VITA

 

Dr. Bruce W. Tuckman                               

Professor, School of Educational Policy and Leadership & Director, Walter E. Dennis Learning Center

The Ohio State University

250B Younkin Success Center                                         Phone: 614-688-8284

1640 Neil Avenue                                                      FAX:  614-688-3912

Columbus, OH  43201-2333                                                 E-Mail: tuckman.5@osu.edu

Website: http://dennislearningcenter.osu.edu

           

I.                EDUCATIONAL BACKGROUND

 

               Institution                                             Yr of Grad           Major                            Degree  

Rensselaer Polytechnic Institute                 1960                        Psychology                         B.S.                        

Princeton University                                             1962                        Psychology                         M.A.

Princeton University                                             1963                        Psychology                         Ph.D.

 

II.                HONORS

 

Academic Class Marshall (1960)

Kappa Nu Fraternity Graduate Scholarship (1960)

National Institute of Health Predoctoral Fellowship (1961-63)

N.J. Association of Teachers of English AUTHOR’S AWARD (1969)

Phi Delta Kappa Research Award (1973)

Rutgers University Academic Study Fellowship (1974-75)

Caldwell Award for Scientific Advancement of Running (1986)

University Teaching Award, Florida State University (1993)

Teaching Incentive Program Award, Florida State University (1995)

The Society of the Sigma Xi (1963)

Epsilon Pi Tau (1969)

Member, American Educational Research Association (1965-)

Fellow, American Psychological Association (1972-)

Elected Member, Council of Representatives, American Psychological Association, (2004-05)

               

III.                PROFESSIONAL EXPERIENCE

 

Professor of Education and Founding Director, Walter E. Dennis Learning Center, The Ohio State University, 1998- ; Interim Director, Faculty & TA Development, 1999-2000. Teach graduate and undergraduate courses in educational psychology.  Design and direct a campuswide center to teach students in academic difficulty learning and motivation strategies for college success (see website for more details). Assist faculty with teaching.

 

Professor of Education, Florida State University, 1983-98; Dean, College of Education and University Director of Teacher Education, 1983-85; Coordinator, Educational Psychology Program, 1992-98. Teach graduate classes in learning theory, research methods, group processes, motivation, child development, and testing; and undergraduate classes in educational psychology; and do research and administration. Administrate college with 1,500 FTE students, half graduate and half undergraduate, and 150 faculty in Departments of Childhood Education, Reading and Special Education, Curriculum and Instruction, Educational Research and Foundations, Educational Leadership, Human Services and Studies, and Movement Science and Physical Education. Also included a K-12 Developmental Research School with 1,000 students and a Center for Instructional Development and Services. Coordinate teacher education programs across all colleges.

 

Dean and Professor, School of Education, Baruch College of the City University of New York, 1978-83. Administer school with 50 faculty and undergraduate and/or masters level programs in elementary/early childhood education, special education, business education, educational administration, higher education administration, office administration and technology, and physical and health education. Also included was collegewide administrative responsibility for intercollegiate athletics, intramural athletics and recreation, adult continuing education, and student evaluation of faculty.

 

Director of Educational Research, 1975-78; Professor of Education, 1970-78; Associate Professor of Education, 1965-70, Rutgers University. Assist graduate faculty of 75 in acquisition and administration of grant funds; develop seminars and conferences on topics of statewide and national importance; assist faculty and students in conducting and managing  research. Teach dissertation seminars, courses in research methods, measurement, evaluation, and educational psychology; advise doctoral students; do grant-supported research and work with school districts in measurement, evaluation and instructional design.

 

Research Psychologist (GS-12), Naval Medical Research Institute, Bethesda, MD, 1963-65. Do psychological research on small-group and organizational behavior.

 

Adjunct Professor, University College, University of Maryland, 1963-65. Teach social psychology and educational psychology courses at off-campus centers.

 

IV.            EDITORSHIPS (AND REVIEWING)

 

Executive Editor, JOURNAL OF EXPERIMENTAL EDUCATION, 1993-99

Consulting Editor, JOURNAL OF EXPERIMENTAL EDUCATION, 1987-93, 2000-

Columnist and contributing editor, EDUCATIONAL TECHNOLOGY, 1981-95 

Publisher and Editor, CAREER DEVELOPMENT NEWS, 1971-72

Consulting Reader: AMERICAN EDUCATIONAL RESEARCH JOURNAL, JOURNAL OF EDUCATIONAL PSYCHOLOGY, CANADIAN JOURNAL OF BEHAVIORAL SCIENCE, REVIEW OF EDUCATIONAL RESEARCH, PERCEPTUAL & MOTOR SKILLS, PSYCHOLOGICAL REPORTS

Proposal reviewer: National Science Foundation, U.S. Department of Education.

               

V.            PUBLICATIONS: BOOKS

 

1960                 Preparing to Teach the Disadvantaged. NY: Free Press (English & Italian editions; with J.L. O'Brian)

 

1972              Conducting Educational Research. NY: Harcourt Brace Jovanovich.

               

1975              Measuring Educational Outcomes. Fundamentals of Testing. NY: Harcourt Brace Jovanovich.

 

1978              Conducting Educational Research, 2nd edition. NY: Harcourt Brace Jovanovich.

 

1979              Evaluating Instructional Programs. Boston: Allyn & Bacon.

 

Analyzing and Designing Education Research. NY: Harcourt Brace Jovanovich.

 

1985              Evaluating Instructional Programs, 2nd edition. Boston: Allyn & Bacon.

 

1987    Effective College Management. NY: Praeger Publishers (w/F.C. Johnson).

 

1988              Conducting Educational Research, 3rd edition. San Diego: Harcourt Brace Jovanovich.

 

Long Road to Boston (A Novel). Tallahassee, FL: Cedarwinds Publishing.

 

            Testing for Teachers. San Diego: Harcourt Brace Jovanovich.

 

1992                  Educational Psychology: From Theory to Application. Fort Worth, TX: Harcourt Brace.

 

1994            Conducting Educational Research, 4th edition.  Fort Worth, TX: Harcourt Brace.

 

1996            Theories and Applications of Educational Psychology.  NY: McGraw-Hill.

 

Student Review Guide to accompany Theories and Applications of Educational Psychology.  NY:McGraw-Hill.

