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Steven Ross: SOE Faculty

Steven M. Ross PhD

Professor
(901) 573-2379
200 W. Towsontown Blvd.
Baltimore, MD 21204

Program Affiliations

Educational Psychology and Research

Biography

Steven M. Ross is currently a senior research scientist and professor at the Center for Research and Reform in Education at Johns Hopkins University. Dr. Ross is the author of six textbooks and over 125 journal articles in the areas of educational technology, at-risk learners, educational reform, extended learning time programs, and research and evaluation. He is a noted lecturer on school programs and educational evaluation, Editor Emeritus of the research section of the Educational Technology Research and Development journal, and a member of the editorial board for four other professional journals. In 1993, he was the first faculty recipient of The University of Memphis Eminent Faculty Award for teaching, research and service, and recently held the Lillian and Morrie Moss Chair of Excellence in Urban Education and a Faudree Professorship at The University of Memphis. He has testified on school restructuring research before the U.S. House of Representatives Subcommittee on Early Childhood, Youth, and Families, has been a consultant to the National Science Foundation on project evaluation design, and is a technical advisor and researcher on current federal and state initiatives regarding the evaluation of out-of-school learning, technology usage, evaluation of principals, and supplemental educational services. Current projects include the evaluation of principal preparation and professional development programs, a city-wide turnaround initiative in Syracuse, NY, and after-school mentoring and experiential learning programs for children and adolescents in multiple states.

Education

Ph.D, Educational Psychology, Penn State, 1974
M.S. , Educational Psychology, Penn State, 1971
BA, Psychology, Penn State, 1969

Courses Taught

Educational Psychology
Educational Research
Psychology of Learning

Grants and Contracts Awarded

Evaluation of Supplemental Services in TN. Tennessee Dept. Of Education, 2006-08, $90,000 per year

Evaluation of Supplemental Services in MD. Maryland Dept. Of Education, 2006-08, $110,000 per year.

Evaluation of the Together for All Program in N. Ireland, Subcontract from University of York, 2009-2011 ($75, 000 per year).

Evaluation of the Keystone After-School Program. Taco Bell Foundation for Teens, 2000-11, $40,000.

Study of After-School Experiential Learning Programs. Taco Bell Foundation for Teens, 2000-11, $25,000.

Evaluation of the Rice Education Entrepreneurship Program, Rice University, 2012-present, $25,000.

Evaluation of the Women’s Initiative Fellowship Program, George W. Bush Institute, 2012-present, $91,000.

Technical Support on Evaluation to GWBI, George W. Bush Institute, 2012-present, $60,000.

Evaluation of Mentoring and Case Management, Horizon Foundation, 2011-present, $25,000.

Recent Publications and Presentations

Muñoz. M. A., & Ross, S. M. (2012; in press). No Child Left behind and tutoring in reading and mathematics: Impact of Supplemental Educational Services on large-scale assessment. Journal of Education for Students Placed at Risk, 17(3), pp. x-x.

Lowther, D.L. & Ross, S.M. (2012). Technology Integration: Device-Driven or Outcome-Oriented. In R. A. Reiser & J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (pp. 208-217). Upper Saddle River, NJ: Merrill Prentice Hall.

Ross, S. M., Sheard, M. K., Cheung, A., Slavin, R. E., Tracey, L., & Elliott, L. (2011). Promoting students social-emotional learning and prosocial behavior: Longitudinal evaluation of the Together 4 All program in Northern Ireland. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Strahl, J. D., Lowther, D. L., & Ross, S.M. (2010). Assessing the impact of providing laptop computers to students. In J.A. Morrell (Ed.) Evaluation in the Face of Uncertainty: Anticipating Surprise and Responding to the Inevitable (pp. 210-213). New York, NY: The Guilford Press

Inan, F.A., Lowther, D.L., Ross, S.M., & Strahl, J.D. (2010). Pattern of Classroom Activities during Students Use of Computers: Relations between Instructional Strategies and Computer Applications. Teaching and Teacher Education, 26(3), 540-546.

Ross, S., Morrison, G., Lowther, D. (2010). Educational technology research past and present: Balancing rigor and relevance to impact school learning.. Contemporary Educational Technology, 1(1), 17-25.

Sheard, M. K. & Ross, S. M. (August, 2010). Evaluating the effectiveness of an intervention programme for social-emotional learning. European Association for Research on Learning and Instruction Conference. Leuven, Belgium. August 25-27.

Morrison, G. R., Ross, S, M., Kemp, J. E. & Kalman, H. (2010). Designing Effective Instruction (6th Edition). Hoboken, NJ: Wiley & Sons.

Ross, S., Morrison, G. (2009). The role of evaluation in instructional design. In K. Silber & R. Foshay (Ed.), Handbook of improving performance in the workplace. Instructional design and training delivery. (vol. 1, pp. 554-576). San Francisco, CA: Pfieffer.

