Education & Human Development

Faculty & Staff

Theodore Coladarci
coladarci@umit.maine.edu

Office of Institutional Studies
127 Alumni Hall
University of Maine
Orono, ME 04469

(207) 581-1415

Title
Director of Institutional Studies, and
Professor of Educational Psychology

Specialty Areas
Educational psychology
Measurement and assessment
Institutional research

Education
Stanford University (1980, Ph.D., educational psychology)
California State University, Chico (1975, B.A., psychology)

Courses taught

• EDB221: Educational Psychology (undergraduate)
• EDS320: Educational Assessment (undergraduate)
• EDB521: Educational Psychology (graduate)
• EPT522: Advanced Educational Psychology (graduate)
• EDS521: Statistical Methods in Education, I (graduate)
• EDS522: Statistical Methods in Education, II (graduate)
• EDS520: Educational Assessment (graduate)
• EDG657: Practicum in Educational Research (graduate)

Representative publications

• Coladarci, T. Student's t statistic. To appear in Weiner, I.B., & Craighead, W.E. (Eds.). Corsini's Encyclopedia of Psychology (4th ed.). New York: Wiley.

• Coladarci, T., Cobb, C. D., Minium, E. W., & Clarke, R. C. (2008). Fundamentals of Statistical Reasoning in Education (2nd ed.). New York: Wiley.

• Coladarci, T. (2007). Review of The Learning Styles Inventory, Version III. In K.F. Geisinger, R.A. Spies, J.F. Carlson, & B.S. Plake (Eds.), The Seventeenth Mental Measurements Yearbook (pp. 474-476). Lincoln, NE: Buros Institute of Mental Measurements.

• Coladarci, T., & Kornfield, I. (2007). RateMyProfessors.com versus formal in-class student evaluations of teaching: A study of concurrent validity. Practical Assessment, Research & Evaluation, 12(6).

• Coladarci, T., (2007, May 24) Improving the yield of rural education research: An editor's swan song. Journal of Research in Rural Education, 22(3).

• Coladarci, T. (2006). School size, student achievement, and the "power rating" of poverty: Substantive finding or statistical artifact? Education Policy Analysis Archives, 14(28).

• Coladarci, T. (2006). Do small schools really reduce the "power rating" of poverty? The Rural Educator, 28(1), 1-8.

• Coladarci, T. (2005). Review of Home & Community Social Behavior Scales. In R. A. Spies & B. S. Plake (Eds.), The Sixteenth Mental Measurements Yearbook (pp. 450-453). Lincoln, NE: The Buros Institute of Mental Measurements.

• Coladarci, T. (2005). Adequate Yearly Progress, small schools, and students with disabilities: The importance of confidence intervals when making judgments about AYP. Rural Special Education Quarterly, 24(1), 40-47.

• Butterfield, S.A., Lehnhard, R.A., Lee, J. & Coladarci, T. (2004). Growth rates in running speed and vertical jumping by boys and girls ages 11-13. Perceptual and Motor Skills, 99, 225-234.

• Coladarci, T., Cobb, C. D., Minium, E. W., & Clarke, R. C. (2004). Fundamentals of Statistical Reasoning in Education. New York: Wiley.

• Coladarci, T. (2003). Gallup goes to school: The importance of confidence intervals for evaluating "Adequate Yearly Progress" in small schools. A Policy Brief of The Rural School and Community Trust. Washington, D.C.: The Rural School and Community Trust.

• Coladarci, T., and Hancock, J. (2002). Grade-span configuration. Journal of Research in Rural Education, 17, 154-161.

• Butterfield, S.A., Lehnhard, R.A. & Coladarci, T. (2002). Age, sex and body mass index in performance of selected locomotor and fitness tasks by children in grades k-8. Perceptual and Motor Skills, 94, 80-86.

• Coladarci, T. (2002). Is it a house . . . or a pile of bricks? Important features of a local assessment system. Phi Delta Kappan, 83, 772-774.

