Dr. Anglin teaches graduate courses in research methods and statistics. Her research develops methods for efficiently monitoring program implementation in impact evaluations using natural language processing techniques, as well as methods for improving the causal validity and replicability of impact estimates. Her work has appeared in journals such as the Journal of Research on Educational Effectiveness, Prevention Science, AERA Open, and Evaluation Review. She received her Ph.D. from the University of Virginia where she participated in the Institute for Education Sciences (IES) Pre-doctoral Training Program and received an NAEd/Spencer dissertation fellowship.
Dr. Montrosse-Moorhead is an assistant professor in the Measurement, Evaluation and Assessment program at the University of Connecticut, where she teaches coursework in research methods, assessment, and evaluation. She also is a member of the newly formed cross-departmental School Reform Research Cluster. She received her PhD in Psychology with a concentration in Evaluation and Applied Research Methods from Claremont Graduate University in 2009. She has previously served as an assistant professor of educational research at Western Carolina University, as a research and evaluation specialist at the Southeast Regional Educational Laboratory, and as a doctoral fellow at the University of North Carolina at Chapel Hill. Motivated by a deep-seated desire to promote student educational equity, her scholarship seeks to advance knowledge on the impact of K-12 policies, practices, and programs in chronically under-performing and under-served schools; to provide credible, relevant, and useful evidence to the policy community; and to contribute to the development of stronger evidence-based evaluation practices, models, and theories. Bianca is 2014's recipient of the American Evaluation Association (AEA) Marcia Guttentag Award (28th Annual American Evaluation Association Conference, October 15-18 Denver, CO). She joined the University of Connecticut in 2013.
Dr. McCoach is an associate professor in the Measurement, Evaluation and Assessment program at the University of Connecticut. She has extensive experience in structural equation modeling, longitudinal data analysis, hierarchical linear modeling, instrument design, and factor analysis. Betsy has published over 80 journal articles, book chapters, and books, including Multilevel Modeling of Educational Data with Ann O’Connell. Her newest book, Instrument Development in the Affective Domain (3rd edition), co-authored with Robert K. Gable and John P. Madura was released in 2013. Betsy served as the founding co-editor for the Journal of Advanced Academics, and she is the current co-editor of Gifted Child Quarterly. She is also an associate editor of Frontiers in Measurement and Quantitative Psychology. Betsy is the current Director of DATIC, where she teaches summer workshops in Hierarchical Linear Modeling and Structural Equation Modeling, and she is the founder and conference chair of the Modern Modeling Methods conference, held at UCONN every May. Dr. McCoach is also the current Project Director and Principal Investigator for Project PAPER, a U.S. Department of Education Graduate Assistance in Areas of National Need (GAANN) grant that funds fellowships for PhD students in measurement, evaluation, and assessment. Betsy currently serves as a Co-Principal Investigator and research methodologist on several federally funded research grants, including Project Early Vocabulary Intervention, funded by IES, and School Structure and Science Success: Organization and Leadership Influences on Student Success, funded by NSF. In addition, she has served as the Research Methodologist for the National Research Center on the Gifted and Talented for the last 7 years. Betsy is the current incoming program chair of the AERA Structural Equation Modeling SIG, the chair of the Educational Statisticians SIG, and the chair of the Research on Giftedness, Creativity, and Talent Development SIG. She has also served as Chair of the AERA Hierarchical Linear Modeling SIG.
Dr. Rhoads is associate professor and program coordinator for the Neag School’s Research Methods, Measurement, and Evaluation (RMME) program and for the Program Evaluation Online Graduate Certificate. Dr. Rhoads' research interests focus on methods for improving causal inference in educational research, particularly in the areas of experimental design and the analysis of multi-level data structures.
Sarah D. Newton
Dr. Newton is the Associate Director of Online Programs in Research Methods, Measurement, & Evaluation (RMME), as well as a Postdoctoral Research Associate in the University of Connecticut’s Department of Educational Psychology. She provides research design, measurement, data collection/management, statistical analysis/modeling, and methodological support for multiple grant-funded research projects at UConn. She also teaches various courses in research methodology and quantitative methods/analysis. She earned her PhD and MA in Educational Psychology (with an RMME concentration) at the University of Connecticut. In addition, she holds an MS in Criminal Justice and a BA in Criminology, with completed course requirements in Psychology, from Central Connecticut State University. Her methodological research interests focus on model/data fit and model adequacy as complementary tools for multilevel model evaluation and selection; information criteria performance in multilevel modeling contexts; latent variable modeling; affective instrument design; and reliability/validity theory.