           

1998            Theories and Applications of Educational Psychology, 2nd edition. NY: McGraw-Hill. 

 

1999      Conducting Educational Research, 5th edition. Fort Worth, TX: Harcourt Brace (now published        by Wadsworth)

 

2001                Theories and Applications of Educational Psychology, 3rd edition. NY: McGraw-Hill. (with D. Monetti) 

 

2002      Learning and Motivation Strategies: Your Guide to Success. Upper Saddle River, NJ: Prentice Hall. (with D. Abry & D. Smith)

 

2004    Student Study Skills (to accompany Learning & Motivation Strategies). Columbus, OH: Prentice Hall (with R. Simmons)

 

2006    The Science and Practice of Educational Psychology. Boston: Houghton Mifflin, in press. (with D. Monetti)

               

ARTICLES, BOOK CHAPTERS AND MONOGRAPHS

 

1964            Personality structure, group composition, and group functioning. Sociometry, 27, 469-487.             

 

1965            Developmental sequence in small groups.  Psychological Bulletin, 63, 384-399.

 

            Integrative complexity and attitudinal orientation.  Perceptual & Motor Skills, 21, 838.

 

1966                Integrative complexity: Its measurement and relation to creativity.  Educational & Psychological Measurement, 26, 369-382.

 

Interpersonal probing and revealing and systems of interpersonal complexity. Journal of Personality & Social Psychology, 3, 655-664.

 

Review and synthesis of research in trade and industrial education.  Columbus, OH: Center for Vocational Education, Ohio State University.   (with C.J. Schaefer)

           

1967    Group composition and group performance of structured and unstructured tasks.  Journal of Experimental Social Psychology, 3, 25-40.

 

The psychology of the culturally deprived.  American Vocational Journal, 42, #8, p. 29ff.

 

1968    The induction and transfer of search sets.  Journal of Educational Psychology, 59, 59-68.   (et al.)

 

A comparison of students versus supervisors as effective sources of vocational teacher feedback.  Journal of Industrial Teacher Education, 6 (No. 3), 45-52. (with W.F. Oliver)

 

Personality and satisfaction with occupational choices: The role of environment as a mediator.  Psychological Reports, 23, 543-550.

 

The effectiveness of feedback to teachers as a function of source.  Journal of Educational Psychology, 59, 297-301.   (with W.F. Oliver)

 

The role of the researcher in vocational-technical education. Journal of Industrial Teacher Education, 6 (Fall), 26-32.

 

1969            Vocational education leadership and social sciences.  Educational Forum, 33, 289-92.                                  

Rule breaking behavior and acquiescence response bias.  Perceptual & Motor Skills, 28, 598.   (with H.L. Anderson)

 

Study of the interactive effects of teaching style and student personality.  Research Bulletin of the New Jersey School Development Council, 13 (No. 3), 4-7.

 

Study of the interactive effects of teacher style and student personality.   Proceedings of the American Psychological Association, 77th Annual Conference, 637-638.

 

The student-centered curriculum: A model for curriculum innovation.  Educational Technology, 9 (No. 10), 26-29.

 

The modification of teacher behavior: Effects of dissonance and coded feedback.  American Educational Research Journal, 6, 607-619.   (with K. McCall & R.T. Hyman)

 

The teacher and the psychology of the culturally deprived. In B.W. Tuckman & J.L. O'Brian (Eds.). Preparing to teach the disadvantaged. NY: Free Press, pp. 3-20.

 

1970    A technique for the assessment of teacher directiveness.  Journal of Educational Research, 63, 395-400.

 

Developmental sequence in small groups. In P.B. Smith (Ed.). Group processes. Middlesex, England: Penguin (Modern Psychology Readings), pp. 322-351.

 

An age-graded model for career development education.  Monograph No. 11, Occupational Research & Development, NJ State Dept of Education, Vocational Division.

 

1971    A systems model for instructional design and management.  Educational Technology, 11 (Sept), 21-26.   (with K.J. Edwards)

 

Toward a process model of instruction.  Research Bulletin of the New Jersey School Development Council, 15 (Spring), 12-17.

 

Teacher innovativeness: A function of teacher personality and school environment. Proceedings of the American Psychological Association, 79th Annual Conference, 527-528.   (with N. Forman & W.K. Hoy)

           

The student centered curriculum. In R.W. Burns & G.D. Brooks (Eds.). Curriculum design in a changing society. Englewood Cliffs, NJ: Educational Technology Publications.

 

Psychology of the culturally deprived. In G. Law (Ed.). Contemporary concepts in vocational education. Washington, DC: American Vocational Association, pp. 66-74.

                           

The student centered curriculum: A concept in curriculum innovation. In R.A.Weisberger (Ed). Perspectives in individualized learning. Itasca, IL: F.E. Peacock, pp. 4-11.

 

1972    An indictment of ability grouping.  NJEA Review, 45 (March), 22-23ff.

                           

The effect of differential college experiences in developing students' self- and occupational-concepts.  Journal of Educational Psychology, 63, 563-571.  (with K.J. Edwards)

 

A four-domain taxonomy for classifying educational tasks and objectives.  Educational Technology, 12 (No. 12), 36-38.

 

Developmental sequence in small groups. In R.C. Diedrich & H.A. Dye (Eds.). Group procedures: Purposes, processes, and outcomes. Selected readings for the counselor. Boston: Houghton Mifflin, pp. 236-264.

 

1973    Getting at the attitudes problem. Career development and the affective domain. American Vocational Journal, 48 (No. 1), 47-48.

 

Personality structure, instructional outcomes, and preferences.  Interchange, 4, 43-48.  (with D.S. Orefice)

 

1974    An age-graded model for career development education.  Journal of Vocational Behavior, 4, 193-212.

 

Evaluating the open classroom.  Journal of Research & Development in Education, 8, 14-19.

 

Teaching: The application of psychological constructs. In R.T. Hyman (Ed.).Teaching: Vantage points for study (2nd ed). Philadelphia: Lippincott.

 

The student centered curriculum: A concept in curriculum innovation. In N.R. Frantz (Ed.). Individualized instructional systems for vocational and technical education: A collection of readings. Athens, GA: Vocational Instructional Systems, pp. 3-11.

