Russell Gersten
Education
B.A., Brandeis University, Waltham, Massachusetts 1967 (Physical Sciences).
Ph.D., University of Oregon, Eugene, Oregon 1978 (Special Education) (minor in Psychology).
Honors and Awards
1997 Learned Article Award 1996, Educational Press Association of America
1991 Excellence in Research, Association for Direct Instruction
1975-77 Bureau of Education for the Handicapped Stipend, University of Oregon.
1969-70 Bureau of Education for the Handicapped Stipend, Boston University.
1996-97 President-elect, Division for Research, Council for Exceptional Children
1995-96 Vice-President, Division for Research, Council for Exceptional Children
1978 Ph.D. with Honors, Department of Special Education, University of Oregon.
Employment History
1996-1997: Senior Research Analyst (visiting), American Institute for Research.
1991-present: Professor, College of Education, University of Oregon.
1990-present: President and Senior Research Associate, Eugene Research Institute. Eugene, OR
1992-1995: Chairperson, Research Foundations Area, College of Education, University of Oregon.
1996-present: Co-chair, ESOL Program, College of Education, University of Oregon.
1986-1990: Associate Professor, College of Education, University of Oregon.
1978-1986: Director, Evaluation and Field Research, Direct Instruction Follow Through Project, University of Oregon.
1979-1985: Assistant Professor, College of Education, University of Oregon.
1975-1977: Instructor, Antioch Graduate School of Education, Keene, New Hampshire.
1975: Instructor, Castleton State College, Brattleboro, Vermont.
1967-1975: Special education teaching and supervision: Programs for autistic and learning disabled students, Boston and Winchester, MA.
1970-1981: Music critic, free lance writer and essayist for Rolling Stone Magazine, The Village Voice, The Boston Phoenix, The Real Paper. Features and reviews, specializing in essays on soul music and jazz.
Federally Funded Grants
Principal investigator (or co-principal investigator) for the following:
A center to study sustainability (CSS) of research-based interventions for students with learning disabilities. (U.S. Department of Education, 1998-2002, $999,720).
Functional literacy for decision-making: Personal computers as metacognitive tools for youth with mild/moderate mental retardation. (U.S. Department of Education, 1996-present, $598, 522).
Developing historical reasoning in students with learning disabilities: Meaningful integration of technology with instruction. (U.S. Department of Education, 1996-present, $899, 820).
Parameters of effective instruction for language-minority students with disabilities and those at risk for school failure: Research synthesis and dissemination. (U.S. Department of Education, 1995-present, $239,826).
Assistive Technology in the Cognitive Realm: Tools for Daily Living (U.S. Department of Education, 1995-1996, $410,000).
Advancing and Improving the Research Knowledge Base: Comprehensible and Comprehensive Instruction for Language Minority Students with Learning Disabilities (U.S. Department of Education, 1994-1995, $99,981)
Transition to Adulthood for Students with Developmental Disabilities: The Role of Siblings (U.S. Office of Special Education, 1994-1995, $99,955).
Four-Pronged Middle School Intervention for Students with Mild Disabilities: A Professional Development Emphasis (U.S. Office of Special Education, 1992-1995, $465,000).
Attrition/Retention of Urban Special Education Teachers: Multi-Faceted Research and Strategic Action Planning (U.S. Office of Special Education, 1991-1994, $897,400).
The Language Minority Student and Special Education: A Multi-Faceted Study (U.S. Office of Special Education, 1990-1993, $899,844).
Information Processing Deficits in Mathematics: A Longitudinal Study (U.S. Office of Special Education, 1991-1992, $74,993).
Integrating Minority Handicapped Students into Regular Classroom Settings (U.S. Office of Special Education, 1988-1992, $620,028).
Proactive Roles for the Resource Consultant (U.S. Office of Special Education, 1988-1991, $330,339).
Expert Assessment of Mathematics Proficiency (U.S. Office of Special Education, 1989-1991, $406,000).
Instructional Leadership in Special Education (U.S. Office of Special Education, 1989-1992, $247,000).
Instructional Leadership in Special Educational Technology (U.S. Office of Special Education, 1988-1991, $252,000).
Integrating Technology with Effective Teaching Practices at the Secondary Level (U.S. Office of Special Education, 1987-1990, $321,825).
Active Teaching Through Staff Development and Videodisc Instruction (U.S. Office of Special Education, 1986-1988, $206,000).
Instructional Leadership in Special Education (U.S. Office of Special Education, 1986-1989, $198,000).
Computer Assisted Instruction in Higher Order Skills for Mildly Handicapped Students: Programmatic Research on Design Principles (U.S. Office of Special Education, 1984-1987, $239,000).
Special Education Technology and Computer Technology (U.S. Office of Special Education, 1984-1987, $235,000).
A Study of Administrative Support of School Improvement (National Institute of Education, 1983-1985, $228,000).
Instructional and Policy Determinants of High School Students' Achievement in Mathematics (National Institute of Education, 1983-1985, $176,000).
Longitudinal Analysis of the Impact of Structured English Immersion Programs on the Achievement of Hispanic Students (Department of Education/Planning and Research, 1984-1985, $82,000).
A Study of Roles in the Implementation Process (National Institute of Education, 1980-1981, $32,000).
Naturalistic Study of Implementation of an Educational Change Model in an Urban Setting (Office of Education, 1978-1980, $120,000).
Other Grants
Other Professional ActivitiesEvaluation of SMART Program: A Business-School Community Partnership to Prevent Reading Failure (Oregon Children's Foundation, 1992- 97; $178,000).
Evaluation of Bilingual Immersion. (READ Institute, 1991-92. $9,500)
Evaluation of Lozanov Method of Bilingual Education. (READ Institute, 1991-92. $4,200)
Longitudinal Evaluation of Later Effects of Bilingual Education (READ Institute, 1996-97, $7,000)
Member of following national committees and working groups:
Editorial ResponsibilitiesPresident, CEC Division of Research, 1997-98.
Chair, Advisory Committee to Research into Practice Division, OSEP, 1997-98.
Chair, Design Team: Diversity Course, 1997-98.
Chair, Ad Hoc Committee on Research, 1997-98.
CEC: Adapting Instructional Materials for Students with Disabilities: Publication Planning Task (Jan, 1997).
CEC Awards (1998).
OSEP National Task Force on Technology Implementation in Special Education
OSEP/CEC Group Contrast Research working group.
CEC special education teacher retention.
CEC working group on developing guidelines for group comparison research design in special education (with Joanna Williams, Sharon Vaughn, John Lloyd, George Hynd, Martha Thurlow).
Technical design team for Oregon Assessment Development and Evaluation Project (OADEP), Oregon Department of Education (1995-present).
Mentor, National Center on Minority Special Education, Hampton Institute, VA.
Chair, National Association of State Directors of Special Education (NASDSE) Forums: Improving Special Education for Culturally and Linguistically Diverse Students –September 1994 (Alexandria, VA) August 1995 (Alexandria, VA) and February, 1996 (Phonenix, AZ)
Committee on Prevention of Reading Difficulties in Young Children, National Academy of Sciences (July, 1994).
Working Group, Review Activities for Implementing IDEA Special Education Research Program Agenda. U.S. Department of Education, Office of Special Education Programs (1995).
Panelist, Diversity Work Group on the impact of diversity on quality of services for students with Emotional and Behavioral Disorders. Office of Special Education, U.S. Department of Education (1995).
Cosmos Corporation: Member of Delphi panel on future issues on technology use in special education (1993, July)
Ac Hoc Committee on Knowledge Utilization. Joint AERA-CEC Working Committee (1995).
Council for Learning Disabilities Research Committee, Subcommittee on Qualitative Research in Special Education (1995).
Chair, CEC's Ad Hoc Committee for Research, Division for Research (1994-1996)
Member of Planning Group for OSEP Research Project Directors' Meeting. (1994, January)
National Academy of Sciences, Commission on Behavioral and Social Sciences and Education. Working Group: Culture and Early Education-- Assessing and Applying the Knowledge Base (1993-94)
Working Group, Synthesis/Verification of Effective Practices for children and Youth with Attention Deficit Disorders. U.S. Department of Education. (1993-94)
Research Committee, Council for Learning Disabilities (1993-1994).
Invisible College for Research on Teaching (1980-1994).
Chairperson, Research Committee, National Advisory Council on Bilingual Education, U.S. Department of Education (1986-1988).
Panelist and Author, ASCD Task Force on Public School Education for 4 and 5 Year-Olds (1987-1988).
Co-Director, Academy of Effective Instruction in Reading Comprehension, Professional Development Division of Council for Exceptional Children (1986, 1987, 1988).
Member, Consortium for Research on Hispanic Students (1985-1988).
Chairperson, Doctoral Program, Department of Special Education, University of Oregon (1984-1987).
Organizer of 15 symposia for AERA and 3 symposia for Council for Exceptional Children
Grant/contract reviewer for the following:
National Science Foundation, Learning Disabilities Division (1997)
Office of Special Education Programs, Division of Personnel Preparation, U.S. Department of Education (1990, 1996).
National Institutes of Health/National Institute of Child Health and Human Development Multidisciplinary Centers (1995).
Office of Special Education Programs, Division of Innovation and Development, U.S. Department of Education (1993)
Office of Bilingual Education and Minority Language Affairs, U.S. Department of Education (1991).
Office of Special Education Programs, Division of Innovation and Development, U.S. Department of Education (1990).
Funds for Improvement of Post-secondary Educator (FIPSE) (1990).
Office of Educational Research and Improvement, U.S. Department of Education (1988, 1989).
External reviewer for the following:
National Academy of Sciences report on Research on Bilingual Education.
