James Algina, Ed.D.
Faculty, Anita Zucker Center for Excellence in Early Childhood Studies
Professor Emeritus, Research and Evaluation Methodology, School of Human Development and Organizational Studies in Education
Dr. James Algina is a professor emeritus of research and evaluation methodology, College of Education. Currently, he serves as Co-PI for an efficacy trial funded by the Institute of Education Sciences focused on embedded instruction. He is a core faculty member and serves on the leadership team for the Anita Zucker Center for Excellence in Early Childhood Studies.
He is a co-author of Classical and Modern Test Theory (1986) and was a UF Research Foundation Professor, a Fellow of the American Educational Research Association, and a Fellow of the American Psychological Association (Division 5). His research interests have been in effect sizes, robust methods of analysis, and sample size planning.
Dr. Algina has published more than 100 refereed articles and chapters. He has served as PI, Co-PI or researcher on 20 grants. In these efforts, his primary role was the design of studies and analyses of data.
Dr. Algina has mentored many junior faculty as well as master’s and doctoral students. In 2009, he received a UF Doctoral Mentor Award. He has worked with or provided methodological advising for researchers who have completed or are completing studies using ECLS-K, ECLS-B, ELS: 2002, NELS:88, PEELS, and the Early Head Start Research and Evaluation Study.
Daunic, A., Worth, M., Poling, D., Algina, J., Corbett, N., Smith, S. W., & Crews, E. (2021). Efficacy of the social-emotional learning intervention for kindergarten and first grade students at-risk for emotional and behavioral disorders. Journal of School Psychology, 86, 78-99. https://doi.org/10.1016/j.jsp.2021.03.004
Hemmeter, M. L., Fox, L., Snyder, P., Algina, J., Hardy, J. K., Bishop, C., & Veguilla, M. (2021). Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial. Early Childhood Research Quarterly, 54(1), 204-218 https://doi.org/10.1016/j.ecresq.2020.08.004
Aydin, B., & Algina, J. (2021). Best linear unbiased prediction of latent means in three-level data. Journal of Experimental Education. Advanced online publication. https://doi.org/10.1080/00220973.2021.1873088
Gill, M. G., Trevors, G., Greene, J. A., & Algina, J. (2020). Don’t take it personally? The role of personal relevance in conceptual change. The Journal of Experimental Education. Advance online publication. https://doi.org/10.1080/00220973.2020.1754152
Aydin, B., Algina, J., & Leite, W. L. (2019). Comparison of model- and design-based approaches to detect the treatment effect and covariate by treatment interactions in three-level models for multi-site cluster-randomized trials. Behavior Research Methods, 51(1), 243-257. https://doi.org/10.3758/s13428-018-1080-1
Huggins-Manley, A. C., Algina, J., & Zhou, S. (2018). Models for semi-ordered data to address not applicable responses in scale measurement. Structural Equation Modeling: A Multidisciplinary Journal, 25(2), 230-243. https://doi.org/10.1080/10705511.2017.1376586
Ed.D. in Psychometrics, Statistics, University of Massachusetts
B.A. in Psychology, University of Rhode Island
Select Honors, Awards and Appointments
UF Doctoral Mentor Award, 2009
University of Florida Research Foundation Professor, 2001-2003
Editorial Board, Contemporary Educational Psychology, 1996-2014
Editorial Board, Psychological Methods, 1999-2013
Editorial Board, Journal of Experimental Education, 1996-2013
Editorial Board, Journal of Educational Measurement, 1986-1989, 1996-2013
Associate Editor, American Educational Research Journal, Section on Teaching, Learning, and Human Development, 1996-1998
Editor, Journal of Educational Measurement, 1990-1992