 

1975    The differentiated outcome hypothesis.  Phi Delta Kappa Center for R & D Quarterly, Fall, 8-11.

 

1976                Feedback and the change process.  Phi Delta Kappan, January, 341-344.

 

A comparison of regular and open classroom process.  Journal of Curriculum Studies, 8 (No. 1), 61-70.   (with D. Cochran)

 

New Instrument: The Tuckman Teacher Feedback Form.  Journal of Educational Measurement, 13, 233-237.

 

Differentiated outcomes resulting from individualized instruction at a two-year college.  Community/Junior College Research Quarterly, 1, 1-12.   (with J.M. Elliott)

 

1977    Planning for future outcomes. One district and beyond.  Educational Technology, 17 (No. 3), 7-14   (with L.J. Ondrejack & J.C. Williams)

 

The many uses of PDK's Goal Attainment Tests.  Phi Delta Kappan, 58, 610-613.   (with A. Montare)

 

Teaching styles of vocational teachers judged as more and less competent.  Journal of Experimental Education, 46, 5-10.   (with M.S. Fabian)

 

Minimum computational skills: Can they be measured and taught?  The New Jersey Mathematics Teacher, 35 (No. 1), 3-13.

 

Stages of small-group development revisited.  Group & Organization Studies, 2 (4), 419-427.   (with M.C. Jensen)

 

FACE UP: A framework for assessing career educators utilization programs.  NCME Measurement in Education, 8 (1), 1-8 (whole issue)

 

Group problem solving. In B.B. Wolman (Ed.). International encyclopedia of psychiatry, psychology, psychoanalysis, and neurology. NY: Van Nostrand Reinhold, pp. 260-262.

 

1978                Everything you should know about tests in about 1200 words.  The Administrator Quarterly, 1 (No. 3, Spring), 13-14.

 

1979    Judging the effectiveness of teaching styles: The perceptions of principals. Educational Administration Quarterly, 15, 104-115.   (with R.T. Hyman & J.M. Steber)

 

1980    A retrospective and prospective on technology in education: The "saw-tooth curve" and the process of change.  Educational Technology, 20 (No. 1), 7-10.

 

Evaluating the student feedback strategy for changing teacher style.  Journal of Educational Research, 74, 74-77.   (with D.S. Yates)

 

1981                Evaluating an individualized science program for community college students. Journal of Research in Science Teaching, 18, 489-495.   (with M.Waheed)

 

How can urban teacher education survive the eighties?  Urban Educator, 5 (2), 27-29.

 

1982                Psychological mood state in "average" marathon runners.  Perceptual & Motor Skills, 55, 1295-1300.   (with J.C. Gondola)

           

1983    Diet, exercise, and physical discomfort in college students.  Perceptual & Motor Skills, 57, 559-565.   (with J.C. Gondola)

 

Extent of training and mood enhancement in woman runners.  Perceptual & Motor Skills, 57, 333-334.   (with J.C. Gondola)

 

1984    What We Need is a Lee Iacocca for education.  The Chronicle of Higher Education,

 

1985    A pilot evaluation of the PRE-ED program: An innovative student-teacher supervisor model.  Educational Technology, 25 (No. 10), 45-47.   (with M.A. Koorland et al.)

 

Effects of a systematic program of exercise on selected measures of creativity.  Perceptual & Motor Skills, 60, 53-54.   (with J.C. Gondola)

 

1986    An experimental study of the physical and psychological effects of aerobic exercise on school children.  Health Psychology, 5, 197-207.   (with J.S. Hinkle)

 

Brighter days: Running and the psychology of moods.  Runner's World, 21 (Nov.), 37-40.

 

1987                Children's fitness. Managing a running program.  Journal of Physical Education, Recreation & Dance, 58 (Jan.), 58-61.   (with J.S. Hinkle)

                           

An experimental study of the physical and psychological effects of aerobic exercise on school children. In B.G. Melamed & K.A. Matthews (Eds.). Child health psychology. Hillsdale, NJ: Lawrence Erlbaum.   (with J.S. Hinkle)

 

1988    The scaling of mood.  Educational & Psychological Measurement, 48, 419-427.

 

Running and creativity.  Runner's World, 23 (Nov.), 77-82   (with J.S. Hinkle)

 

1990    The relation between self-beliefs and self-regulated performance.  Journal of Social Behavior & Personality, 5, 465-472.   (with T.L. Sexton)

 

Group versus goal-setting effects on the self-regulated performance of students differing in self-efficacy.  Journal of Experimental Education, 58, 291-298.

 

A proposal for improving the quality of published research.  Educational Researcher, 19 (No. 9), 22-25.

 

1991                Motivating college students: A model based on empirical evidence. Innovative Higher Education, 15 (2), 167-176.

 

The effect of teacher encouragement on student self-efficacy and motivation for self-regulated performance.  Journal of Social Behavior & Personality, 6, 137-146.  (with T.L. Sexton)

 

Self-beliefs and behavior: The role of self-efficacy and outcome expectations over time. Personality & Individual Differences, 12, 725-736.   (with T.L. Sexton)

 

The development and concurrent validity of the Procrastination Scale. Educational & Psychological Measurement, 51, 473-480.

 

Outcome management: A decision-making model for education.  Educational Technology, 31 (July), 29-32.

 

Evaluating the alternative to multiple-choice testing for teachers.  Contemporary Education, 62, (No. 4), 299-300.

                           

1992    The effect of student planning and self-competence on self- motivated performance.  Journal of Experimental Education, 60, 119-127.

 

An investigation of the patterns of self-efficacy, outcome expectations, outcome value, and performance across trials.  Cognitive Therapy and Research, 16, 329-348.   (with T.L. Sexton & K. Crehan)

                           

`           Self-believers are self-motivated; self-doubters are not.   Personality and Individual Differences, 13, 425-428.  (with T.L. Sexton)

 

The effects of informational feedback and self-beliefs on the motivation to perform a self-regulated task. Journal of Research in Personality, 26, 121-127. (with T.L.Sexton)

 

Does the length of assignment or nature of grading practices influence the amount of homework students are motivated to produce?  Journal of General Education, 41, 190-199.