Center for Educational Statistics, U.S. Department of Education (1987, 1988).
External reviewer of tenure/promotion files: University of Vermont (1997), University of Pittsburgh (1997), Texas A& M (1997), University of Illinois at Chicago (1996), California State University at Long Beach (1996), University of Indiana (1995), University of California at Los Angeles (1995), California State Univeristy at Long Beach (1995), Bucknell University (1993), Michigan State University (1990)
Guest Editor for the following journals:
Special Issue of Remedial and Special Education : "Collaborative Research in Special Education." (January, 1996)
Special Issue of Elementary School Journal: "The Language Minority Student in Transition: Implications of Contemporary Research." (January, 1996).
Special Issue of Remedial and Special Education (RASE): "Perspectives on the Regular Education Initiative: Views from General Education" (May, 1990) (co-edited with John Woodward)
Consulting Editor for the following:
Exceptional Children (1996-present)
Elementary School Journal (1996-present)
Learning Disability Quarterly (1995-present)
Journal of Experimental Education (1994-present)
Exceptionality (1989-present)
Remedial and Special Education (1988-present).
Journal of Special Education Technology (1988-present)
Learning Disabilities Research and Practice (1993-present)
The Reading Teacher (1990-1993)
Direct Instruction News, (1980-1989).
Excellence in Instruction, (1980-1989).
Insegnare al Handicappato (Research on Teaching the Handicapped).
Reviewer for the following journals:
American Educational Research Journal
American Journal of Mental Retardation
Early Childhood Research Quarterly
Educational Leadership
Elementary School Journal
Evaluation and Program Planning
Exceptional Children
Journal of Applied Behavior Analysis
Journal of Special Education
Journal of Teacher Education
Reading Research Quarterly
Remedial and Special Education
Review of Educational Research
School Psychology Review
Urban Education
Reviewer for the following publishers:
Lawrence Erlbaum
Prentice Hall
Teachers College Press
Aspen Press
Reviewer for the Following Conferences:
American Educational Research Association -- Division K (1990, 1991,1992, 1993, 1994, 1995, 1996); Division C (1993), Division L (1996)
American Educational Research Association -- SIG on Special Education (1990, 1991,1993, 1994, 1995).
National Reading Conference (1990, 1991, 1992, 1993, 1994, 1995).
American Educational Research Association -- SIG on Research Dissemination and Utilization (1992).
Council for Exceptional Children -- Division for Research (1993, 1994, 1996)
Publications
Articles
Gersten, R. (in press). Recent advances in instructional research. Learning Disabilities Research and Practice.
Brengelman, S.U. & Gersten, R. (in press). Understanding engagement and disengagement between special and general educators: An application of Miles and Huberman’s cross-case analysis. Learning Disabilities Quarterly.
Gersten, R., Baker, S., Marks, S. U. (in press). Reflections on "A view from across the Grand Canyon" (by Richardson and Anders) and the Compatibility of Qualitative and Quantitative Research. Learning Disabilities Quarterly.
Marks, S. U. & Gersten, R., & (in press). Understanding engagement and disengagement between special and general educators: An application of Miles and Huberman's cross-case analysis.. Learning Disabilities Quarterly.
Gersten, R. (1997). Response to Research on Inclusive Educational Programs, Practices, and Outcomes by Pam Hunt and Lori Goetz. Journal of Special Education. 31(1), 30-32.
Gersten, R., Vaughn, S., Deshler, D., & Schiller, E. (1997) What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30(5), 466-476.
Gersten, R. (1996). The double demands of teaching English language learners. Educational Leadership, 53(5) 18-22.
Gersten, R. (1996). The language-minority student in transition: Contemporary instructional Research. Elementary School Journal, 96(3), 217-219.
Gersten, R. (1996). Literacy instruction for language-minority students: The transition years. Elementary School Journal, 96(3), 227-244.
Gersten, R., & Brengelman, S.(1996). The quest to translate research into classroom practice: The current knowledge base. Remedial and Special Education, 96(3), 228-244.
Jiménez, R., & Gersten, R.& Rivera, A. (1996). Conversations with a Chicana teacher: Supporting students' transition from native- to English-language instruction. Elementary School Journal, 96(3), 333-341.
Gersten, R. (1995). Collaborative research in special education. Introduction to the topical issue. Remedial and Special Education, 16(6), 323-3234.
Gersten, R., Keating, T.J. & Irvin, L.K.(1995). The burden of proof: Validity as improvement of instructional practice. Exceptional Children, 61(6), 510-519.
Gersten, R., Morvant, M., & Brengelman, S. (1995). Close to the classroom is close to the bone: Coaching as a means to translate research into classroom practice. Exceptional Children, 62(1), 52-66.
Gersten, R., & Woodward, J. (1995). A longitudinal study of transitional and immersion bilingual education programs in one district. Elementary School Journal, 95(3), 223-240.
Dimino, J., Taylor, R. & Gersten, R. (1995). Synthesis of the research on story grammar as a means to increase comprehension. Reading and Writing Quarterly., 11(1), 53-72.
George, N.L., George, M.P., Gersten, R., & Grosenick, J.K. (1995). To leave or to stay? An exploratory study of teachers of students with emotional and behavioral disorders. Remedial and Special Education, 16(4), 227-236.
Gersten, R., & Jiménez, R. (1994). A delicate balance: Enhancing literacy instruction for students of English as a second language. The Reading Teacher, 47 (6), 438-449.
Gersten, R., & Woodward, J. (1994). The language minority student and special education: Issues, themes and paradoxes. Exceptional Children, 60(4), 310-322.
Gersten, R., Brengelman, S., & Jiménez, R. (1994). Effective instruction for culturally and linguistically diverse students: A reconceptualization of the issue. Focus on Exceptional Children, 27(1).
Glang, A., Gersten, R., & Morvant, M. (1994). A directive approach toward the consultation process: A case study. Learning Disabilities Research & Practice, 9(4), 225-233.
Gersten, R., & Dimino, J. (1993). Visions and revisions: A special education perspective on the whole language controversy. Remedial and Special Education, 14 (4), 5-13.
Gersten, R. (1992). Passion and precision: Reflections on "Curriculum-based assessment and direct instruction: Critical reflections on fundamental assumptions." Exceptional Children, 58(5), 464-467.
Gersten, R., & Kelly, B. (1992). Coaching secondary special education teachers in implementation of an innovative videodisc mathematics curriculum. Remedial and Special Education, 13 (4), 40-51.
Gersten, R., Woodward, J., & Morvant, M. (1992). Refining the working knowledge of experienced teachers. Educational Leadership, 49(7), 34-39.
Hayden, M., Gersten, R., & Carnine, D. (1992). Using computer networking to increase active teaching for mainstreamed students in math classes. Journal of Special Education Technology, 11(4),167-177.
Woodward, J., & Gersten, R. (1992). Innovative technology for secondary learning disabled students: A multi-faceted study of implementation. Exceptional Children, 58(5), 407-421. Reprinted in E. L. Meyer, G. A. Vergason & R. Whelan (Eds.) Challenges facing special education. Denver: Love Publishing, 1993.
Gersten, R. (1991). The eye of the beholder: A response to "Sociomoral atmosphere: A study of teachers' enacted interpersonal understanding." Early Childhood Research Quarterly, 6(4), 529-538.
Gersten, R., Darch, C., Davis, G., & George, N. (1991). Apprenticeship and intensive training of consulting teachers: A naturalistic study. Exceptional Children, 57(3),226-237.
Dimino, J., Gersten, R., Carnine, D., & Blake, G. (1990). Story grammar: An approach for promoting at-risk secondary students' comprehension of literature. Elementary School Journal, 91(1), 19-32.
Gersten, R. (1990). Enemies—Real and imagined: Implications of "Teachers' Thinking about Instruction" for collaboration between special and general education. Remedial and Special Education, 11(6), 50-53.
Gersten, R., & Woodward, J. (1990). Rethinking the regular education initiative: Focus on the classroom teacher. Remedial and Special Education, 11(3), 7-16.
Glang, A., Gersten, R., & Singer, G. (1990). Computer-assisted video instruction in training rehabilitation paraprofessionals. Journal of Special Education Technology, 10(3), 137-146.
Golden, N., Gersten, R., & Woodward, J. (1990). Effectiveness of guided practice during remedial reading instruction: An application of computer managed instruction. Elementary School Journal, 90(3), 290-304.
Gurney, D., Gersten, R., Dimino, J., & Carnine, D. (1990). Story grammar: Effective literature instruction for high school students with learning disabilities. Journal of Learning Disabilities, 23(6), 335-342.
Kelly, B., Gersten, R., & Carnine, D. (1990). Student error patterns as a function of curriculum design, Journal of Learning Disabilities, 23(1), 23-32.
Gersten, R., & Dimino, J. (1989). Teaching literature to at-risk students. Educational Leadership, 46(5), 53-58.
Reprinted in R. Brandt (Ed.) Students at risk: Readings from Educational Leadership. Alexandria, VA: ASCD.
Engelmann, S., Becker, W. C., Carnine, D., & Gersten, R. (1988). The direct instruction follow through model: Design and outcomes. Education and Treatment of Children, 11(4), 303-317.
Gersten, R. (1988). Explicit instruction in reading comprehension strategies. European Journal of Psychology of Education, 239-240.
Gersten, R., Darch, C., & Gleason, M. (1988). Effectiveness of a direct-instruction academic kindergarten for low income students. Elementary School Journal, 89(2), 227-240.
Gersten, R., Keating, T., & Becker, W. C. (1988). The continued impact of the direct instruction model: Longitudinal studies of follow through students. Education and Treatment of Children, 11(4), 318-327.
