Timothy J. Cleary
Assistant Professor
Department of Educational Psychology
Timothy Cleary is currently an Associate Professor and Training Director of the School Psychology Program at UWM. He earned his B.S. in psychology from Manhattan College, his master's degree and professional certification in School Psychology from Queens College, and his Ph.D. in Educational Psychology from the CUNY Graduate Center. He currently teaches courses in cognitive behavioral therapy, alternative assessments and interventions, self-regulation assessments and interventions, and practicum.
Dr. Cleary’s primary areas of research interests include the development and evaluation of alternative self-regulation and motivation assessment techniques, such as Self-Regulated Learning (SRL) Microanalysis, and applied, self-regulation intervention programs, including the Self-Regulation Empowerment Program (SREP). Cleary’s research has targeted various populations, such as urban, minority youth as well as academically at-risk secondary school and college-aged students. He is particularly interested in studying self-regulation as a dynamic, fluid process and has applied his SRL microanalytic assessment protocols to a myriad of contexts, including academic (math and science), motoric (basketball, dart-throwing), and medical clinical tasks (venepuncture, diagnostic decision making). He has published approximately 20 peer-reviewed articles, book chapters, or research briefs over the past few years and is currently co-editing a book entitled, Applications of Self-Regulated Learning across Diverse Disciplines: A Tribute to Barry J. Zimmerman. Dr. Cleary has also served as a consultant on many projects within the United and States and in Europe regarding the implementation of self-regulation principles and ideas into diverse settings.
Current Research/Projects
Dr. Cleary is currently leading a team of doctoral and Ed.S. students on several projects examining the impact of self-regulation processes on the academic achievement of urban high school youth, the psychometric properties of alternative self-regulation measures, and the development of a Response-to-Intervention model specifically targeting the development of self-regulatory competencies and skills. He is also collaborating with medical education professionals, both nationally and internationally, to develop assessment and intervention models to assist with the remediation of medical students or residents who underperform in the classroom or in practice.
Professional Service (Editorial Boards, Offices)
Editorials Boards: Journal of School Psychology, Journal of Educational Psychology, Psychology in the Schools
Ad Hoc Journal Reviews: British Journal of Educational Psychology, Learning and Individual Differences, Journal of Advanced Academics.
National Leadership: Dr. Cleary has served on the executive board of the Studying and Self-Regulated Learning Special Interest Group (SSRL-SIG) of the American Educational Research Association (AERA)
Honors
Dr. Cleary has received approximately $100,000 in grants over the past few years to fund his research on self-regulation and academic achievement in urban school contexts. He also received the Editor’s Appreciation Award from the Journal of School Psychology in 2010.