 

1993    Essay testing: Adding to the plusses and subtracting from the minuses.  NASSP Bulletin, 77, 20-26.

 

The coded elaborative outline as a strategy to help students learn from text. Journal of Experimental Education, 62, 5-13.

 

The psychology, physiology, and creativity of middle school aerobic exercisers.  Elementary School Guidance and Counseling, 28, 133-145.  (with J.S. Hinkle)

                           

"I cried because I had no shoes..." A case study of motivation applied to rehabilitation.  In D. Pargman (Ed.). Psychological bases of sport injuries. Chicago: Fitness Information Technology, pp. 285-295.

 

1994    Tips for using essay tests.  The Education Digest, 59 (No. 5), 71-73.

 

1995    The competent teacher.  In A. Ornstein (Ed.).  Teaching: Theory into practice.  Boston: Allyn & Bacon, pp. 56-75.

 

Teaching children how to succeed.  Elizabethtown, PA: Continental Press.

                           

            The interpersonal teacher model.  The Educational Forum, 59, 177-185.

 

Assessing effective teaching.  Peabody Journal of Education, 70 (2), 127-138.

 

Developmental sequence in small groups. In J.T. Wren (Ed.). The leader's companion. NY: The Free Press, pp. 355-359.

 

1996    My mentor: Robert M. Gagne. Peabody Journal of Education, 71 (1), 3-11.

                           

The relative effectiveness of incentive motivation and prescribed learning strategy in improving college students' course performance.  Journal of Experimental Education, 64, 197-210.

 

The effect of constructing coded elaborative outlines and student generated questions on text learning.  Curriculum Forum, 6, 48-59.  (with Mohamed Sahari & H.J. Fletcher)

 

1997    The effects of participant modeling on self efficacy, incentive, productivity and performance.  Journal of Research & Development in Education, 31, 38-45.  (with E.J. Newman)

 

Using tests as an incentive to motivate procrastinators to study. Journal of Experimental Education, 66, 141-147.

 

1998                Strategies for enhancing teaching and learning in an undergraduate course. Journal on Excellence in College Teaching, 7 (3), 111-128.

 

The effects of aerobic training on children’s creativity, self-perception, and aerobic power. Child and Adolescent Clinics of North America, 7 (4), 773-790.   (with Lisa Herman-Tofler)

 

1999    The effects of exercise on children and adolescents.  In A.J. Goreczny & M. Hersen (Eds.), Handbook of pediatric and adolescent health psychology.  Boston: Allyn & Bacon  (pp. 275-286).

 

I cried because I had no shoes…: A case study of motivation applied to rehabilitation.  In D. Pargman (Ed.). Psychological bases of sport injuries (2nd ed.). Morgantown, WV: Fitness Information Technology (pp. 321-331).

 

2001      Students get better grades when tested frequently in class. In R.J. Sternberg. Psychology: In search   

           of the human mind (3rd ed.). Fort Worth, TX: Harcourt (p. 204).

 

Classic for group facilitation: Developmental sequence in small groups. Group Facilitation: A      Research & Applications Journal, No. 3 (Spring), 66-81.

 

2002                Evaluating ADAPT: A hybrid instructional model combining web-based and classroom components. Computers & Education, 39, 261-269.

 

2003    A performance comparison of motivational self-believers and self-doubters in competitive and individualistic goal situations. Personality and Individual Differences, 34, 845-854.

 

The effect of learning and motivation strategies training on college students’ achievement. Journal of College Student Development, 44, 430-437.

 

2004                Behavioral interventions for reducing procrastination among university students. In Schouwenburg, H. C. et al. (Eds.), Counseling the procrastinator in academic settings. Washington, DC: American Psychological Association, pp. 91-103.  (with H.C. Schouwenburg)

 

2005      Relations of academic procrastination, rationalizations, and performance in a web course with     deadlines. Psychological Reports, 96, 1015-1021.

 

Self-Regulatory Beliefs, Values and Achievement. Academic Exchange Quarterly, in press. (with Brian E. Harper)

 

The effect of motivational scaffolding on procrastinator’s distance learning outcomes. Computers & Education, in press.

 

BOOK AND TEST REVIEWS

 

1968    Of R. Mann's Interpersonal styles and group development.  American Journal of Psychology, 81, 137-140.

 

1971    Of A. Ornstein & P. Vairo's How to teach disadvanatged youth. The Social Studies, 8, 135-136.

 

Measuring IA competencies. A review of ETS' Cooperative Tests of Industrial Arts. Journal of Educational Measurement, 62, 341-342. 

           

1972    A review of the Remote Associates Test. Journal of Educational Measurement, 9, 161-162

 

1974    Of Collective education in the kibbutz. Educational Review, 5, 154-155.

 

1979    Of USES' Nonreading Aptitude Test Battery and USES' Basic Occupational Literacy Test. In O.K. Buros (Ed.). Eighth Mental MeasurementsYearbook. Highland Park, NJ: Gryphon Press.

 

1982    Of USES' Nonreading Aptitude Test Battery. In A counselor's guide to vocational guidance instruments. Falls Church, VA: National Vocational Guidance Association.

 

1983    Of Handbook of teacher evaluation. Educational Technology, 33 (No. 2), 38-39.

 

PSYCHOLOGICAL AND EDUCATIONAL TESTS CONSTRUCTED

 

1964                Interpersonal Topical Inventory (ITI) - a test of the four personality systems of integrative complexity.

 

1968    Student Perception of Teacher Style (SPOTS) - a measure of teacher                                                                   directiveness as rated by students.

 

1971                Tuckman Teacher Feedback Form (TTFF©1971) - a measure of a teacher's interpersonal style as judged by observers.

 

1976                Educational Goal Attainment Tests (EGAT: Civics, Human Relations, English Language, Reasoning, General Knowledge, Self, Careers, Arts & Leisure, Life Skills, Latin-American Test, and Test Manual; Phi Delta Kappa ©1976, coauthored with A. Montare) - measures of knowledge, attitudes, and behaviors for the 21 Phi Delta Kappa learning goals (87 scores; 1500 items).

 

1978                Tuckman Teacher Feedback Form (Student Edition) - a measure of a teacher's interpersonal style as judged by students.