Gersten, R., Walker, H., & Darch, C. (1988). Relationship between teachers' effectiveness and their tolerance for handicapped students. Exceptional Children, 54(5), 19-23.
Gersten, R., Woodward, J., & Moore, L. (1988). Alternative educational models for language minority students: Research on structured immersion. Equity and Excellence, 23(4), 14-16.
Walker, H., Fonseca-Retana, G., & Gersten, R. (1988). Replication of the CLASS program in Costa Rica: Implementation procedures and program outcomes. Behavior Modification, 12(1), 133-154.
Woodward, J., Carnine, D., & Gersten, R. (1988). Teaching problem solving through computer simulations. American Educational Research Journal, 25(1), 7-28.
Collins, M., Carnine, D., & Gersten, R. (1987). Elaborated corrective feedback and the acquisition of reasoning skills: A study of computer-assisted instruction. Exceptional Children, 54(3), 254-262.
Darch, C., Gersten, R., & Taylor, R. (1987). Evaluation of the Williamsburg County Direct Instruction program: Factors leading to success in rural elementary programs. Research in Rural Education, 4(3), 111-118.
Gersten, R., & Keating, T. (1987). Improving high school performance of "at risk" students: A study of long-term benefits of direct instruction. Educational Leadership, 44(6), 28-31.
Gersten, R., Carnine, D., & Woodward, J. (1987). Direct instruction research: The third decade. Remedial and Special Education, 8(6), 48-56.
Johnson, G., Gersten, R., & Carnine, D. (1987). Effects of instructional design variables on vocabulary acquisition of LD students: A study of computer-assisted instruction. Journal of Learning Disabilities, 20(4), 206-213.
Kelly, B., Carnine, D., Gersten, R., & Grossen, B. (1987). The effectiveness of videodisc instruction in teaching fractions to learning handicapped and remedial high school students. Journal of Special Education Technology, 8(2), 5-17.
Reprinted in M. A Jensen & Z. Chevalier (Eds.) Issues and advocacy for early childhood education. Boston: Allyn and Bacon. and R. Brandt (Ed.) Students at risk: Readings from Educational Leadership. Alexandria, VA: ASCD.
Thormann, J., Gersten, R., Moore, L., & Morvant, M. (1987). Microcomputers in education classrooms: Themes from research and implications for practice. Computers In The Schools, 3(3,4), 97-109.
Woodward, J., Carnine, D., Gersten, R., Moore, L., & Golden, N. (1987). Using computer networking for feedback. Journal of Special Education Technology, 7(4), 28-35.
Darch, C., & Gersten, R. (1986). Direction setting activities in reading comprehension: A comparison of two approaches. Learning Disabilities Quarterly, 9(3), 235-243.
Egan, I., Gersten, R., & Irvin, L. (1986). Use of verbal correction procedures with severely retarded individuals: Aptitude-treatment interaction? American Journal of Mental Deficiency, 91(3), 294-301.
Gersten, R. (1986). Response to "Consequences of Three Pre-School Curriculum Models Through Age 15." Early Child Research Quarterly, 1(3), 293-302.
Gersten, R., & Carnine, D. (1986). Direct instruction in reading comprehension, Educational Leadership, 43(7), 70-78.
Gersten, R., & White, W. A. T. (1986). Castles in the sand: Response to Schweinhart and Weikart. Educational Leadership, 44(3), 19-20.
Gersten, R., Carnine, D., Zoref, L., & Cronin, D. (1986). A multifaceted study of change in seven inner city schools. Elementary School Journal, 86(3), 257-276.
Gersten, R., Crowell, F., & Bellamy, T. (1986). Spillover effects: Impact of gainful employment on the lives of severely retarded persons. American Journal of Mental Deficiency, 90(5), 501-506.
Gersten, R., Woodward, J., & Darch, C. (1986). Direct instruction: A research-based approach for curriculum design and teaching. Exceptional Children, 53(1), 17-36.
Woodward, J., Carnine, D., Gersten, R., Gleason, M., Johnson, G., & Collins, M. (1986). Applying instructional design principles to CAI for mildly handicapped students: Four recently conducted studies. Journal of Special Education Technology, 8(1), 13-26.
[Reprinted in E. L. Meyer & R. Whelan (Eds.) Effective instruction strategies for exceptional children. Denver: Love Publishing]
Carnine, D., Gersten, R., Darch, C., & Eaves, R. (1985). Attention and cognitive deficits in learning disabled students. Journal of Special Education, 19(3), 319-331.
Darch, C., & Gersten, R. (1985). The effects of teacher presentation rate and praise on LD students' oral reading performance. British Journal of Educational Psychology, 55, 295-303.
Gersten, R. (1985). Structured immersion for language minority students: Results of a longitudinal evaluation. Educational Evaluation and Policy Analysis, 7(3), 187-196.
Gersten, R., & Carnine, D. (1985). Two ships crossing in the night (A response to Kavale's rejoinder on correlates of reading achievement). Remedial and Special Education, 6(1), 46-47.
Gersten, R., & Woodward, J. (1985). A case for structured immersion. Educational Leadership, 43(1), 75-78.
Gersten, R., & Woodward, J. (1985). Response to Santiago. Educational Leadership, 43(1), 83-85.
Gersten, R., (1985). Direct instruction with special education students: A review of evaluation research. Journal of Special Education, 19(1), 41-50.
Carnine, L., Carnine, D., & Gersten, R. (1984). Analysis of oral reading errors made by economically disadvantaged students taught with a synthetic phonics approach. Reading Research Quarterly, 19(3), 343-356.
Darch, C., Carnine, D., & Gersten, R. (1984). Explicit instruction in mathematical problem solving. Journal of Educational Research, 4(2), 155-165.
Dommes, P., Gersten, R., & Carnine, D. (1984). Instructional procedures for increasing skill deficient fourth graders' comprehension of syntactic structures. Educational Psychology, 4(2), 155-165.
Gersten, R. (1984). Follow Through revisited: Reflections on the site variability issue. Educational Evaluation and Policy Analysis, 6(4), 411-423.
Gersten, R., & Carnine, D. (1984). Auditory-perceptual skills and reading: A response to Kavale's meta-analysis. Remedial and Special Education, 5(1), 16-20.
Gersten, R., & Carnine, D. (1984). Direct instruction mathematics: Longitudinal evaluation of low-income students. Elementary School Journal, 84(4), 395-407.
Gersten, R., & Hauser, C. (1984). The case for impact evaluations in special education. Remedial and Special Education, 5(2), 16-24.
Gersten, R., & Irvin, L. (1984). Vocational assessment for severely retarded adolescents and adults: The Trainee Performance Sample. Vocational Evaluation and Work Adjustment Bulletin, 17(2), 42-45, 70.
Gersten, R., Becker, W. C., Heiry, T. J., & White, W. A. T. (1984). Entry IQ and yearly academic growth of children in Direct Instruction programs: A longitudinal study of low SES children. Educational Evaluation and Policy Analysis, 6(2), 109-121.
Irvin, L.K., Gersten, R.M., & Heiry, T.J. (1984). Validating vocational assessment of severely retarded persons: Issues and applications. American Journal of Mental Deficiency, 88(4), 411-417.
Singer, G.H., Close, D. W., Irvin, L. K., Gersten, R., & Sailor, W. (1984). An alternative to the institution of young people with severely handicapping conditions in a rural community. Journal of Association of Severely and Profoundly Handicapped, 9(4), 251-261.
Fielding, G., Kameenui, E., & Gersten, R. (1983). A comparison of inquiry and direct instruction approaches towards teaching legal concepts and applications to secondary students. Journal of Educational Research, 76, 287-293.
Gersten, R. (1983). Stimulus overselectivity in autistic, trainable mentally retarded and non-handicapped children: Comparative research controlling chronological (rather than mental) age. Journal of Abnormal Child Psychology, 11, 61-76.
Meyer, L., Gersten, R., & Gutkin, J. (1983). Direct Instruction: A Project Follow Through success story in an inner-city school. Elementary School Journal, 84, 241-252.
Patching, W., Kameenui, E., Carnine, D., Gersten, R., & Colvin, G. (1983). Direct Instruction in critical reading. Reading Research Quarterly, 18, 406-418.
Adams, A., Carnine, D., & Gersten, R. (1982). Instructional strategies for studying content area texts in the intermediate grades. Reading Research Quarterly, 18, 27-55.
Becker, W.C., & Gersten, R. (1982). A follow up of Follow Through: The later effects of the Direct Instruction Model. American Educational Research Journal, 19, 27-55.
[Reprinted in Borg, W. (1987). Applying educational research: A practical guide for teachers (2nd Ed.). New York: Longmans]
Carnine, D., & Gersten, R. (1982). Effective mathematics instruction for low-income students: Results of longitudinal field research in twelve districts. Journal of Research on Mathematics Education, 13, 145-152.
Gersten, R., & Maggs, A. (1982). Teaching the general case to moderately retarded children: Evaluation of a five-year project. Analysis and Intervention in Developmental Disabilities, 2, 305-317.
Gersten, R., Carnine, D., & Green, S. (1982). The principal as instructional leader: A second look. Educational Leadership, 40(3), 47-50.
Gersten, R., Carnine, D., & Williams, P. (1982). Measuring implementation of a structured educational model in an urban setting: An observational approach. Educational Evaluation and Policy Analysis, 4, 67-79.
Gersten, R., White, W.A., Falco, R., & Carnine, D. (1982). Teaching basic discriminations to handicapped and non-handicapped individuals through a dynamic presentation of instructional stimuli. Analysis and Intervention in Developmental Disabilities, 2, 305-317.