Dr. Bayonas is the President and Senior Evaluation Consultant of iEvaluate, LLC, which provides evaluation services for school, health, worksite, and community-based programs. On a daily basis, she is engaged in needs assessment, grant-writing, program theory/logic model development, survey development, focus groups, interviews, data analysis, and report writing. Since 2002, she has managed multiple research and evaluation projects funded by the U.S. Department of Education, the National Science Foundation, state departments, community centers, and local foundations, with budgets up to $2,000,000. Dr. Bayonas holds a BS in Communications Media and a MA in Adult Education from Indiana University of Pennsylvania. Her PhD is in Instructional Systems Technology with a minor in Education Research Methods from Indiana University-Bloomington. She is a member of the American Evaluation Association (AEA) and the American Educational Research Association. In addition, she serves as treasurer for the local AEA affiliate, Research Triangle Park Evaluators, which meets quarterly in the Raleigh-Durham area.
Dr. Fierro is an Adjunct Faculty member in RMME. Her scholarship focuses on identifying ways to improve the collective capacity of disciplines and organizations to commission, design, and implement high-quality evaluations. Her research on evaluation has covered topics such as evaluation capacity building, evaluation policy, evaluative thinking, and evaluation education. Dr. Fierro also has extensive experience practicing evaluation in a variety of settings. She is currently a Senior Evaluation Specialist at the International Development Research Center where she works with colleagues to commission evaluations, translate the findings from evaluations into practice, and build organizational evaluation capacity. She also owns Fierro Consulting, Inc., through which she delivers evaluation services to U.S.-based entities that focus on public health and health equity. She has previously served as an Assistant Clinical Professor of Evaluation at Claremont Graduate University, a Manager at Deloitte Consulting, LLP, and an epidemiologist and evaluator with the U.S. Centers for Disease Control and Prevention. Dr. Fierro is currently the Co Editor-In-Chief for one of two flagship journals of the American Evaluation Association (AEA) – New Directions for Evaluation—and is the Co-Chair of AEA’s Evaluation Policy Topical Interest Group.
Dr. Loza teaches graduate coursework in research methods. She has worked on multiple state, national, and global education initiatives focused on improving child outcomes, with a focus on children at risk for and with various disabilities. She has led federal, state and privately funded research and evaluation agendas for various programs aimed at improving student achievement. Dr. Loza has held such roles as a statewide Data Manager working with various federal indicators and Research Investigator on a statewide educational needs assessment in North Carolina. In addition, she has served as a Training and Technical Assistance provider to enhance the knowledge, skill and capacity of teachers and administrators to increase their capacity in applying principles of implementation science, social emotional learning, and practice-based coaching to improve student and teacher outcomes. Dr. Loza currently serves as the Branch Head and Part C Director for the North Carolina Early Intervention Program, a Fellow with the National Center for Pyramid Model Innovations, and Centers for Disease Control and Prevention Act Early Ambassador. She brings a wide range of experiences in the practical application of evaluation and research methods to support efforts related to continuous quality improvement, understanding the impact of programs and policy on children’s educational attainment and success. She received her Ph.D. in Educational Leadership, Policy and Human Development with an emphasis in Educational Research and Policy Analysis from North Carolina State University and served as a doctoral fellow at the University of North Carolina at Chapel Hill.
Ismael E. Carreras
Dr. Carreras is an Adjunct Faculty Member in RMME. He has over two decades of applied research and statistical analysis for educational and industry clients, with particular interests in data visualization and communication. He has taught graduate level coursework at Boston College and Northern Illinois University in areas such as Introductory Statistics, Intermediate Statistics, Design of Experiments and Attitude and Opinion Measurement. Dr. Carreras currently serves as the Chief Data Strategist and Director at the University of Massachusetts Office of the President. He holds an M.Ed. and Ph.D. in Educational Research, Measurement and Evaluation from the Lynch School of Education at Boston College, and a B.A. in Psychology from Bates College.