Ted Coladarci

Professor Emeritus of Educational Psychology
theo@maine.edu

Bio: Ted Coladarci arrived at 91福利 in 1983 as an assistant professor of educational psychology, retiring at the rank of professor on January 1, 2019. His teaching focused on educational psychology, educational assessment, and statistical methods, and he taught at both the undergraduate and graduate level. Ted鈥檚 program of research reflected several interests over the years: teacher cognition, educational assessment, and rural education. He was the editor of Journal of Research in Rural Education from 1992-2007 and, further, served on the editorial boards of Journal of Educational Psychology, Educational Assessment, Journal of Experimental Education, American Journal of Education, and Journal of Teacher Education.  Ted received the Stanley A. Brzezinski Memorial Rural Education Research Award from the National Rural Education Association in 2003 鈥for his significant contributions to the rural education knowledge base… [and] his efforts to improve the quality of rural education research.鈥  He was honored in 2010 with the 91福利 Graduate Faculty Mentor Award.

In fall 2007, Ted moved from Shibles Hall to Alumni Hall as director of the 91福利 Office of Institutional Research, a position he happily held until his retirement.

Education
Ph.D. in educational psychology, 1980, Stanford University
B.A. in psychology and sociology, 1975, California State University鈥擟hico

Representative publications

  • Coladarci, T., & Cobb, C. D. (2014). Fundamentals of Statistical Reasoning in Education (4th ed.). New York: Wiley.
  • Coladarci, T., Willett, M. B., & Allen, D. (2013).听 Tutor Program Participation:聽 Effects on GPA and Retention to the Second Year.听聽The Learning Assistance Review, 18(2), 79-96.
  • Haggerty, M., Coladarci, T., Killinger, M., & Slavin, C.听(2011).听聽Honors thesis rubrics:聽 A step toward more consistent and valid assessment in Honors.听聽Journal of the National Collegiate Honors Council,聽Fall/Winter, 145-166.
  • Coladarci, T. (2010). 厂迟耻诲别苍迟鈥檚听t听蝉迟补迟颈蝉迟颈肠. In I. B. Weiner & W. E. Craighead (Eds.), Corsini Encyclopedia of Psychology (4th ed., p. 1723). Hoboken, NJ:
  • Slavin, C., Coladarci, T., & Pratt, P. A. (2008, Fall/Winter). Is student participation in an Honors program related to retention and graduation rates? Journal of the National Collegiate Honors Council, 59-69.
  • Coladarci, T., & Kornfield, I. (2007).听.听Practical Assessment, Research & Evaluation, 12(6).
  • Coladarci, T. (2007). Review of Learning Styles Inventory, Version III.听In K. F. Geisinger, R. A. Spies, J. F. Carlson, and B. S. Plake (Eds.), The Seventeenth Mental Measurements Yearbook (pp. 474-476). Lincoln, NE: The Buros Institute of Mental Measurements.
  • Coladarci, T., (2007, May 24).听 . 聽Journal of Research in Rural Education, 22(3).
  • Coladarci, T. (2006).听聽Education Policy Analysis Archives,14(28).
  • Coladarci, T. (2003).听. A Policy Brief of The Rural School and Community Trust. Washington, D.C.: The Rural School and Community Trust.
  • 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.]
  • Minium, E. W., Clarke, R. B., & Coladarci, T. (1999). Elements of Statistical Reasoning (2nd ed.). New York: Wiley.
  • Coladarci, T., & Breton, W. (1997).听Teacher efficacy, supervision, and the special education resource-room teacher.听Journal of Educational Research, 90, 230-239.
  • Coladarci, T. (1992).听Teachers鈥 sense of efficacy and commitment to teaching.Journal of Experimental Education, 60, 323-337.
  • Coladarci, T. (1992). Teachers鈥 knowledge of what students know: The case of reading. Reading Improvement, 29(1), 34-39.
  • Hoge, R., & Coladarci, T. (1989).听Teacher-based judgments of academic achievement.听Review of Educational Research, 59, 297-313.
  • Coladarci, T. (1986).听The accuracy of teacher judgments of student responses to standardized test items.听Journal of Educational Psychology, 78, 141-146.
  • Coladarci, T., & Gage, N. L. (1984).听Effects of a minimal intervention on teacher behavior and student achievement.听American Educational Research Journal, 21, 539-556.
  • Coladarci, T. (1983). High school dropout among Native Americans. 聽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.