 

1981    Baruch Activity Measure and Baruch Inventory of Eating (BITE) - measures of amount of aerobic exercise and diet.   (with J.C. Gondola)

 

1988    Mood Thermometers - Thurstone scaled measures of tension, confusion, anger, fatigue, depression (mood states).

 

1990                Tuckman Procrastination Scale - measure of tendency to delay or put off beginning a project or academic task (it can be taken on my website).

 

Test of Relationship Style - measure of the characteristic way a person relates to others (classified into one of four predominant styles).

 

2000    School Strategies Scale – measure of 8 strategies students use for self-regulated learning and motivation in school (“study skills;” it can be taken on my website).

 

ARTICLES LISTED IN ERIC RESOURCES IN EDUCATION

 

1.         (ED 016083) The development and testing of an evaluation model for vocational pilot programs.

 

2.         (ED 027012) A study of the role of the community college in the development of self- and occupational concepts. Interim Report.

 

3.         (ED 028990) A study of the effectiveness of directive versus nondirective vocational teachers as a function of student characteristics and course format.

 

4.         (ED 029125) Analysis, classification, and integration of behavioral objectives.

 

5.         (ED 032616) The student centered curriculum: A model for curriculum innovation.

 

6.         (ED 032861) The study of curriculums for occupational preparation and education (SCOPE Program). Report #3.

 

7          (ED 043316) A study of the role of the community college in the development of self- and occupational concepts. Final Report.

 

8.         (ED 044525) The study of curriculums for occupational preparation and education (SCOPE Program). Final Report.

 

9.         (ED 045808) A systems model for instructional design and management.

 

10.       (ED 047077) Beyond Pygmalion: Galatea in the schools.

 

11.       (ED 047675) The effect of differential college experiences in developing the students' self- and occupational concepts.

 

12.       (ED 060180) An age-graded model for career development education.

 

13.       (ED 080177) Evaluating the open classroom.

 

14.       (ED 102212) Evaluating career education: A review and model.

 

15.       (ED 104913) Psychometrics and behavior: The NJ Scales of school based goal attainment.

 

16.       (ED 121826) Phi Delta Kappa needs assessment: The application of Educational Goal Attainment Test results.

 

17.       (ED 121838) Teaching: The application of psychological constructs.

 

18.       (ED 121837) The Tuckman Teacher Feedback Form (TTFF).

 

19.       (ED 137928) Teacher behavior is in the eye of the beholder: The perceptions of principals.

 

20.       (ED 150703) A study of the deregionalization of a high school district.

 

21.       (ED 177198) Local competency standards versus state standards and their relation to district socioeconomic status.

 

22.       (ED 233556) How to successfully teach slow learners: Eight empirically validated effective nostrums of teaching (EVENTs).

 

23.       (ED 259676) Information requirements for faculty merit pay decisions.

 

24.       (ED 306514) The relation between beliefs and self-regulated performance.

 

25.       (ED 319792) Measuring procrastination attitudinally and behaviorally.

 

26.       (ED 331860) Motivating student performance: The influence of grading criteria and assignment length limit.

 

27.       (ED 357075) The coded elaborative outline as a strategy to help students learn from text.

 

28.       (ED 359877) Motivational components of college students' performance and productivity.

 

29.       (ED 368790) Comparing incentive motivation to metacognitive strategy in its effect on achievement.

 

30.       (ED 394462) Using spotquizzes as an incentive to motivate procrastinators to study.

 

31.       (ED 400303) Development and validation of a test of relationship style.

 

32.       (ED 418785) Using tests as a performance incentive to motivate eighth-graders to study.

 

33.           (ED 432712) Developing a motivational model of college achievement.

 

34.           (ED 453240) The Strategies-for-Achievement approach for teaching study skills.

 

35.           (ED 470567) Academic Procrastinators: Their rationalizations and web-course performance.

 

SOFTWARE

 

2003                Interactive Performance Software to Accompany Strategies for School Success Course. Columbus, OH: Ohio State University Research Foundation.

 

VI.   FORMAL PRESENTATIONS

 

1963                Personality structure, group composition, and group functioning. Eastern Psychological Association, New York, NY.

 

1965                Integrative complexity: Its measurement and relation to creativity. Eastern Psychological Association, Atlantic City, NJ.

 

1966    Group composition based on integrative complexity and dominance and group performance of structured and unstructured tasks. Eastern Psychological Association, New York, NY.

 

Contributing to mental health knowledge.  New Jersey Educational Association.

 

1967    The application of the personality structure model in educationally relevant research. Eastern             Psychological Association, Boston, MA.

 

The induction and transfer of search sets. American Educational Research Association, New York, NY.

 

Organizing and selection and placement of vocational students: Some research findings. American Vocational Association, Cleveland, OH.

 

1968    Two-factor perceptual style as a predictor of defensiveness in children. Eastern Psychological Association, Washington, DC.   (with R.D. Cummings)

 

The development and evaluation of techniques to assess teacher directiveness. American Educational Research Association, Chicago, IL.

 

The modification of teacher behavior: Effects of dissonance and coded feedback. American Psychological Association, San Francisco, CA.   (with K.McCall & R.T. Hyman)

 

Research policy: It should favor the best proposals available. American Vocational Association, Dallas, TX.

 

An evaluation model for vocational pilot programs. American Vocational Association, Dallas, TX.

 

1969    A study of the interactive effects of teaching style and student personality. American Psychological Association, Washington, DC.

 

1970    A taxonomy for classifying educationally relevant behaviors.  American Educational Research Association, Minneapolis, MN.

 

1971    Beyond Pygmalion: Galatea in the schools.  American Educational Research Association, New York, NY   (with M. Bierman)

 

The effect of differential college experiences in developing the students self- and occupational-concepts: An application of discriminant analysis with longitudinal data.  American Educational Research Association, New York, NY.  (with K.J. Edwards)

 

The modification of teacher behavior: Effects of feedback. National Association of Elementary School Principals, Cleveland, OH.