Beckett, M., Borman, G., Capizzano, J., Parsely, D., Ross, S., Schirm, A., Taylor, J. (2009). Structuring out-of-school time to improve academic achievement: A practice guide. (vol. NCEE #2009-012). Washington, DC: Institute of Educational Sciences. http://ies.ed.gov/ncee/wwc/publications/practiceguides

Munoz, M. A., & Ross, S. M. (2009). Supplemental educational services as a component of No Child Left Behind: A mixed-method analysis of its impact on student achievement. Planning and Changing, 40(3)135-139

Complete CV

 

Education

  • B.A. The Pennsylvania State University
  • M.S. The Pennsylvania State University
  • Ph.D. The Pennsylvania State University

Honors and Distinctions

  • NDEA Fellowship for graduate study at the Pennsylvania State University, 1971-1973.
  • Graduate Student Associate, Southwest Regional Laboratory, Summer, 1971.
  • Distinguished Teaching Service Award, University of Memphis, 1980.
  • Phi Delta Kappa Professional Research Award, Memphis Chapter, 1983.
  • Elected Fellow, Division 15, American Psychological Association, 1986.
  • Visiting Scholar, National Center for Research on Improving Postsecondary Teaching and Learning. University of Michigan, Summer 1987.
  • Distinguished Research Award, University of Memphis, 1987.
  • Distinguished Teacher Service Award, University of Memphis, 1988. (First eligibility since 1980; no longer eligible)
  • Memphis State University nominee, CASE Professor of the Year Award, 1989.
  • Superior Performance in University Research (SPUR) Award, University of Memphis, 1990, 1991, 1992.
  • Distinguished Research Award, University of Memphis, 1993.
  • Board of Visitors Eminent Faculty Award, University of Memphis (first recipient), 1993.
  • Editor, Educational Technology Research and Development, 1993-2009.
  • Editorial Board, Journal of Education for Students Placed At Risk. 1995-present.
  • Invited testimony, U.S. House of Representatives Subcommittee on Early Childhood, Youth, and Families, Committee on Education and the Workforce, June 26, 1998.
  • Invited panelist on comprehensive school reform, discussion with Secretary of Education Richard Riley, March 16. 1999.
  • Lillian and Morrie Moss Chair of Excellence in Urban Education, 2001.
  • Provost’s Professorship, 2004-2005, The University of Memphis.
  • College of Education Outstanding Research Award, 2002, The University of Memphis.
  • AERA Distinguished Journal Reviewer, 2005.
  • Invited Testimony to the TN Senate Education Committee, April 2005.
  • AERA Distinguished Paper (with D. Lowther, F. Inan, and J. Strahl), “Technology as an Agent of Change in Teaching and Learning,” for the Technology as an Agent of Change in Teaching of Learning Special Interest Group, New York City, April, 2008.
  • AECT Distinguished Service Award), October, 2009.
  • Director (Interim), National Charter School Resource Center, 2009-2010.

Experience

  • Instructor, Continuing Education, The Pennsylvania State University, 1973 – 1974
  • Instructor, Psychology, Lock Haven State College, Lock Haven, PA, Spring Semester, 1974
  • Evaluator, Mitre Corporation, McLean, Virginia, Summer, 1974
  • Assistant Professor, Educational Psychology, The University of Memphis, 1974 – 1979
  • Associate Professor, Educational Psychology, The University of Memphis, 1980 – 1985
  • Professor, Educational Psychology, The University of Memphis, 1985 – 2008
  • Director, Center for Research in Educational Policy, The University of Memphis, 2001 – 2008
  • Professor, Educational Research, John Hopkins University, 2009-present