[Reprinted in R. Brandt (Ed.) Effective schools and school improvement: Readings from Educational Leadership. Alexandria, VA: ASCD.]
Irvin, L., Gersten, R., Bellamy, G.T., Taylor, V., & Close, D. (1981). Vocational skill assessment of severely retarded adults. American Journal of Mental Deficiency, 85, 631-638.
Gersten, R. (1980). The search for the cognitive deficit in autism: Beyond the stimulus over-selectivity model. The Journal of Special Education, 14, 47-65.
Submitted for publication
Gersten, R., & Baker, S. (in press). Integrating situated cognition with explicit instruction to promote retention and real world use of scientific and mathematical concepts. Exceptional Children.
Gersten, R., & Chard, D. Number sense: Rethinking mathematics instruction for students with learning disabilities. Submitted to Exceptional Children.
Gersten, R. Design experiments, formative experiments and developmental studies: The changing face of instructional research in special education. Eugene, OR: Eugene Research Institute.
Jiménez, R. & Gersten, R. (revisions under review). Lessons and dilemmas derived from the literacy instruction of two Latina/o teachers. American Educational Research Journal.
Gersten, R. Lost opportunities: Observations of the education of language minority students. Submitted to American Educational Research Journal.
Edited Books
Gersten, R., & Jiménez, R. (Eds.) (1998). Promoting learning for culturally and linguistically diverse students: Classroom applications from contemporary research. Belmont, CA: Wadsworth Publishing.
Monographs and Chapters in Books
Gersten, R., Baker, S., & Unok Marks, S. (1998). Strategies for teaching English-language learners. In K. Harris, S. Graham, & D. Deshler (Eds.) Teaching every child every day: Learning in diverse schools and classrooms. (208-249). Cambridge, Mass.: Brookline Books.
Gersten, R., & Woodward, J. (1994). The language minority student and special education: Issues, themes and paradoxes. In D. Podell (Ed.) Perspectives: Educating exceptional learners. Reprinted from Exceptional Children, 60(4), 310-322.
Williams, J., Fuchs, L., Gersten, R., & Baker, S. (in press). Reading comprehension: A research summary.
Lloyd, J. W., Gersten, R., Fuchs, L., Williams, J., Vaughn, S., Swanson, L., Osborne, S., Thurlow, M., Simmons, D., & Carnine, D. Designing quality research in special education: Group experimental designs. Submitted to Exceptional Children.
Gersten, R., Brengelman, S.U., Keating, T., & Baker, S. (in press). Recent research on effective instructional practices for content area ESOL. In R. Gersten & R. Jiménez (eds) Promoting learning for culturally and linguistically diverse students: Classroom applications from contemporary research. Atlanta, GA: Wadsworth Publishing.
Gersten, R & Taylor, R., & Graves, A. (in press). Direct instruction and diversity In R. Stevens (Ed). Teaching in American schools: Essays in honor of Barak Rosenshine. Columbus, OH: Merrill Education/Prentice-Hall, Inc.
Gersten, R., & Carnine, D. (1998). Direct instruction mathematics: Longitudinal evaluation of low-income students. In Designing effective mathematics instruction. Englewood Cliffs, NJ: Prentice Hall. (Reprinted from Elementary School Journal, 84(4), 395-407).
Gersten, R., & Jiménez, R. (1998). Modulating instruction for language minority students. In E. Kaméenui & D. Carnine (Eds.) Effective teaching strategies that accommodate diverse learners. Upper Saddle River, NJ: Prentice-Hall, Inc.
Gersten, R., Baker, S., & Brengelman, S. (1997). Productive instructional practices for English-language learners: Guiding principles and examples from research-based practice. Alexandria, VA: NASDSE.
Gersten, R., Vaughn, S., & Brengelman, S.U. (1996). Grading and academic feedback for special education students and students with learning difficulties. In T. Guskey (Ed.), Communicating Student Learning: 1996 ASCD Yearbook (pp. 47-57). Alexandria, VA: Association for Supervision and Curriculum Development.
Gersten, R., Keating, T. J., & Brengelman, S. U. (1995). Toward an understanding of effective instructional practices for language minority students: Findings from a naturalistic research study. READ, 2(1), 55-83.
Carnine, D.W., & Gersten, R. (1985). The logistics of educational change. In J. Osborn, P.T. Wilson, & R.C. Anderson (Eds.), Research base for literacy. Boston: D.C. Heath.
Gersten, R. & Becker, W. (1991). Lessons learned. In E. A. Ramp & C. S. Pederson (Eds.) Follow Through: Program and Policy Issues (pp. 43-55). Washington, D. C.: Office of Educational Research and Improvement, U.S. Department of Education.
Gersten, R. (1992). Academics in kindergarten and preschool. In L. R. Williams and D. P. Fromberg (Eds.), Encyclopedia of early childhood education. New York: Garland (pp. 312-313).
Gersten, R., & Woodward, J (1992). The quest to translate research into classroom practice: Strategies for assisting classroom teachers' work with "at risk" students and students with disabilities. In D. Carnine and E. Kameenui (Eds.). Higher cognitive functioning for all students. Austin, TX: Pro-Ed (pp. 201-218).
Gersten, R., Woodward, J., & Schneider, S. (1992). Bilingual immersion: A review and synthesis of research conducted in El Paso, Texas. Washington, D.C.: READ Institute.
Gersten, R., Carnine, D.W., & White, W.A. (1984). The pursuit of clarity: Direct Instruction and applied behavior analysis. In W. Heward, T.E. Heron, D.S. Hill, & J. Trap-Porter (Eds.), Focus on behavior analysis in education. Columbus, OH: Charles Merrill.
Gersten, R., Vaughn, S., Deshler, D., & Schiller, E. (1995, July). What we know (and still don't know) about utilizing research findings to improve practice: Implications for special education. Commissioned paper prepared for Research Project Directors' Conference, Office of Special Education Programs.
Gersten, R. (1993). Language minority students in special education: Response to presentations by Ji-Mei Chang, Carolyn Adger, and Carmen Arreaga-Mayer. In Proceedings of the Third National Research Symposium on Limited English Proficient Student Issues: Focus on Middle and High School Issues. Washington, D. C.: National Clearinghouse on Bilingual Education, 799-802.
Gersten, R., & Dimino, J. (1990). Reading instruction for at risk students: Implications of current research. Oregon School Study Council, 33(5).
Gersten, R., & George, N. (1989). Teaching reading and mathematics to at-risk students in kindergarten: What we have learned from field research. In C. Seefelt (Ed.), Continuing issues in early childhood. Columbus: Charles Merrill.
Gersten, R., & Morvant, M. (1989). Restructuring and the regular education initiative. In G. Tindal (Ed.), The Oregon Conference Monograph. Eugene: University of Oregon.
Dimino, J., & Gersten, R. (1989). Story grammar and scaffolded instruction. In J. Tindal (Ed.), The Oregon Conference, Section II, 6-9.
Gersten, R., Gleason, M., Gurney, D., Hall, T., & Kinder, D. (1987). Essential techniques for teaching reading comprehension: Academy for effective instruction sourcebook. Reston, VA: Council for Exceptional Children.
Gersten, R., & Miller, B. (1987). The study of implementation: Implication of Follow Through Research. In M. C. Wang & E. A. Ramp (Eds.), The National Follow Through Program: Design, implementation and effects. (Final Project Report, Vol. 1). Philadelphia, PA: Temple University.
Letters to the Editor:
Gersten, R. (1998). Response to Pearson. Reading Research Quarterly.
Gersten, R. (1990, June). Report on phonics method, comprehension is clarified. Education Week, 24.
Gersten, R. (1990, April). Phonics vs. whole language: More voices. Education Week, 36.
Gersten, R. (1984). Response to "The use of commercial materials in American schools". Reading Research Quarterly, 19, 500.
Co-author of the following national policy reports:
Gersten, R. (in press). Advances in teaching and instructional design. 18th Annual Report to Congress: Status of Special Education. Rockville, MD: Westat.
McInnerney, M., et al. (in press). Supporting legislative intent: How special education research improves policies and practices in schools. Washington, DC: American Institute for Research.
OSEP report on knowledge utilization (with Don Deshler, Sharon Vaughn, and Ellen Schiller, 1995).What we know (and still don't know) about utilizing research findings to improve practice: Implications for special education . Hillsdale, NJ: Lawrence Erlbaum Associates.
ASCD Early Childhood Policy Panel (1988). Analysis of issues concerning public school involvement in early childhood education. In C. Warger (Ed.), A resource guide to public school early childhood programs. Alexandria, VA: ASCD.
National Advisory Council on Bilingual Education (1987). Eighth Annual Report to Congress (Co-author of "Research and Theory" chapter).
Technical Reports
Gersten, R., Baker, S., Unok Marks, S., & Smith, S.B. (1997). Integrative Synthesis of the Empirical and Professional Knowledge Bases on Effective Instruction for English-Language Learners with Learning Disabilities and Those At-Risk for School Failure. Final Performance Report, U.S. Department of Education Grant – HO23E50013.
Kameenui, E., & Gersten, R. (1997). The national evaluation of Project Follow Through: A “brief” description and summary of results. Report commissioned by the National Academy of Sciences, Washington, DC.
Gersten, R., Gillman, J., Morvant, M., & Billingsley, B. (1995). Working Paper #4—Working Conditions: Job Design. Washington, DC: National Dissemination Forum on Special Education Teacher Satisfaction, Retention, and Attrition. US. Department of Education: DID.
Billingsley, B., Gersten, R., Gillman, J., & Morvant, M. (1995). Working Paper #5—Administrator Support. Washington, DC: National Dissemination Forum on Special Education Teacher Satisfaction, Retention, and Attrition. US. Department of Education: DID.
