manual and he served on a similar committee that revised the fifth (2001) and sixth (2010) editions. From 2003–2008 he was APA's Chief Editorial Advisor, a position in which he was responsible for resolving conflicts, solving problems, and making recommendations bearing on all aspects of APA's publication activities.
Dr. Levin has received two article-of-the-year awards from AERA, as well as awards from UW-Madison for both his teaching and his research. In 1992 Dr. Levin was given a UW-Madison award for his combined research, teaching, and professional service contributions, followed in 1996 by a prestigious UW Madison chaired professorship. In 1997, UW-Madison's School of Education presented Dr. Levin with a distinguished career award; and in 2002, he was accorded APA Division 15's highest research recognition, the E. L. Thorndike Award, for his professional achievements. Most recently, AERA's Educational Statisticians Special Interest Group presented him with the 2010 award for exceptional contributions to the field of educational statistics.
John M. Ferron, Ph.D. Professor of Educational Measurement and Research, University of South Florida
John M. Ferron is Professor of Educational Measurement and Research at the University of South Florida. He is author of over 50 refereed publications and has made over 100 conference presentations. He is known for his research and writing on educational statistical analyses, and in particular for his statistical work in the area of single-case intervention research. His work in this area includes publications on nonparametric approaches including randomization tests and parametric approaches including hierarchical linear modeling. He has received distinguished paper awards from the North Carolina Association for Research in Education and the Florida Educational Research Association, and has also been recognized for his teaching and for his research by the University of South Florida. He has served as president of the Florida Educational Research Association, and has reviewed articles on single-case analysis methods for Journal of Applied Behavior Analysis, Journal of Educational and Behavioral Statistics, Psychological Methods, The Journal of Experimental Education, Journal of School Psychology, and Behavior Research Methods.
Larry V Hedges, PhD. Board of Trustees Professor of Statistics and Professor of Educational and Social Policy at Northwestern University
Larry Hedges is Board of Trustees Professor of statistics and professor of educational and social policy at Northwestern University. He was formerly the Stella M. Rowley Distinguished Service Professor of education, psychology, and sociology at the University of Chicago. Hedges research interests include the development of statistical methods for social research, the use of statistical concepts in social and cognitive theory, the demography of talent and academic achievement, and educational policy analysis. Major area of his methodological work include the development of statistical methods for combining evidence from multiple empirical research studies (meta-analysis) and the design and interpretation of social experiments. His work in psychology has focused on the development of statistical models for cognitive processes involved in estimation, categorization, and discrimination. His sociological work has largely concerned the social distribution of cognitive test scores, their changes over time and their relation to schooling and other social processes. His work on educational policy concerns the relation of school resources to educational outcomes such as academic achievement and the development of evidence-based social policy. He is a member of the National Academy of Education, a Fellow of the American Academy of Arts and Sciences, the American Educational Research Association, the American Statistical Association, and the American Psychological Association. He is currently co-editor of the Journal of Research on Educational Effectiveness, was Editor of the Journal of Educational and Behavioral Statistics, was Quantitative Methods Editor of Psychological Bulletin, and served on the editorial boards of the American Journal of Sociology, the Review of Educational Research, and Psychological Bulletin. He has served on numerous professional boards and panels including several National Research Council committees. He is also (currently) on the technical advisory committees of the International Association for the Evaluation of Educational Achievement (IEA) and (formerly) the Organization of Economic Cooperation and Developments Programme for International Student Assessment (PISA). His books include Statistical Methods for Meta-analysis (with Ingram Olkin) and The Handbook of Research Synthesis (with Harris Cooper) and The Social Organization of Schooling (with Barbara Schneider).
Robert H. Horner, Ph.D. Alumni-Knight Endowed Professor of Special Education at the University of Oregon
Rob Horner is the Alumni-Knight endowed professor of special education at the University of Oregon where he directs the Educational and Community Supports research unit. He took his undergraduate degree in Psychology from Stanford University, his Master's in Experimental Psychology from Washington State University, and received his Ph.D. in Special Education from the University of Oregon. Dr. Horner's research has focused on developing evidence-based interventions that result in socially significant changes for people with and without disabilities. As co-director with Dr. George Sugai of the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports Dr. Horner coordinates research and technical assistance activities with multiple partners across the nation. During the past 20 years he has worked directly with schools and school administrators in the development of approaches for implementing school-wide systems of positive behavior support. He has been the editor of the Journal of the Association for Persons with Severe Handicaps, co-editor of the Journal of Positive Behavior Interventions, and associate editor for the Journal of Applied Behavior Analysis and the American Journal on Mental Retardation. In recognition of his achievements, Dr. Horner has received multiple awards, among them the SABA Public Service Behavior Analysis Award (2006), the AAMR Education Award (2002), the TASH Positive Approaches Award (2000), and the APA Fred Keller Educational Research Award (1996).
David Rindskopf, PhD. Distinguished Professor of Educational Psychology and Psychology at the City University of New York Graduate School
David Rindskopf is a Fellow of the American Statistical Association and the American Educational Research Association, Past President of the Society for Multivariate Experimental Psychology, and Editor of the Journal of Educational and Behavioral Statistics. His research interests are categorical data, latent variable models, and multilevel models. Current projects include (i) showing how people subconsciously use complex statistical methods to make decisions in everyday life, (ii) introducing floor and ceiling effects into logistic regression to model response probabilities constrained to a limited range, (iii) using multilevel models to analyze data from single-case designs.