 

Teacher innovativeness: A function of teacher personality and school environment. American Psychological Association, Washington, DC.   (with N.Forman & W.K. Hoy)

 

1973                Evaluating the open classroom.  American Educational Research Association, New Orleans, LA.   (with D. Cochran & E. Travers)

 

A system for helping teachers to change their affective behavior through feedback. First Invitational Conference on Faculty Effectiveness as Evaluated By Students, Temple University, Philadelphia, PA.

 

1974    The differentiated outcome hypothesis.  American Educational Research Association, Chicago, IL.

 

The effectiveness of feedback for changing student teachers' humanistic behavior.  American Educational Research Association, Chicago, IL.   (with V.J. Walencik)

                           

Psychometrics and behavior: A test to measure 21 school objectives. American Psychological Association, New Orleans, LA.

 

1976    Phi Delta Kappa needs assessment: The Educational Goal Attainment Tests.  American Educational Research Association, San Francisco, CA.

 

Helping teachers change behavior through feedback. Improving Instruction Through Supervision Conference, Rutgers University, New Brunswick, NJ.

 

Program evaluation. NJ Elementary School Principals Association, Morristown, NJ.

 

            Minimum computational skills: Can they be defined and measured? Keynote Address. NJ                  Association of Mathematics Teachers, Edison, NJ.

 

Evaluating goal attainment. New Jersey Association for Supervision and Curriculum Development, Cherry Hill, NJ.

 

Minimum competency standards: Relevant research. New Jersey  School Boards Association, Atlantic City, NJ.

 

1977    Teacher behavior is in the eye of the beholder: The perception of principals. American Educational Research Association, New York, NY.   (with R.T. Hyman)

 

Issues in statewide minimum competency testing in basic skills.  American Educational Research Association, New York, NY.

 

Achievement and intelligence: Individualized instruction reverses the trend. American Educational Research Association, New York, NY. (with A. Montare)

 

Assessment techniques. New Jersey  Council of School Administrators, Great Gorge, NJ.

 

1978    A study of the deregionalization of a high school district.  American Educational Research Association, Toronto, CA.   (with G. Libonate)

 

Making the school testing program work. New Jersey  Association of School Administrators, Atlantic City, NJ.

 

Teaching assessment based on learning outcomes. Fourth International Conference on Improving University Teaching, Aachen, Germany.

 

1979                Evaluating a feedback technique for improving student teacher behavior. American Educational Research Association, San Francisco, CA. (with D.Yates)

 

How basic is basic and how minimum is the minimum? The intractability of good intentions: Educational reform in New Jersey.  American Educational Research Association, San Francisco, CA.

 

Local competency standards versus state standards and their relation to district socioeconomic status. National Council on Measurement in Education, San Francisco, CA.   (with F.F. Nadler)

 

1980    A solution to remedial math instruction at the college level. Mathematical Association of America-Metro New York  Section, Dobbs Ferry, NY. (with M. Friedman)

 

1981                Improving student success in college remedial mathematics via a faculty development program. Eastern Educational Research Association, Philadelphia, PA.   (with M. Friedman & C. Stomper)

 

1982                Evaluating a faculty development program in terms of student achievement.  American Educational Research Association, New York, NY. (with M. Friedman)

 

The relationship between exercise, diet, and self-reported discomfort among urban college students. Midwest Symposium on Exercise and Mental Health, Lake Forest, IL.   (with J.C. Gondola)

 

How to successfully teach slow learners: 8 empirically validated effective nostrums of teaching. National Council of States on Inservice Education, Atlanta, GA.

 

A comprehensive plan for coping with stress. National Council of States on Inservice Education, Atlanta, GA.   (with D. Lauro)

 

1983    Robert M. Gagne: A generation of creativity in instructional psychology. American Psychological Association, Anaheim, CA.

 

1984    The use of microcomputers by a college dean. European Association for Institutional Research, Brussels, Belgium   (with F.C. Johnson)

 

The effect of exercise on creativity in college students.  American Educational Research Association, New Orleans, LA.   (with J.C. Gondola)

                           

Demonstration of an empirically-based model for effective teaching of remedial math at the college level.  American Educational Research Association, New Orleans, LA.

 

Increasing creativity through the use of a systematic exercise program. Olympic Scientific Congress, Eugene, OR.  (with J.C. Gondola)

 

1985                Enhancing professional preparation: The PRE-ED internship model. American Association of Colleges of Teacher Education, Denver, CO.  (with M. Koorland)

 

Information requirements for merit pay decisions. Association for Institutional Research, Portland, OR.   (with F.C. Johnson)

 

Accounting for academic research. Florida Statewide Conference on Institutional Research, Tarpon Springs, FL   (with F.C. Johnson)

 

Factors affecting differential salary raises for faculty members. European Association of Institutional Research, Copenhagen, Denmark.   (with F.C.Johnson)

 

1986    An experimental study of the psychological and physical effects of aerobic exercise on school children. Southeastern Psychological Association, Orlando, FL.  (with J.S. Hinkle)

 

An examination of the relationship between faculty productivity and monetary rewards and its implication for decision making.  American Educational Research Association, San Francisco, CA.   (with F.C. Johnson)

 

1987    The scaling of mood.  American Educational Research Association, Washington, DC.

                           

The outcome approach to effective college management. Fourth Annual Conference on Creative Management in Higher Education, New Orleans, LA.

 

1988    Choice, persistence, and achievement: The role of self-efficacy and outcome expectation. Southeastern Psychological Association, New Orleans, LA.   (with T.L. Sexton)

 

The dynamic relationship between self-efficacy and outcome expectations. American Psychological Association, Atlanta, GA.   (with T.L. Sexton)

 

1989                Research evaluation framework: Designing publishable studies in applied settings. Academic/Scientific Seminar, American Psychological Association, New Orleans, LA.

 

Effects of relative feedback in overcoming procrastination on academic tasks. American Psychological Association, New Orleans, LA.   (with T.L. Sexton)

 

The influence of self-beliefs on behavior: Real or artifactual? American Psychological Association, New Orleans, LA.   (with T.L. Sexton)

 

Team tools: Concepts and processes for team building. Organizational Development Network National Conference, San Diego, CA.        

           

1990    Criteria and procedures for improving the quality of published educational research.  American Educational Research Association, Boston, MA.

 

Measuring procrastination attitudinally and behaviorally.  American Educational Research Association, Boston, MA.