Gersten, R., Keating, T., & Yovanoff, P. (1995). Working Paper #6—Impact of Job Design Problems and Lack of Support. Washington, DC: National Dissemination Forum on Special Education Teacher Satisfaction, Retention, and Attrition. US. Department of Education: DID.
Morvant, M., & Gersten, R. (1995). Attrition/retention of urban special education teachers: Multi-faceted research and strategic action planning. Final Performance Report.
Gersten, R., & Woodward, W. (1995). Integrating minority handicapped students into regular education: A staff development emphasis. Final Performance Report.
Gersten, R., & Woodward, J. (1994). The language minority student and special education: A multi-faceted study. Final Performance Report.
Gersten, R., & Woodward, J. (1992). Proactive role for the resource consultant. Final Performance Report.
Kinder, D., Gersten, R., & Kelly, B. (1989). Expert math instruction for at risk students. Technical Report 89-3. Eugene, OR: Follow Through Project, University of Oregon.
Gersten, R., Taylor, R., Woodward, J., & White, W.A.T. (1984, April). Structured English Immersion for Hispanic Students in the U.S.: Findings from the fourteen-year evaluation of the Uvalde, Texas Program: Technical Report 84-1. Eugene, OR: Follow Through Project, University of Oregon.
Gersten, R., & Carnine, D. (1981). Administrative and supervisory support functions for the implementation of effective educational programs for low-income students. Eugene, OR: Center for Educational Policy and Management.
Becker, W.C., Gersten, R., & Carnine, D. (1979). Design and measurement issues in Follow Through evaluation research. Final report submitted to Office of Education, DHEW, pursuant to contract RFP 78-101.
Carnine, D., & Gersten, R. (Eds.) (1978). Formative evaluation of direct instruction: Technical Report 78-2. Eugene, OR: Project Follow Through, University of Oregon.
Gersten, R. Final reports submitted to Joint Dissemination Review Panel (JDRP) of the U.S. Department of Education/NIE for Direct Instruction Projects in Williamsburg County, SC; DeKalb County, TN; Nichols Avenue, Washington, D.C.; Flippin, AR; P.S. 137, New York, NY; East Las Vegas, NM; Uvalde, TX; Cherokee, NC; and San Diego, CA. Washington, D.C.: National Institute of Education (NIE)/Department of Education, December, 1980 - February, 1982.
Tests
Irvin, L., & Gersten, R. (1982). The Trainee Performance Sample. Milwaukee, WI: Ideal Developmental Labs.
Articles (Non-Technical)
Gersten, R. (1998). Otis Redding. In Encarta 98. Redmond, WA: Microsoft.
Gersten, R. (1998). Temptations. In Encarta 98. Redmond, WA: Microsoft.
Gersten, R. (1997). Marvin Gaye. In Encarta 97. Redmond, WA: Microsoft.
Gersten, R. (1997). Diana Ross. In Encarta 97. Redmond, WA: Microsoft.
Gersten, R. (1997). Smokey Robinson. In Encarta 97. Redmond, WA: Microsoft.
Gersten, R. (1992). Aretha Franklin. In A. DeCurtis and J. Henke (Eds.), The Rolling Stone Illustrated History of Rock and Roll (3rd ed.). New York: Random House.
Gersten, R. (1981, January). Donny (Hathaway) did not go gentle into that good night. Boston Phoenix.
Gersten, R. (1981, June). Chaka (Khan)'s saga. Village Voice.
Gersten, R. (1981). Album liner notes for Aretha Franklin: The legendary queen of soul. New York: Columbia Records.
Gersten, R. (1970-81). Approximately 300 reviews, interviews, critical essays and personality profiles on contemporary popular Black music for Rolling Stone, The Village Voice, Boston Phoenix, The Real Paper.
Presentations
Papers at Professional Conferences
Can rigorous empirical studies inform controversial policy issues? Examples from three lines of research. (February, 1998). Panel presentation at 1998Pacific Coast Research Conference, LaJolla, CA. (with Martha Coutinho, Scott Baker, and Donald Oswald.)
Group design guidelines (July 1997). Presentation at 1995 OSEP Research Project Directors’ Conference, Washington, D.C. (with John Lloyd).
What we know (and need to know) about effective practices for merging English language learning with academic content instruction: Issues raised by recent research syntheses. (July 1997). Presentation at 1997 OSEP Research Project Directors’Conference, Washington, D.C.
Bridging the gap between research and practice. Presentation at the Annual Council for Exceptional Children, 1997 (with Lou Danielsen, Doug Fuchs, Ann Kornblett, and Lovely Billups).
Cutting Edge Research: Teaching complex social science concepts to students with disabilities. Presentation at the Annual Council for Exceptional Children, 1997 (with Herb Rieth, Cindy Okolo, Ralph Ferretti, and David Scanlon).
Bridging the gap between research and practice. Presentation at the OSEP TA & D Conference, March 1997.
Factors affecting attrition, job satisfaction, and efficacy of special educators: A study of three large urban districts. Presentation at The Oregon Conference 1997 (with Thomas Keating).
Synthesis of research on instructional strategies for English language learners. Presentation at The Oregon Conference 1997 (with Scott Baker).
Reshaping learning in the middle school: Instructional strategies that work for students with disabilities. Presentation at The Oregon Conference 1997 (with Joe Dimino and Anne Peterson).
Assistive Technology in the Cognitive Realim: Tools for Daily Living. Cross-Project Directors' Meeting, Technology, Media and Materials in Special Education. January, 1997. Washington, DC
Conceptual framework reform and policy in special education. (1997). An interactive symposium examining the conceptual framework for the AERA Handbook of Research on Teaching chapter on special education (with Marleen Pugach and David Scanlon). AERA Annual Meeting.
School-University partnerships bridging the research-to-practice gap: Four studies of restructuring (1997). Interactive symposium (with Anne Peterson). 1997 AERA Annual Meeting.
Effective Instructional Practices for Language Minority Students With Learning Disabilities: Findings from a Research Synthesis (April, 1997). Panel presentation with Jozi De Léon and Susan Unok Brengelman. 1997 Annual CEC Conference. Salt Lake City, Utah.
Effective Instruction in the Content Areas for Language Minority Students With Learning Disabilities or Who Are At Risk for School Difficulties: An Innovative Approach to Accessing the Professional Knowledge Base (Jan. 1997). Interactive symposium (with Carmen Arreaga-Mayer and Susan Unok Brengelman). 1997 CEC-DDEL conference. New Orleans, LA.
A pragmatic introduction to qualitative research data analysis (November, 1996). Paper presented to 19th Annual CEC-TED Conference. Washington, DC.
Effective instruction for language minority students in the content areas: An innovative approach to accessing the professional knowledge base. 1996 NRC 46th Annual Meeting. Charleston, SC (symposium with Rose-Marie Weber, Robert Jiménez, and Scott Baker).
Why is there a gap between what we know and do in special education? (February, 1997). Pacific Coast Research Conference. Panel presentation with Douglas Fuchs and Joseph Jenkins.
Language Minority Research Issues (July, 1996). OSEP Research Project Directors' Conference, Washington, D.C.
Translating reading (educational) research into instructional practice for bilingual Latina/o students--Classroomwide and schoolwide (April 1996). Paper presented at annual meeting of the American Educational Research Institute, New York (symposium with Georgia Earnest Garcia, Robert Jiménez, and Claude Goldenberg).
Understanding the teachers and administrators who work with special education students (April 1996). Paper presented at annual meeting of the American Educational Research Institute, New York
Responsible inclusion for second language learners with high incidence disabilities: Results of a national forum of researchers and implications for practice. Paper presented at annual conference of Teacher Education Division of CEC, Honolulu, Hawaii. (Panel presentation with J. Echevarria, & A. Graves. (November 1995).
What do we know about...the indicators of a successful school (July 1995). Presentation at 1995 OSEP Research Project Directors' Conference, Washington, D.C. (with Lynn Fuchs).
What we know (and still don't know) about utilizing research findings to improve Practice: Implications for special education (July 1995). Presentation at 1995 OSEP Research Project Directors' Conference, Washington, D.C. (with Don Deshler, Sharon Vaughn, and Ellen Schiller).
Implications of the NCTM standards and contemporary research for math instruction for students with learning disabilities (June, 1995). Paper presented at the American Association for the Advancement of Science's Invitational Conference on Learning Disabilities and the Teaching of Science and Mathematics, Arlington, VA.
An in-depth examination of the process of coaching and expert consultation (April, 1995). Presentation at annual meeting of the American Educational Research Institute, San Francisco (with Joseph Dimino and Anne Peterson).
Conversations with a Chicana teacher about helping Latino students transition into English language instruction (April, 1995). Symposium at annual meeting of the American Educational Research Institute, San Francisco (with Robert Jiménez, Chair, and Alva Rivera).
Inclusion, parent-professional partnerships, and innovative models (April, 1995). Panelist for keynote session at conference of the Young Adult Institute entitled New Horizons in Early Childhood Services, Education, and Family Supports, New York.
The language minority student and special education (1995, April). Paper presented at conference of the Young Adult Institute entitled Meeting the Challenge in Learning Disabilities and Other Special Needs, New York.
Qualitative research in special education: Three studies at the middle school level (1995, February). Paper presented at annual meeting of Pacific Coast Research Conference, Laguna Beach, CA.
An in-depth examination of the process of coaching and expert consultation (1995, April). Paper presented at annual meeting of American Educational Research Association, San Francisco.
Cognitive strategy instruction for Latino students with learning disabilities: Findings from case study research. (1994, December). Paper presented at annual meeting of National Reading Conference, San Diego, CA.
