Dr. Bonifay’s research interests are in the area of psychological measurement, with particular focus in item response theory and model evaluation. He has published a number of quantitative research articles on psychometric topics such as dimensionality assessment, subscale analysis, and model complexity. He has also collaborated with substantive educational and psychological researchers, applying item response theory and structural equation models to better understand certain issues in school psychology, psychiatric treatment, and cognitive behavioral therapy.
Dr. Dong’s research program centers on both development of quantitative methodology, and applications of rigorous quantitative methods in evaluating the effects of teacher and principal professional development programs and early child education programs. His current interests focus on power analyses of the main, moderation, and mediation effects in multilevel experiments, and causal inference. His work has been supported by over $11 million of funding (over $1.5 million dedicated to research methodology) from the U.S. Department of Education’s Institute of Education Science (IES) and the National Science Foundation (NSF).
Dr. Easter is an Educational Psychologist who teaches introductory applied statistics courses in the Educational, School, and Counseling Psychology department. His research interests include scale development, motivation, and online learning environments. He has worked on projects to develop online learning materials for the US Navy, US Department of Labor, and the University of Missouri.
Dr. Huang is an applied quantitative methodologist who focuses on both methodological (e.g., analysis of clustered data) and substantive (e.g., school climate, effectiveness of interventions, measurement of school bullying) areas of research. He is the recipient of a national research award given by the American Educational Research Association (AERA) and sits on the editorial boards of School Psychology Quarterly and AERA Open. His recent research has been funded by separate grants from the Office of Juvenile Justice and Delinquency Prevention Program of the U.S. Department of Justice.
Dr. Scholes is an educational psychologist who teaches research design and measurement courses in the Educational, School, and Counseling Psychology department. Prior to her current position Dr. Scholes worked as a research analyst for ACT Inc. where she gained invaluable experience in survey design and construction. Her research interests focus on attitudes of pre-service teachers toward bullying, LBGTQ youth, students with learning disabilities, etc., charter schools, and teacher retention.
Dr. Wang’s research integrates substantive theories (e.g., expectancy-value theory, self-determination theory, social comparison theory) and state-of-the-art quantitative methods to understand student learning processes and outcomes. Her research interests include statistical modeling using large-scale educational assessment data, measurement, scale development, and program evaluation. She has extensive experience in research design, applied statistical analysis, and statistical consulting. She co-developed the Classroom Engagement Inventory (CEI) and won multiple awards for excellence in teaching and student advising.
Dr. Wiedermann’s primary research interests include the development of methods for causal inference, methods to determine the direction of effects in nonexperimental studies, and methods for intensive longitudinal data in the person-oriented research setting. He has edited volumes on advances in statistical methods for causal inference and new developments in statistical methods for dependent data analysis in the social and behavioral sciences. He serves as an associate editor of Behaviormetrika and the Journal of Person-Oriented Research.