Selected Recent Publications

  • Muñoz. M. A., & Ross, S. M. (2012; in press). No Child Left behind and tutoring in reading and mathematics: Impact of Supplemental Educational Services on large-scale assessment. Journal of Education for Students Placed at Risk, 17(3), pp. x-x.
  • Lowther, D.L. & Ross, S.M. (2012). Technology Integration: Device-Driven or Outcome-Oriented. In R. A. Reiser & J. V. Dempsey (Eds.) Trends and Issues in Instructional Design and Technology (pp. 208-217). Upper Saddle River, NJ: Merrill Prentice Hall.
  • Ross, S. M., Sheard, M. K., Cheung, A., Slavin, R. E., Tracey, L., & Elliott, L. (2011). Promoting students social-emotional learning and prosocial behavior: Longitudinal evaluation of the Together 4 All program in Northern Ireland. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
  • Strahl, J. D., Lowther, D. L., & Ross, S.M. (2010). Assessing the impact of providing laptop computers to students. In J.A. Morrell (Ed.) Evaluation in the Face of Uncertainty: Anticipating Surprise and Responding to the Inevitable (pp. 210-213). New York, NY: The Guilford Press
  • Inan, F.A., Lowther, D.L., Ross, S.M., & Strahl, J.D. (2010). Pattern of Classroom Activities during Students Use of Computers: Relations between Instructional Strategies and Computer Applications. Teaching and Teacher Education, 26(3), 540-546.
  • Ross, S., Morrison, G., Lowther, D. (2010). Educational technology research past and present: Balancing rigor and relevance to impact school learning. Contemporary Educational Technology, 1(1), 17-25.
  • Sheard, M. K. & Ross, S. M. (August, 2010). Evaluating the effectiveness of an intervention programme for social-emotional learning. European Association for Research on Learning and Instruction Conference. Leuven, Belgium. August 25-27.
  • Morrison, G. R., Ross, S, M., Kemp, J. E. & Kalman, H. (2010). Designing Effective Instruction (6th Edition). Hoboken, NJ: Wiley & Sons.
  • Ross, S., Morrison, G. (2009). The role of evaluation in instructional design. In K. Silber & R. Foshay (Ed.), Handbook of improving performance in the workplace. Instructional design and training delivery. (vol. 1, pp. 554-576). San Francisco, CA: Pfieffer.
  • Beckett, M., Borman, G., Capizzano, J., Parsely, D., Ross, S., Schirm, A., Taylor, J. (2009). Structuring out-of-school time to improve academic achievement: A practice guide. (vol. NCEE #2009-012). Washington, DC: Institute of Educational Sciences. ies.ed.gov/ncee/wwc/publications/practiceguides
  • Munoz, M. A., & Ross, S. M. (2009). Supplemental educational services as a component of No Child Left Behind: A mixed-method analysis of its impact on student achievement. Planning and Changing, 40(3)135-139
  • Morrison, G. R.,, Ross, S. M., & Lowther, D. L. (2009). Technology as a change agent in the classroom. In L. Mollwe, D. Harvey, & J. Huett (Eds.), Learning and instructional technologies for the 21st century (pp. 151-174). New York, NY: Springer.
  • Lowther, D. L., Ross, S. M., Inan, F., & Strahl, J. D. (2008). Does Technology Integration “work” When Key Barriers are Removed? Educational Media International, 45(3), 195-206.
  • Munoz, M. A., Potter, A. P., & Ross, S. M. (2008). Supplemental educational services as a consequence of the NCLB legislation: Evaluating its impact on student achievement in a large urban district. Journal of Education for Students Placed At Risk, 13 (1), 1-25.
  • Nunnery, J. A., Ross, S. M., & Bol, L. (2008). The construct validity of teachers’ perceptions of change in schools implementing comprehensive school reform models. Journal of Educational Research & Policy Studies, 8 (1), 67-87.
  • Ross, S. M., Potter, A., Paek, J., McKay, D., Sanders, W., & Ashton, J. (2008). Implementation and outcomes of Supplemental Educational Services: The Tennessee state-wide evaluation study. Journal of Education for Students Placed at Risk, 13 (1), 26-58.
  • Grant, M. M., Lowther, D. L., & Ross, S. M. (2006). Tina Sears: Evaluating the Impact of a K-12 Laptop Program. In P. A. Ertmer & J. Quinn (Eds.), The ID Casebook: Case Studies in Instructional design, Third Edition. Upper Saddle River, NJ: Pearson.
  • Lowther, D. L., Ross, S. M., & Strahl, J. D. (2006). The influence of technology integration on instructional practices. International Journal of knowledge, Culture and Change Management. 6(5), 131-141.
  • Grant, M. M., Ross, S. M., Wang, W., & Potter, A. (2005). Computers on wheels; an alternative to ‘each one has one.’ British Journal of Educational Technology, 36(6), 1017-1034.
  • Ross, S. M., Morrison, G., & Lowther, D. L. (2005). Using experimental methods in higher education research. Journal of Computing in Higher Education, 16(2), 39-64.
  • McDonald, A.J., Sterbinsky, A., Lowther, D., Ross, S.M., Redfield, D., Apodaca, M., & Martelli, S. (2004). Demonstrating comprehensive school reform: A review of two longitudinal studies. The International Journal of Educational Policy, Research and Practice, 4 (4), 93-110.
  • Ross, S.M., & Gil, L. (2004). The past and future of comprehensive school reform: Perspectives from a researcher and practitioner. In Christopher T. Cross (Ed.). Putting the Pieces Together, Lessons from CSR Research (pp. 151-174). Washington, DC: NCCSR.
  • Ross, S. M., Nunnery, J. A., Goldfeder, E., McDonald, A., Rachor, R., Hornbeck, M., & Fleischman, S. (2004). Using school reform models to improve reading achievement: A longitudinal study of Direct Instruction and Success For All in an urban district. Journal of Education for Students Placed At Risk, 9 (4), 357-388.

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