Faculty Profiles
Below you will find profiles for each of the School Psychology Program faculty. Feel free to contact them with any questions.
Current Rank: Assistant Professor and Practicum Coordinator, School Psychology
Education: B.S. in psychology from Manhattan College, M.S. and professional certification in School Psychology from Queens College, Ph.D. in Educational Psychology from CUNY Graduate School and University Center.
Courses Typically Taught: Cognitive Assessment; Alternative Assessment and Interventions; Learning Disabilities; Self-Regulation Assessment and Intervention; Beginning and Advanced Practicum
Research Areas: My primary areas of interest include studying self-regulation and motivation processes and their relation to the academic achievement success of pre-adolescent and adolescent youth- with particular emphasis on working with students from disadvantaged and culturally diverse backgrounds. Specifically, my research agenda involves investigating the psychometric properties of various self-regulation and motivation assessment protocols, evaluating the efficacy of a comprehensive intervention program, called the Self-Regulation Empowerment Program (SREP), and assessing developmental changes in students' self-regulatory skills during secondary school. I am also interested in examining current trends in school psychology assessment, intervention, and consultation practices in order to identify and provide professional development training needs of at-risk school districts and students.
Current Research Projects: I am currently leading a research team of four doctoral and one Ed.S. student across four research projects, all of which focus on self-regulation and motivation. The first, involves examining the effectiveness of SREP to improve the motivation, self-regulation, and science course grades of culturally diverse high school students from an urban school district. Initial efficacy data on the SREP intervention was presented at the 2007 NASP Convention, but more recent data will be presented at the 2008 NASP Convention. The second study, which is an ongoing project, targets the motivation/self-regulation assessment, intervention, and consultation beliefs and practices of school psychologists working in urban school districts. This study is an extension of a national survey that was recently was accepted for publication in the Journal of Applied School Psychology. The third project is a 3-year longitudinal study examining the development trends in middle school students' motivation and self-regulation processes, with particular emphasis on the mediating role of family processes (co-authored with Dr. Peggy Chen from Hunter College). Initial findings of this project were presented at the 2007 AERA Convention. The final project, which is in the early stages of development and implementation, will seek to examine the relationship between students' mental health (depression, anxiety), motivation/self-regulation, and academic behaviors and achievement.
Professional Service (Editorial Boards, Offices): Editorials Boards: Psychology in the Schools; Ad Hoc Journal Reviews: Journal of Educational Psychology, Journal of School Psychology, Learning Inquiry, Learning and Individual Differences, Journal of Advanced Academics. Other Review Activities: (a) Ad hoc Reviewer of Proposed Master's Program, CUNY (2007), (b) External Grant Review for Hunter College Internal Grant Program (2006), (c) APA Division 16 Reviewer for Annual Conference.
Honors: I received an early career scholar award in 2007 from the Society for the Study of School Psychology (SSSP) to facilitate examining the effectiveness of the SREP.
Contact Information:
Department of Educational Psychology
P.O. Box 413
University of Wisconsin- Milwaukee
Milwaukee, Wisconsin 53201
E-mail: tcleary@uwm.edu
Office: Enderis room 795
Phone: 414-229-4053
To view Dr. Cleary's Vita click here.
Current Rank: Assistant Professor, School Psychology
Courses Typically Taught: Historical and Professional Issues in School Psychology, Developmental Psychopathology, and Multicultural Context of Schooling
Research Areas: My research interests include the use of computer-simulated environments to examine discursive practices within multiracial contexts. I am also interested in the integration of Cultural-Historical Activity Theory and problem-solving consultation to design interventions for racially, ethnically, and culturally diverse students.
Contact Information:
Markeda Newell
Department of Educational Psychology
P. O. Box 413
University of Wisconsin-Milwaukee
Milwaukee, WI 53201
E-mail: newell@uwm.edu
Office: Enderis 789
Phone: 414-229-5845
To view Dr. Newell's vita please click here.
Karen Callan Stoiber, Ph.D.
Current Rank: Professor and Training Director, School Psychology
Education: M.S. at University of Wisconsin-Milwaukee, Ph.D. in Educational Psychology at University of Wisconsin-Madison.
Courses Typically Taught: Consultation Strategies, Advanced Therapeutic Interventions, Evidence-Based Prevention and Intervention Practices Seminar, Ed.S. Internship, Ph.D. Internship
Research Areas: My research interests include early literacy, evidence-based practices, functional assessment, school reform, risk and resilience, and developing social competence development in children with challenging behavior. I have directed several federally-funded research and personnel preparation grants on interdisciplinary practices, children with challenging behavior, collaborative teaming, and outcomes-based practices. I collaborate with high schools in facilitating smaller learning communities (SLC) to address needs of diverse learners with the aim of promoting adolescent students' connectedness to school and optimal achievement. I also conduct research on models of response-to-intervention (RTI) and am the author of two problem-solving assessment and intervention packages, Functional Assessment and Intervention System and Outcomes: Planning, Monitoring, Evaluating (published by Harcourt/The Psychological Corporation), and the Social Competence Performance Checklist, which is a screening measure designed to target and monitor children with challenging behavior.
Current Research Projects: Dr. Stoiber currently directs an Early Reading First project, Exemplary Model of Early Reading Growth and Excellence (Project EMERGE) and a U.S. Department of Education Research and Innovation Project, Promoting Early Attainment of Early Reading and Language Skills (PEARLS). Both projects are directed with Dr. Maribeth Gettinger from UW-Madison. Projects EMERGE and PEARLS involve a university partnership with the Social Development Commission Head Start and Head Start Partnership Programs in Milwaukee County. Project EMERGE focuses on transforming Head Start Classrooms into Programs of Excellence through high quality professional development, literacy mentoring, teacher implementation of evidence-based literacy practices, and ongoing progress monitoring of children's literacy skill development. Project PEARLS promotes the use research-based early literacy strategies to address the needs of impoverished youth and prevent their entry into special education. My research team consists of six graduate students who are funded as research assistants and ten graduate students who work as literacy tutors and testers on these projects. I supervise a second research team on the issues of student connectedness and school safety.
Professional Service (Editorial Boards, Offices): Associate Editor, the Communique; Editorial Boards: Journal of Applied School Psychology and Topics in Early Childhood and Special Education; Vice President of the APA Division 16 - Social and Ethical Responsibility and Ethnic Minority Affairs; Associate Editor of School Psychology Review (2000-2003); Evidence Based Interventions Section Editor of School Psychology Quarterly (1999-2002); Associate Editor of the Encyclopedia of School Psychology (1996-1998); Associate Editor of Handbook of School Psychology (2003-2005). Chair and Co-Chair of the APA Div 16 Committee on Women (1998-2006).
Honors: Outstanding Article (2007) awarded by the Society for the Study of School Psychology for an article on Functional Assessment and Evidence-based Interventions in Journal of School Psychology. Outstanding Article (2003) awarded by the Division 16 fellows for an article on Evidence-based Interventions in School Psychology published in School Psychology Quarterly. Outstanding Article (2001) awarded by the Division 16 School Psychology Division of APA for two-part article on Empirically-Supported Interventions in School Psychology published in School Psychology Quarterly. Selected as a Member of the Society for the Study of School Psychology.
Contact Information:
Karen Stoiber
Department of Educational Psychology
P.O. Box 413
University of Wisconsin- Milwaukee
Milwaukee, Wisconsin 53201
E-mail: kstoiber@uwm.edu
Office: Enderis 775
Phone: 414-229-6841
To view Dr. Stoiber's Vita click here.