Research dialogue on conducting survey research on professional educators. (1994, December). Paper presented at annual meeting of annual conference of Teacher Education Division of CEC, San Diego, CA.
Lost opportunities: Observations of the education of language minority students (1994, April). Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Discussant, Controversies in early childhood intervention research for children from minority backgrounds. (April, 1994). Symposium presented at the annual meeting of the American Educational Research Association, New Orleans, LA. (with Claude Goldenberg, Deborah Stipek, William Teale.)
Working in special education: Experiences of urban special educators (April, 1994). Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Needs and realities of beginning teachers in inner-city schools (1994, April). Paper presented at the meeting of the Invisible College, New Orleans, LA.
Teachers' standards for students with disabilities: Findings from a decade of research (1994, February). Paper presented at Pacific Coast Research Conference, Los Angeles, CA (at symposium with James Kauffman, John Lloyd, Jeanne Shay Schumm).
Multiple perspectives in comprehension instruction for language minority student in the intermediate grades: The teacher's perspective. (1993, December). Paper presented at annual meeting of National Reading Conference, Charleston, SC (symposium with Katherine Au).
Action Research on literacy at the middle school level: Areas of Conflict, Barriers, and Modest Successes (1993, December). Paper presented at annual meeting of National Reading Conference, Charleston, SC
Research on change in classroom practice: Qualitative (1993, July). Session leader at annual Project Directors' Meeting, Office of Special Education Programs, U.S. Department of Education; Washington, D. C.
Issues confronting the mainstream teacher with the language minority student. (1993, April). Paper presented at annual conference of American Educational Research Association, Atlanta, GA.
Exemplary practices in bilingual education and implications for professional development (1993, April). Paper presented at annual conference of American Educational Research Association, Atlanta, GA.
The language minority student and special education. (1993, April) Symposium presented at annual meeting of Council for Exceptional Children, San Antonio, TX.
Qualitative research on school change (1993, February). Symposium presented at Pacific Coast Research Conference, Los Angeles, CA (with Douglas Fuchs and Ellen Schiller).
Issues for future research on teacher attrition/retention (1993, January). Paper presented at conference of National Center on Educational Statistics, U.S. Department of Education.
The language minority student in transition: Defining effective practices for literacy instruction (1992, December). Paper presented at annual meeting of National Reading Conference, San Antonio, TX (symposium with David Pearson, Annemarie Palincsar, Georgia Garcia and Robert Jiménez).
The language minority student and special education: Research findings (1992, November). Paper presented at bi-annual Multicultural Conference of Council for Exceptional Children, Minneapolis, MN.
The year of living dangerously: Issues in collaboration between general and special education (1992, October). Paper presented at a symposium at annual meeting of Council for Learning Disabilities, Kansas City, MO.
Accommodating students with diverse learning needs in the mainstream (1992, October). Panelist with Richard Simpson, Mary Brownell, Keith Lenz at annual meeting of Council for Learning Disabilities, Kansas City, MO.
Myths and realities of multicultural special education (1992, October). Panelist with Brenda Townsend and Daphne Thomas at annual meeting of Council for Learning Disabilities, Kansas City, MO.
Developing a line of research: Considerations for early career researchers (1992, October). Workshop for early career researchers presented at annual meeting of Council for Learning Disabilities, Kansas City, MO (with Candace Bos).
Language minority students in special education: Contemporary research (1992, July). Discussant for symposium at the Third National Research Symposium on Limited English Proficient Students: Focus on Middle and High School Issues. Washington, D. C.
Action research on improving literacy instruction in low-SES schools: A case study (1992, July). Paper presented at the annual conference of the United Kingdom Reading Association, Exeter, U. K.
Implications of Seymour Sarason's research on school reform for students with mild disabilities (1992, July). Session leader at annual Project Directors' Meeting, Office of Special Education Programs, U.S. Department of Education; Washington, D. C.
Collaboration and consultation: Two perspectives on school improvement (1992, April). (Symposium with Marleen Pugach). Presented at annual meeting of Council for Exceptional Children, Teacher Education Division. Baltimore, MD.
Special education teacher retention and attrition: A research perspective (1992, April). Presented at annual meeting of Council for Exceptional Children, Teacher Education Division. Baltimore, MD.
The quest to translate research into practice: Multiple perspectives (1991, December). Paper presented at a symposium at annual meeting of National Reading Conference, Palm Springs, CA. Also served as Chair of symposium.
The language minority student and special education: Critical issues (1991, November). Paper presented at CEC Conference on At Risk Children and Youth. New Orleans, LA.
Research issues in the education of limited English proficient students in special education (1991, November). Panelist (with Alba Ortiz, Leonard Baca). Symposium presented at CEC Conference on At Risk Children and Youth. New Orleans, LA.
Accommodating academic diversity in the classroom: Effects and implications of peer-mediated learning structures (1991, April). Symposium Chair: Annual conference of American Educational Research Association, Chicago, IL.
Change from the perspective of the classroom teacher (1991, April). Paper presented at annual conference of American Educational Research Association, Chicago, IL.
Visions and revisions: Case studies of two models of school reform (1991, April). Paper presented at annual conference of American Educational Research Association, Chicago, IL.
Translating research into classroom practice: Coaching teachers in strategies for teaching reading and language arts to "at risk" students (1991, March). Paper presented at WORD (Washington Organization for Reading Development/IRA), Bellevue, WA.
Visions and revisions: Beyond the whole language--direct instruction dichotomy (1990, December). Paper presented at annual meeting of National Reading Conference, Miami, Florida.
Examining the differential effects of teacher versus student controlled activity in comprehension instruction (1990, April). Symposium discussant: AERA annual meeting, Boston, MA.
Reading instruction for at-risk students: Emerging trends (1989, December). Discussant for Symposium at National Reading Conference, Austin, TX.
Merging innovative technologies with effective teaching research: Applications of Rosenshine's teaching functions (March, 1989). Paper presented at annual conference of American Educational Research Association, San Francisco, CA.
Content and orientation of kindergarten curriculum: A dialogue (with Lilian Katz) (1989, March). Paper presented at annual conference of American Educational Research Association, San Francisco, CA.
Expert mathematics instruction for at risk minority students (March, 1989). Paper presented at annual conference of American Educational Research Association, San Francisco, CA.
Issues in training and recruiting teachers to work with at risk populations (1989, March). Co-Chair of symposium at Invisible College for Research on Teaching, San Francisco, CA.
A multifaceted study of teachers' use of innovative technology (1988, April). Paper presented at annual conference of IACE; New Orleans, LA.
Facilitating learning through direct instruction and mediated instruction: A difference in kind, degree, or perception? (1987, December). Symposium with Anne Marie Palincsar at National Reading Conference; St. Petersburg, FL.
Contemporary research on reading comprehension (1987, June). Paper presented at International Conference on the Child's Functioning in School. Poitiers, France: University of Poitiers.
Direct instruction from a teacher's perspective (1987, May). Paper presented at annual conference of Association for Behavior Analysis, Nashville, TN.
Barriers towards implementing effective instructional programs in public schools (1987, May). Paper presented at annual conference of Association for Behavior Analysis, Nashville, TN.
Effective instructional behaviors for teaching algebra to low achieving students: A process-product study (1987, April). Paper presented at annual conference of American Educational Research Association, Washington, D.C.
Issues in implementation of direct instruction programs (1986, October). Paper presented at annual conference of the Behavior Analysis Society of Illinois; De Kalb, IL.
Merging technology with research on effective instruction (1986, July). Paper presented at U.S. Office of Special Education Conference for Research Project Directors, Washington, D.C.
Optimal learning situations for handicapped learners: Implications for technology (1986, May). Paper presented at CEC Special Education Technology Conference, Washington, D.C.
Using technology to improve the quality of academic feedback to special education students (1986, June). Paper presented at Invitational Research Symposium of CEC Special Education Technology Group and OSER. Washington, D.C.
The role of the instructional supervisor in school improvement (1986, April). Paper presented at annual conference of American Educational Research Association, San Francisco, CA.
The realities of instructional leadership: An intensive case study of four inner-city schools (1986, February). Paper presented at annual conference of Association for supervision and curriculum development (ASCD), San Francisco, CA.
Follow Through: The models and the evaluations (1985, August). Paper presented at symposium at annual conference of American Psychological Association.
Teachers' reactions to intensive inservice training (1985, May). Paper presented at annual conference of Association for Applied Behavior Analysis.
The principal as instructional leader: A second look (1985, April). Paper presented at AERA Symposium on Instructional Leadership Behaviors of the Principal, Chicago, IL.
From teacher reluctance to teacher acceptance: Research on teachers' reactions towards innovative practice. (1985, April). Paper presented at annual conference of AERA Chicago, IL.
A realistic look at instructional leadership during mandated school improvement (1985, March). Paper presented at annual conference of Association for Supervision and Curriculum Development, Chicago, IL.
Training instructional consultants: A research base (1985, March). Paper presented at annual conference of Association for Supervision and Curriculum Development, Chicago, IL.
Direct instruction in higher order cognitive skills (1985, March). Paper presented at annual conference of Association for Supervision and Curriculum Development, Chicago, IL.
Current issues in the evaluation of programs for language minority students (1984, October). Paper presented at annual conference of Evaluation Research Society, San Francisco, CA.
Overview of eight years of research on comprehension (1984, May). Paper presented at Association for Behavior Analysis (ABA), Nashville, TN.
The interface of Direct Instruction and computer technology: Current research (1984, May). Paper presented at Association for Behavior Analysis (ABA), Nashville, TN.
The lasting impact of Direct Instruction on 1500 low income students (1984, May). Paper presented at a symposium at Association for Behavior Analysis (ABA) with Don Baer and Paul Weisberg.