 

1991    The effect of student planning and self-competence on self- motivated performance. American Educational Research Association, Chicago, IL.

 

Motivating student performance: The influence of grading criteria and assignment length limit.  American Educational Research Association, Chicago, IL.   (with T.L. Sexton)

 

Derivation and description of an interpersonal construct model of teaching to help student teachers self-actualize.  American Educational Research Association, Chicago, IL.

 

1993                Motivational components of college students' performance and productivity. American Educational Research Association, Atlanta, GA.

 

The coded elaborative outline as a strategy to help students learn from text. American Educational Research Association, Atlanta, GA.

 

The effects of participant modeling on self-efficacy, productivity, and incentive.  American Educational Research Association, Atlanta, GA. (with E.J. Newman)

 

The effect of an induced incentive on cognitive strategy use and subsequent achievement.  American Psychological Association, Toronto, Canada.

 

1994                Motivating college students to study: The spotquiz as  a performance incentive. American Educational Research Association, New Orleans, LA.

 

1996    Using spotquizzes as an incentive to motivate procrastinators to study. American Educational Research Association, New York, NY.

 

Development and validation of a test of relationship style. American Educational Research Association, New York, NY.

 

1997    Using tests as a performance incentive to motivate eighth-graders. American Psychological Association, Chicago, IL.  (with S. Trimble)

 

1998                Procrastination, perceived course demands and satisfaction in a college course. American Educational Research Association, San Diego, CA.  (with Dennis Abry)

 

Developing a motivational model of college achievement. American Psychological Association, San Francisco, CA. (with Dennis Abry)

 

Parent’s perceptions of using goal setting to improve reading achievement. International Congress of Applied Psychology, San Francisco, CA. (with Gwendolyn Quinn)

 

1999    A model for teaching educational research methods using “Conducting Educational Research (5th ed). American Educational Research Association, Montreal, Canada.

 

Utilizing item analysis procedures to improve classroom assessments.  National Consortium for Instruction and Cognition, Montreal, Canada.  (with David Monetti)

 

A tripartite model of motivation for achievement: Attitude/Drive/Strategy. American Psychological Association, Boston, MA.

 

2000    The use of frequent testing to increase students’ motivation to achieve. 7th Workshop on Achievement and Task Motivation: An International Conference on Motivation, Leuven, Belgium.

 

2001    The strategies-for-achievement approach for teaching study skills. American Educational Research Association, Seattle, WA.

 

            The effects of participation in intercollegiate athletics on academic achievement. American Educational Research Association, Seattle, WA.  (with J. Gaston)

 

            A performance comparison of self-believers and self-doubters in competitive and individualistic situations. International Society for the Study of Individual Differences, Edinburgh, Scotland.

 

            A website for procrastinating students: Development and initial observations. Conference on Counseling the Procrastinator in Academic Settings, University of Groningen, Groningen, The Netherlands.

 

            Using ADAPT, a technology-enhanced instructional design model, to teach a college study skills course. 3rd Annual TELR Conference: Illuminating Learning With Technology, Ohio State University, Columbus OH. (with D.J. Oaks)

 

2002                Teaching study skills: The effectiveness of the strategies-for-achievement approach. 21st Annual Conference on the First Year Experience, Orlando, FL.

 

            The “student” in student athlete: Factors related to academic achievement for black and white athletes. American Educational Research Association, New Orleans, LA. (with J. Gaston & C. Rivera)

 

            An effective new approach for teaching study skills: Strategies-for-Achievement. 15th International Conference on the First-Year Experience, Bath, England.

 

            Academic procrastinators: Their rationalizations and web-course performance. American Psychological Association, Chicago, IL.

 

             The effect of learning and motivation strategies training on college students’ achievement. 7th Annual Conference on Living-Learning Programs and Residential Colleges, Columbus, OH.

 

2003                Reflections and recollections on Robert Gagné. A celebration on the life and career of Professor Robert M. Gagné. Florida State University, Tallahassee, FL.

 

The Strategies-for-Achievement approach for teaching study skills. American Psychological Association, Toronto, CA

 

ADAPT: A hybrid instructional model combining web-based and classroom components. Ohio SchoolNet State Technology Conference, Columbus, OH.

 

2004    The effect of motivational scaffolding on the effectiveness of distance learning. American   Educational Research Association, San Diego, CA.

 

Improving college students’ academic performance: Teaching learning and motivation strategies. American Educational Research Association, San Diego, CA.

 

Strategies for increasing postsecondary success for urban students. Southern Regional Education Board’s Annual High Schools That Work Conference, Atlanta, GA.

 

Strategies for College Success: A course for increasing postsecondary success rates among urban students. National Council on Student Development of the American Association of Community Colleges, Orlando, FL.

 

2005                Strategies for College Success: A blended course for increasing student achievement. 16th International Conference on College Teaching and Learning, Jacksonville, FL. (invited presentation)

 

            Exploring differences between black males and females with respect to attitudes about ethnicity and achievement. American Educational Research Association, Montreal, Canada (with Brian Harper).

 

            Strategies for College Success: A course for increasing postsecondary success rates among urban students.  NCCEP/GEAR UP National Conference, San Francisco, CA.

 

VII.   GRANTS

 

1.     The development and testing of an evaluation model for vocational pilot programs. US Office of Education, 10/66-8/67, $7,498.

 

2.     A study of the effectiveness of directive versus nondirective vocational teachers as a function of student characteristics and course format. US Office of Education, 10/66-10/68, $7,814.

 

3.     A study of the relationship between individual personality structure and occupational choice and satisfaction. Rutgers University Research Council, 7/66-7/68, $1,200.

 

4.     A study of the role of the community college in the development of self- and occupational concepts. NJ State Dept of Education, 7/67-7/70, $3,800.

 

5.     The study of curriculums for occupational preparation and education (SCOPE). US Office of Education, 7/68-9/70, $133,000.

 

6.     Updating the process and content of teacher education courses to reach disadvantaged adults in metropolitan areas. US Office of Education, 7/69-1/71, $30,953.

 

7.     A cooperative developmental workshop for career education in Lancaster County, PA. PA State Dept of Education, 4/72-6/72, $12,400.