• Coladarci, T. (2001). Review of the Metropolitan Performance Assessment: Integrated Performance Tasks. In J. C. Conoley & J. C. Impara (eds.), The Fourteenth Mental Measurements Yearbook (pp. 741-743), Lincoln, NE: The Buros Institute of Mental Measurements.

• Coladarci, T., et al. (2000). Measured Measures: Technical Considerations for Developing a Local Assessment System. Augusta, ME: Maine Department of Education.

• Coladarci, T., Ervin, R. & Silvernail, D. L. (2000). Local evaluation of the Maine Educational Assessment: A framework for examining the relationship between MEA scores and other indicators of academic outcomes in Maine Schools. Occasional Paper No. 36. Orono, ME: College of Education and Human Development, University of Maine.

• Minium, E. W., Clarke, R. B., & Coladarci, T. (1999). Elements of Statistical Reasoning (2nd ed.). New York: Wiley.

• Coladarci, T., & Breton, W. (1997). Teacher efficacy, supervision, and the special education resource-room teacher. Journal of Educational Research, 90, 230-239.

• Coladarci, T., & Cobb, C. D. (1996). Extracurricular participation, school size, and achievement and self-esteem among high school students. Journal of Research in Rural Education, 12, 92-103.

• Coladarci, T. (1995). Review of the Teacher's School Readiness Inventory. In J. C. Conoley & J. C. Impara (eds.), The Twelfth Mental Measurements Yearbook (pp. 1031-1033), Lincoln, NE: The Buros Institute of Mental Measurements.

• Coladarci, T. (1995). Review of School Situation Survey. In J. C. Conoley & J. C. Impara (eds.), The Twelfth Mental Measurements Yearbook (pp. 928-931), Lincoln, NE: The Buros Institute of Mental Measurements.

• Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323-337.

• Wihry, D. F., Coladarci, T., & Meadow, C. (1992). Grade-span and eighth-grade academic achievement. Journal of Research in Rural Education, 8(2), 58-70.

• McCaul, E. J., Donaldson, G. A., Coladarci, T., & Davis, W. E. (1992). Personal, social and economic consequences of dropping out of school: Findings from High School and Beyond. Journal of Educational Research, 85, 198-207.

• Coladarci, T. (1992). Teachers' knowledge of what students know: The case of reading. Reading Improvement, 29(1), 34-39.

• Coladarci, T., & Donaldson, G. (1991). School climate assessment encourages collaboration. NASSP Bulletin, 75(536), 111-119.

• Hoge, R., & Coladarci, T. (1989). Teacher-based judgments of academic achievement. Review of Educational Research, 59, 297-313.

• Coladarci, T. (1988). The relevance of educational research for identifying master teachers. NASSP Bulletin, 72(504), 90-98.

• Coladarci, T. (1986). The accuracy of teacher judgments of student responses to standardized test items. Journal of Educational Psychology, 78, 141-146.

• Coladarci, T., & Gage, N. L. (1984). Effects of a minimal intervention on teacher behavior and student achievement. American Educational Research Journal, 21, 539-556.

• Coladarci, T. (1983). High school dropout among Native Americans. Journal of American Indian Education, 23(1), 15-22.

• Mohlman, G., Coladarci, T., & Gage, N. L. (1982). Comprehension and attitude as predictors of implementation of teacher training. Journal of Teacher Education, 33, 31-36.

• Coladarci, A., & Coladarci, T. (1980). Elementary Descriptive Statistics. Belmont, CA: Wadsworth.

Editorial board member (past and present)

• American Journal of Education
• Educational Assessment
• Journal of Educational Psychology
• Journal of Experimental Education
• Journal of Research in Rural Education
• Journal of Special Education
• Journal of Teacher Education

Honors

• National Rural Education Association:
  Stanley A. Brzezinski Memorial Rural Education Research Award (2003)