The political coverup of Follow Through: The evaluation (1984, May). Paper presented at a symposium at Association for Behavior Analysis (ABA) with Ogden Lindsley, Gene Ramp, and Douglas Greer, Nashville, TN.
Discussant, Symposium on minority overrepresentation in special education (1984, May), Association for Behavior Analysis (ABA), Nashville, TN.
Lasting impact of the Direct Instruction Follow Through Program: Preliminary findings of a longitudinal study of 1500 students (1984, April). Paper presented as part of a symposium at the American Educational Research Association, New Orleans, LA (Participants: Benjamin Bloom, William Cooley, Bruce Joyce, and Douglas Carnine).
The effects of a structured immersion approach to minority language Asian students: Results of a longitudinal evaluation (1984, April). Paper presented at the American Educational Research Association, New Orleans, LA.
Structured English immersion for Hispanic students in the U.S.: Findings from the 14-year evaluation of the Uvalde, Texas, program (1984, April). Paper presented at the American Educational Research Association, New Orleans, LA.
Recent research: Effects of Direct Instruction with higher order cognitive skills (1983, May). Paper presented at annual conference of Association for Applied Behavior Analysis, Milwaukee, WI.
The high school performance of Follow Through "Graduates": Enduring effects of the Direct Instruction Model (1983, May). Paper presented at annual conference of Association for Applied Behavior Analysis, Milwaukee, WI.
The pursuit of clarity: Current research in direct instruction (1983, May). Paper presented at annual conference of Association for Applied Behavior Analysis. Milwaukee, WI.
The later effects of Direct Instruction Follow Through: Preliminary findings (1983, April). Paper presented at annual conference of American Education Research Association, Montreal, PQ.
A multi-faceted assessment of educational change in an urban district (1983, April). Paper presented at annual conference of American Educational Research Association, Montreal, PQ.
A quantitative analysis of direct instruction interventions in the intermediate and secondary school content areas (1983, April). Paper presented at annual conference of American Education Research Association, Montreal, PQ.
The effectiveness of direct instruction in teaching selected reading comprehension skills to intermediate grade students (1983, April). Paper presented at a symposium at the annual conference of the American Education Research Association, Montreal, PQ. (Participants: Jere Brophy, Meredith Gall, Craig Darch, Glen Fielding.)
Direct instruction and applied behavior analysis (1982, September). Paper presented at annual conference for Applied Behavior Analysis in Education. Columbus, OH: Ohio State University.
The case for impact evaluation in special education (1982, May). Paper presented at annual conference of Council for Exceptional Children, Houston, TX.
A study of educational change in an urban setting: Integrating teacher effectiveness and implementation research (1982, March). Paper presented at a symposium at AERA, New York, NY.
Administrative and supervisory support functions for the implementation of effective educational programs for low-income students (1982, March). Paper presented at AERA, New York, NY.
The site variability issue in Follow Through revisited: Some new data, some new methodologies, and new insight (1982, March). Paper presented at a symposium at AERA, New York, NY.
Measuring implementation in a broad context: Reflections on the evaluation of a model-specific observational system (1981, April). Paper presented at annual conference of American Educational Research Association, Los Angeles, CA (Symposium Participants: Jane Stallings, Gaea Leinhardt, Linda Meyer).
IQ and yearly academic learning rates in a mastery learning model (1981, April). Paper presented at annual conference of American Educational Research Association, Los Angeles, CA.
Direct instruction in special education: A critical review of empirical findings (1981, April). Paper presented at conference of Council for Exceptional Children, New York, N.Y.
The later effects of direct instruction: A longitudinal study (1981, March). Paper presented at meeting for Society for Research in Child Development.
Stimulus overselectivity revisited (1980, September). Paper presented to American Psychological Association, Montreal, PQ.
Assessment of critical components of an educational model (1980, September). Paper presented at a symposium at the American Psychological Association, Montreal, PQ. (Also served as a symposium chair and organizer.)
Analysis of the relationship between entry IQ and yearly academic gains for 2000 low-income children in the Direct Instruction Follow Through Program (1980, May). Paper presented at Western Psychological Association, Honolulu.
Measuring implementation of a structured educational model in an urban setting: Some preliminary process-outcome findings (1980, May). Paper presented at Western Psychological Association, Honolulu.
Measuring implementation of the Direct Instruction model in an urban school district: An observational approach (1980, April). Paper presented at AERA, Boston, MA.
Reconceptualizing vocational assessment for the severely retarded: Evolution of the Trainee Performance Sample (1980, April). Paper presented at AERA, Boston, MA.
Overselective attention versus information processing research on the autistic child (1978, May). Paper presented to the National Conference of the Canadian Autism Society. Vancouver, BC.
Additional Presentations to School Districts and Research Groups:
1997-1998
Champaign, IL The research to practice gap: New findings, new insight. Research Seminar, University of Illinois (December 16, 1997).
Perrysburg, OH Assessment and grading for special education students. Presentation to the Northwest Ohio SERRC (December, 1997).
Champaign, IL The influence of research on teaching practices. Presentation to the Bureau of Educational Research (December, 1997).
Long Beach, CA CSU Center for the improvement of reading instruction: A language and literacy roundtable (September, 1997).
Los Angeles, CA English-language learners: The transition years (September, 1997). Presentation for faculty at The Goals 2000 Conference On Language And Literacy, Los Angeles County Office of Education
1992-1993
San Diego, CA The language minority student and special education: Emerging themes and issues from a naturalistic study. Presentation for faculty as San Diego State University (March).
Eugene, OR Meeting the challenge: Effective strategies for teaching language minority special education students. Oregon Conference (February).
Washington, DC Factors influencing classroom adoption of innovative practices. Presentation to Division of Innovation and Development, Office of Special Education Programs, U.S. Department of Education. (December).
Burlington, VT School restructuring and Professional Development: An Informal Conversation. Presentation at College of Education, University of Vermont.
Salem, OR Presentation to Administrators and Teachers of Eugene and Bethel Schools on Strategies for Merging Special Education and Chapter One Resources (September).
Washington, DC Chairperson of symposium at Research Project Directors' Meeting, Office of Special Education, U.S. Department of Education: Recurring Issues in School Reform and their relevance for special education (July).
1990-1991
Keynote Addresses
Eugene, OR Keynote speaker, Direct Instruction Conference. The Human Side of Direct Instruction. (August).
Eugene, OR Three-day inservice seminars for special educators on reading comprehension strategies and strategies for effective collaboration (August).
Other Presentations
Washington, DC Chairperson of symposium at Research Project Directors' Meeting, Office of Special Education, U.S. Department of Education: Strategies for integration of handicapped students into general education: New perspectives (July).
Seattle, WA Washington Organization for Reading Development (IRA). Coaching teachers into effective reading strategies: A qualitative study (March).
Washington, D.C. A sober look at the role of external agents in school reform: Lessons learned from Follow Through longitudinal research.
Paper presented at OERI Task Force on Longitudinal Research (February).
1989-1990
Keynote Addresses
Pittsburg, KS Keynote Speaker, Fifth Annual Joint Seminar on Advancing Services for Developmental Disabilities.
Behavioral Applications of direct instruction to academic and vocational settings (June).
Other Presentations
Sacramento, CA California State Department Conference on Special Education. Reconceptualizing the Regular Education Initiative. A Model for Assisting Classroom Teachers Work with Handicapped Students: Implementation in Two Inner City Schools (October).
Eugene, OR Oregon Conference. Coaching classroom teachers to work effectively with handicapped students (February).
Pocatello & Workshops presented for Idaho State Department of
Boise, ID education: Effective and sensitive communication: Bridging the gap between special education and general education (February).
Washington, D.C. Chairperson of symposium at Research Project Directors' Meeting, Office of Special Education, U.S. Department of Education:
Designing schoolwide interventions (July).
1988-1989
Keynote Addresses
Baltimore, MD Johns Hopkins University, Institute for Policy Research. Issues in early childhood education for disadvantaged students: A research synthesis.
Other Presentations
Washington, DC Chairperson of symposium at Research Project Directors' Meeting, Office of Special Education, U.S. Department of Education, July Replication and External Validity.
Seattle, WA Washington Organization for Reading Development (IRA). Teaching literature to low-achieving secondary students (March, 1989).
Eugene, OR Oregon Conference. The regular education initiative: Paradoxes and cul-de-sacs (February, 1989).
Pittsburgh, PA Project Directors Meeting. University of Pittsburgh; Pittsburgh, PA. Reconceptualizing the regular education initiative: A staff development emphasis (February, 1989).
Irvine, CA Office of Teacher Education, University of California, Irvine. Implications of cognitive science research for classroom practice (April, 1989).
Orlando, FL Three-day workshop on "Becoming a Nation of Readers" and whole language instruction (June, 1989).
Orlando, FL Three-day workshop on history of direct instruction, research on direct instruction (June, 1989).
1987-1988
Keynote Addresses
Lewes, DE Annual Conference of Atlantic Coast Direct Instruction Society (July, 1988).
Madison, WI University of Wisconsin. Conference/Symposium on the Regular Education Initiative and the future roles of special educators (June, 1988).
Other Presentations
Portland, OR Northwest Regional Laboratories. Training of trainers: Issues in measuring implementation of innovative school-based practices (August).
San Antonio, TX Satellite TV inservice for rural educators in out Texas; Teaching strategies; procedures for adapting basal text (September).
San Diego, CA Secondary special education mathematics teachers (December).
Eugene, OR Eugene School District Reading Adoption Committee (December).
Rehobeth, DE Workshop session, Delaware State Department of Education. Research on effective instructional approaches for at risk students (July).
