James Algina, Ed.D.
Professor Emeritus of Research and Evaluation Methodology, College of 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.
Grapin, S., Kranzler, J., Waldron, N. Joyce, D., & Algina, J. (2017). Developing local oral reading fluency cut scores for predicting high-stakes test performance. Psychology in the Schools, 54, 932-946. doi:10.1002/pits.22035
Griffin, C.C., Dana, N.F., Pape, S., Algina, J., Bae, J., & Prosser, S. (2018). Prime Online: Exploring teacher professional development for creating inclusive elementary mathematics classrooms. Teacher Education and Special Education, 41(2), 121-139. doi:10.1177/0888406417740702
Marshik, T., Ashton, P.T., & Algina, J. (2017). Teachers’ and students’ needs for autonomy, competence, and relatedness as predictors of students’ achievement. Social Psychology of Education, 20, 39-67. doi:10.1007/s11218-016-9360-z
McLaughlin, T.E., Snyder, P.A., & Algina, J. (2017). Using generalizability theory to examine the dependability of scores from the learning target rating scale. Topics in Early Childhood Special Education, 37(3), 164-175. doi:10.1177/0271121416669924
Smith, S. W., Daunic, A. P., Algina, J., Pitts, D. L., Merrill, K. L., Cumming, M. M., & Allen, C. (2017). Self-regulation for students with emotional and behavioral disorders: Preliminary effects of the I Control curriculum. Journal of Emotional and Behavioral Disorders, 25(3), 143-156. doi:10.1177/1063426616661702
- Ed.D. in Psychometrics, Statistics,
University of Massachusetts
- B.A. in Psychology,
University of Rhode Island
Awards & Appointments
- UF Doctoral Mentor Award, 2009
- University of Florida Research Foundation Professor, 2001-2003
- Editor, Journal of Educational Measurement, 1990-1992
- Associate Editor, American Educational Research Journal, Section on Teaching, Learning, and Human Development, 1996-1998
- Editorial Board, Contemporary Educational Psychology, 1996-2014
- Editorial Board, Psychological Methods, 1999-Present
- Editorial Board, Journal of Educational Measurement,
- Editorial Board, Journal of Experimental Education,