 

8.     The measurement of relative performances of Puerto Rican and non-Puerto Rican students in the State of NJ on the Educational Goal Attainment Tests - A measure of attainment on 21 school- related goals. Puerto Rican Congress of NJ, 12/73-6/75, $29,792.

 

9.     The measurement of attainment of 30 district goals for the South Brunswick Public Schools. South Brunswick, NJ Board of Education, 2/74-6/74, $7,998.

 

10.   Validation study of the reform program in the New Brunswick, NJ Public Schools. New Brunswick, NJ Board of Education, 2/74-6/74, $24,000.

 

11.   Serving as the research arm of the State Task Force on Competency Indicators and Standards. NJ State Dept of Education, Fund of NJ, Carnegie Foundation, Schumann Foundation, 5/76-10/76, $53,000.

           

12.   Teacher behaviors and their relationship to student achievement in compensatory college writing classes. City University of NY Committee on Research, 7/80-6/81, $8,156.

 

13.    Development of a web-based version of the course: Individual Learning & Motivation: Strategies         for Success in College. The Ohio State University, Technology Enhanced Learning and Research, 7/99-8/00, $11,160.

 

14.    Mainstreaming students with disabilities into a learning and motivation strategies course and       evaluating its effectiveness. Ohio State University Partnership Project, 11/1/00-10/31/01, $5,000.

 

15.   Student-to-student: A service learning and outreach program to improve study skills. The Columbus Foundation, 7/1/02-6/30/03, $30,000.

 

16.     Determining the effect of increasing learner motivation and collaboration on the instructional effectiveness of distance learning. SBC Faculty Research Grant, 7/1/02-6/30/03, $20,550.

 

17.   Student to student – service learning – providing a foundation for leadership, academic success, and    

         personal growth. Corporation for National Service, 1/1/03-6/30/03, $5,000.

 

18.   A program for increasing postsecondary success rates among urban students. Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Dept of Education, 9/1/03-8/31/06, $340,203.

 

19.   Gift to rename the Academic Learning Lab the Walter E. Dennis Learning Center. Walter E. Dennis, 5/25/04-7/25/04, $750,000.

 

VIII.   PUBLIC SERVICE         

 

1975-76  Research Director, Task Force on Competency Indicators & Standards, NJ State Dept of Educ.            

 

1976-78 Chairman, Policy Board, Evaluation Consortium of Northwest NJ Public Schools.

 

   Member, Advisory Council, Cost Analysis Center, Middlesex County, NJ State Dept of Education.

 

1976        Research Director, NJ State Task Force on Competency Indicators & Standards

 

1977-78 Chairman, Communications and Life Skills Committee, NJ State Dept of Education.

 

   Member, Advisory Committee on Minimum Standards, NJ State Dept of Education.

 

               Member, Technical Advisory Committee, NJ Dept of Higher Education.

 

               Member, Statewide Test and Indicators Panel, NJ Dept of Education.

 

1978-82 Member, City U of NY Committee on Coordination of Teacher Education.

 

1981       Chairman, NASDTEC Evaluation Team for Jersey City State College.

 

1983-85 Chairman, Advisory Committee for the Developmental Research School.

 

1993-94 Member, School Advisory Committee, Pineview Elementary School, Tallahassee, FL.

 

1996-97 Consultant, Teenage Parent Program, Leon County, FL Public Schools

 

IX.   MAJOR CONSULTANTSHIPS

 

1964-66  Research Director, University of Maryland Mathematics Project.

 

    Science Curriculum Developer, American Association for the Advancement of Science.

 

1967-68  Instructor, Rutgers University Management Training Program.

 

Conductor of Study of Resource Utilization, Board of Cooperative Educational Services,               Westchester County, NY.

 

1968-71  Field Reader and Consultant, US Office of Education.

 

1969-70  Conductor of Ability Grouping Study, Montclair, NJ Public Schools.

 

    Consultant on Teacher Characteristics Study, NY City Board of Education.

                           

1969-72  Title III Evaluator, NJ State Dept of Education.

 

1970-73  Career Development Program Advisor, Hackensack, NJ Public Schools.

 

1971-72  Evaluation Advisor, Rutgers University Career Opportunities Program.                       

 

1971-73  Evaluator, Wayne Township, NJ Open Schools Project.

 

1972-73  Evaluator, NJ Council of Environmental Education Project.

 

                Evaluator, Rumson-Fair Haven, NJ High School Innovative Ed Project.

 

1973-74  Evaluator, NJ Institute for Political Education Project.

 

1972-75  Advisor on Educational Assessment, NJ State Dept of Education.

 

1973-79  National Lecturer, Nova University Ed.D. Program for Community Coll Admins & Teachers.

 

1974-75  Training Consultant, Montgomery Township, NJ Public Schools.

 

                Teacher Evaluation Advisor, Leonia, NJ Public Schools.

 

1976-78  Title IVC Program Evaluator, Piscataway, NJ Public Schools.

 

1977        Study of School District Deregionalization, Mt. Olive NJ Public Schools.

 

1979-80  Title I Evaluation Consultant, District 6, NY City Public Schools.

 

1979-82  Title IVC Program Evaluator, Newark, NJ Public Schools.

 

1980-85  Consultant on New Programs, Denver, CO Public Schools.

 

1985         Advisor, Project TEAM, Old Dominion University.

 

1985-86  New Project Consultant, Colorado State Dept of Education.

 

1988-89  Instructor on Stress Management, Teacher Education Center, FSU.                 

 

1989-91  Group Trainer/Advisor, Catalyst Consulting Team, Santa Cruz, CA.

 

1995-99  Consultant on Planning and Evaluation, Denver, CO Public Schools.

 

X.             COURSES TAUGHT

 

Undergraduate: (1) Learning and Motivation Strategies (“Study Skills”), (2) Educational Psychology, (3) Classroom Test Construction.

Graduate: (1) Motivation in Teaching and Learning, (2) Educational Psychology: Cognition and Learning, (3) Group Processes in Education, (4) Child Development in the Schools, (5) Adolescent Learning and Development in School, (6) Research Methods in Education, (7) Classroom Assessment, (8) Measurement of Educational Outcomes, (9) Evaluation of Educational Programs, (10) Affective Domain: Theory & Research.