1986-1987
Eugene, OR Statewide inservice for special educators on Reading Comprehension (February).
Chicago, IL CEC Academy for Effective Instruction: Reading Comprehension (April).
1985-1986
San Diego, CA Secondary Algebra Teachers and Department Chairs (April).
DeKalb, IL Behavior Analysis Society of Illinois--Excellence in Schools.
Newport, OR Oregon Educational Research Association (February).
Washington, DC Conference for Project Directors of Research. Supported by Office of Special Education Programs, US Department of Education (July).
1984-1985
Los Angeles, CA Advocates for Language Learning, [Invited presentation] (October).
Austin, TX Research on high school change: Problems, practices, and priorities. [Invited presenter at Conference at Research and Development Center for Teacher Education] (November).
Tuscaloosa, AL Conference for principals, administrators, and teachers on reading comprehension (February).
Chicago, IL Presentation on instructional management research for Research Dissemination and Utilization Conference (March).
Lexington, KY Seminar for Kentucky Academy of School Administrators (May).
1983-1984
Newport, OR Oregon Educational Research Association, October.
Eugene, OR Statewide Chapter I Conference, January [Invited presentation].
Eugene, OR Statewide Conference on Exceptional Children (February).
San Francisco, CA Seminars on Mastery Teaching National Forum on Educational reform: Excellence in our schools, making it happen [Sponsored by the Far West Lab] (March).
New Orleans, LA Invisible College for Research on Teaching. Panelist, Seminars on Autonomous learning and changing perspectives on effective teaching (April).
Bellevue, WA Washington Organization for Reading Development (March).
1982-1983
Keynote
Ventura County, CA Conference on effective teaching for handicapped students (March).
New York, NY Seminar for chief administrators (April).
New York, NY Seminar for special education administrators (April).
Albany, NY Seminar for administrators (April).
Menlo Park, CA Guidelines for developing a basic skills program in secondary schools (June).
Depoe Bay, OR Oregon Educational Research Association (November).
Syracuse, NY Invisible College for research on teaching (April).
Minneapolis, MN Seminar for state-level administrators [for U.S. Office of Civil Rights] (July).
Olympia, WA Seminar for state-level administrators [U.S. Office of Civil Rights] (August).
1981-1982
Portland, OR Oregon Council for Exceptional Children (October).
Newport, OR Oregon Educational Research Association (October).
1980-1981
Dayton, OH National Dissemination Network Conclave (April).
Eugene, OR NIE Paradigm Development Seminar (September).
Prior to 1980
Illinois University of Illinois Computer-Assisted Educational Project [PLATO] (April, 1980).
Oregon Oregon Conference on Exceptional Education (March, 1978, February, 1979).
Queens, NY National Society for Autistic Children, Queens, NY Chapter (June, 1977).
Co-author of Papers Presented at Professional Conferences
Woodward, J., & Gersten, R. (1989, March). Lesson development: A study of teachers' innovative use of interactive videodisc. Paper presented at annual meeting of American Educational Research Association, San Francisco, CA.
Gall, M., Gersten, R., Grace, D., Erickson, D., & Stieber, S. (1987, April). Instructional correlates of effective intermediate algebra instruction: A process-product study. Paper presented at American Educational Research Association, Washington, D.C.
Darch, C., Carnine, D., & Gersten, R. (1984, February). Instructional approaches toward teaching math problem solving to remedial students. Paper presented at Eastern Educational Research Association, West Palm Beach, FL.
Darch, C., Carnine, D., & Gersten, R. (1983, April). An evaluation and analysis of a direct instruction approach to teaching math problem solving. Paper presented at AERA, Montreal, Quebec.
Fielding, G., Kameenui, E., & Gersten, R. (1983, April). Inquiry and direct instruction approaches toward teaching legal concepts and applications to high school students. Paper presented at AERA, Montreal, Quebec.
Consultation
1997 University of Illinois
1997 NCITE Research Design
July, 1997 Evaluation Director, SED Center.
October, 1996- present National Center on Effective Collaboration and Communication: Serious Emotional Disturbance, Evaluation
August, 1996-February, 1997 NC ITE
Jan. 1996 Content Expert, Encarta 97, Microsoft Corporation, Redmond, WA.
Nov. 1995 National Technical Institute for the Deaf: Rochester Institute of Technology. Workshops and colloquia on strategies for collaborative research/Implications of current research on knowledge utilization.
Nov. 1995- present Chesapeake Institute and U. S. Department of Education. Consult on project describing effective utilization of technology to meet the instructional needs of students with disabilities.
1995-96 Office for Civil Rights, U.S. Department of Education. Development of guidelines for providing quality services to language minority students.
1995 University of Miami, Research on school restructuring.
May 1993-present Chesapeake Institute. Development of Conceptual Framework for Studies that Lead to Improvement of Practice/Research on Attention Deficit Disorders.
July 1993-present University of Miami. Consult with Sharon Vaughn and Jeanne Schumm on research on the impact of ability grouping practices on students with disabilities.
Jan. 1993-present University of Miami/Dade County Schools: School Restructuring. Project on Integration of Students with Disabilities
Jan. 1993 National Center for Educational statistics, U.S. Department of education. Work session on designing a research agenda for longitudinal use of School and Staffing Survey (SASS) to explore issues of teacher quality, teacher attrition.
1993-1994 Evaluation of Follow Through. OERI: U.S. Department of Education.
1993 Chesapeake Institute and U.S. Department of Education/Division of Innovation and Development. Development of position papers on strategies for translating research into practice and strategies for systematically validating promising practices in special education.
Sept. 1992-present Lane County Direction Services. (Eugene, OR). Research on the role of an ombudsperson to mediate conflicts and develop strategies for systemic change.
Nov. 1992 Eugene 4-J School district. Served as community member of search committee to select new principal for middle school involved in restructuring to better meet needs of at risk students. Project on Integration of Students with Disabilities
1992-1994 National Center to Improve the Tools of Educators/ Division of Innovation and Development, Office of Special Education Programs, U.S. Department of Education.
March 1991 Head Start Transition Study: Northwest Regional Laboratory. Consult on evaluation design.
Jan. 1991-present Consult on second language curriculum design for National Center on Instructional Tools in Special Education, Office of Special Education Programs.
Dec. 1991-present Eugene 4-J School District. Consult on design of services for second language students.
Sept. 1991-present San Marcos, CA Independent School District. Evaluation of second language education programs.
May-Dec. 1991 Northwest Regional Laboratories: Seminar for researchers on program evaluation and research methodologies.
Sept. 1990 Astoria, OR Schools: Research on Strategic Planning and School Restructuring
Aug. 1990 Association for Supervision and Curriculum Development (ASCD): Consultant for Video Series: Expert Instruction of At Risk Students
Feb. 1990 Oregon State Department of Education--Evaluation of Program for the Gifted and Talented
June 1990-June 1991 Eugene 4-J School District--Senate Bill 2020 Grant on School Restructuring--North Eugene High Schools
April 1990 Northwest Laboratories: Evaluation of Onwards to Excellence program.
April 1989 Center for Study of Reading, University of Illinois: Synthesis of reading research for at-risk populations
April & Dec.1987 Educational Research Services, DeKalb, IL.: Design of naturalistic study of classroom instruction of LD students.
May 1988 Science Research Associates. Evaluation design for learner verification studies of basal reading series, State of Florida
April 1988-Aug. 1988 Berkeley, CA Unified School District: Education and civil rights of language minority students.
July 1988 Oregon Department of Education. Assessment of preschool handicapped students.
Dec. 1987 Eugene 4-J School District. Consultant on criteria, for selecting basal reading series for adoption.
Oct.. 1987 Oregon Research Institute. Evaluation of parent counseling and training program.
Mar.-Aug. 1987 Flint, Michigan. Evaluation consultant.
Sept. 1987 TI-IN Interactive Video Inservice for Region 20, San Antonio, Texas. Adapting basal texts to reflect principals of effective instruction.
Sept.1986-present Oregon Developmental Disabilities Council. Evaluation of sheltered employment.
Sept.-Dec. 1986 Oregon State Department of Education, State High School Drop-out Study.
Aug. 1985-June 1986 Bethel, Oregon School District. Evaluation of instructional management at the middle school level.
Oct. 1984 Walla Walla, Washington School District. Evaluation of compensatory education program.
Oct. 1984 Oregon Department of Education. Evaluation of service delivery for autistic persons.
Feb.-Apr. 1984 Oregon State Department of Education. Task force for developing statewide evaluation system for all special education students.
May 1984 Utah State University Evaluation consultant.
Sept. 1983 Exceptional Child Center, Utah State University. Research on computer-assisted instruction.
Jan. 1983 Northwest Area Foundation & Eugene 4J Public Schools. School-Based Management Grant.
Oct. 1982-June 1983 Oregon Research Institute, Eugene, OR. Evaluation residential program for multiply handicapped adolescents.
Sept. 1982 Salem, OR. State Division of Mental Retardation/ Developmental Disabilities. Evaluate programs for moderately/severely retarded students in the state.
Sept., 1981-June, 1982 Monterey, CA. Evaluate English as a second language program.
July 1981 Special Education Department; Caspar School District, Wyoming.
Nov. 1980 Dayton, OH, Flint, MI, and East St. Louis, IL. Direct Instruction Resource Centers (part of National Diffusion Network). Establish evaluation design for adopting sites; data analysis.
Sept. 1980 San Diego Unified School District; San Diego, CA.
Sept. 1979-May 1980 Preschool for Developmentally Disabled Children,. Center on Human Development, University of Oregon.
July-Dec. 1979 Specialized Training Program, University of Oregon.