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Our Work 2018-06-11T10:50:01+00:00

A Sample of the Wide Range of Work We Have Conducted

Randomized Controlled Trials (RCTS)

Drummond, K., Chinen, M., Duncan, T.G., Miller, H.R., Fryer, L., Zmach, C., & Culp, K. (2011). Impact of the Thinking Reader® Software Program on Grade 6 Reading Vocabulary, Comprehension, Strategies, and Motivation (NCEE 2010-4035). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Read more.

Duncan, T.G., Moeller, B., Schoeneberger, J., & Hitchcock, J.H. (2018). Assessing the impact of the Math for All professional development program on elementary school teachers and their students. Read more.

Duncan, T.G., Parent, L.D.R., Chen, W.H., Ferrara, S, Johnson, E., Oppler, S., & Shieh, Y.Y. (2005). Study of a dual language test booklet in 8th grade mathematics. Applied Measurement in Education, 18 (2), 129-161. Read more.

Rogers, T., Duncan, T.G., Wolford, T., Ternovski, J., Subramanyam, S., & Reitano, A. (2017). A randomized experiment using absenteeism information to “nudge” attendance. (REL 2017–252). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Read more.

In progress: Moeller et al., Math for All: Assessing the Efficacy of a Professional Development Program for Elementary School Teachers

Quasi-experimental Designs and Secondary Data Analysis

Duncan, T.G., & McKeachie, W.J. (2005). The making of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational Psychologist, 40, 117-128. Read more.

Kilmer, R.P., Cook, J.R., Palamaro Munsell, E., & Kane Salvador, S. (2010). Factors associated with positive adjustment in siblings of children with severe emotional disturbance: The role of family resources and community life. American Journal of Orthopsychiatry, 80, 473-481. Read more.

Salvador, S. K., Schoeneberger, J., Tingle, L., & Algozzine, B. (2012). Relationship between second grade oral reading fluency and third grade reading. Assessment in Education: Principles, Policy & Practice, 19, 341-356. Read more.

Research Reviews

Mackey, P.M., & Duncan, T.G. (2013). Does raising the state compulsory school attendance age achieve its intended outcomes? (REL 2014–005). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Read review.

O’Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017a). A review of the literature on social and emotional learning for students ages 3–8: Characteristics of effective social and emotional learning programs (part 1 of 4). (REL 2017–245). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Read review. 

O’Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017b). A review of the literature on social and emotional learning for students ages 3–8: Implementation strategies and state and district support policies (part 2 of 4). (REL 2017–246). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Read review.

O’Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017c). A review of the literature on social and emotional learning for students ages 3–8): Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). (REL 2017–247). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Read review.

O’Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017d). A review of the literature on social and emotional learning for students ages 3–8: Outcomes for different student populations and settings (part 4 of 4) (REL 2017–248). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Read review.

O’Conner, R., Porowski, A., & Passa, A. (2014). Disproportionality in school discipline: An assessment of trends in Maryland, 2009–12. (REL 2014–033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Read review.

Porowski, A., O’Conner, R., & Luo, J.L. (2014). How do states define alternative education? (REL 2014–038). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Read review.

Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007–No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Read review.

Unpublished Technical Reports

  • Duncan, T.G., Falls, K., & De Feyter, J. (2015). Formative evaluation of the Delaware Readiness Teams Initiative. Report presented to the Delaware Readiness Teams Advisory Committee and the Office of Early Learning of the Delaware Department of Education.

  • Duncan, T.G., & Johnson, J.D. (2014). Affective and cognitive engagement among rural students in Pennsylvania. Report presented to Pennsylvania Intermediate Units 9 and 17.

  • Duncan, T.G., Passa, A., Remedios, R., & De Feyter, J. (2014). Examination of the Delaware Development Coaches Program. Report presented to the Delaware Department of Education.

  • Ferrara, S., & Duncan, T.G. (2006). Aligning item demands and item targets: A handbook for achieving item construct validity. Washington, DC: American Institutes for Research.

  • Schoeneberger, J., & Duncan, T.G. (2016). Formative Evaluation of the Maryland Business Roundtable’s STEM Innovation High School. Report presented to the Maryland Business Roundtable for Education, Baltimore, MD.

  • Schoeneberger, J., & Duncan, T.G., Fernandez, F., & McCoy, E. (2016). Formative Evaluation of the District of Columbia Re-Engagement Center. Report presented to the Office of the State Superintendent of Schools of the District of Columbia, Washington, DC.

Motivated Strategies for Learning Questionnaire (MSLQ)

The MSLQ is in the public domain and all are welcome to use the instrument for research purposes. No permission is required from the authors as long as the instrument is cited appropriately in your manuscript. The following MSLQ citations are available for download:

Duncan, T.G., & McKeachie, W.J. (2005). The making of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational Psychologist, 40, 117-128. Read more.

Garcia, T., & Pintrich, P.R. (1995). Assessing students’ motivation and learning strategies in the classroom context: The Motivated Strategies for Learning Questionnaire. In M. Birenbaum & F. Dochy (Eds.), Alternatives in assessment of achievements, learning processes, and prior knowledge (pp. 319-339). Norwell, MA: Kluwer Academic Publishers. Read more.

Pintrich, P.R., & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. Read more.

Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1991). A manual for the use of the motivated strategies questionnaire (MSLQ). Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning. Read more.

Pintrich, P.R., Smith, D.A.F., Garcia, T., & McKeachie, W.J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813. Read more.

Additional MSLQ resources

Online MSLQ (administered by City University of New York)

Questions about the MSLQ? Email mslq at umich.edu