Applied Psychology in Education and Research Methodology

Hannah Kassab

Hannah Kassab

Research Fellow

Hannah Kassab joins the School of Education as a Research Fellow, in collaboration with Heather Ormiston in the Department of Applied Psychology in Education and Research Methodology. She recently completed her clinical internship in Clinical Psychology and will be defending her dissertation this fall for her Ph.D. from Ohio University. She has a Master of Science in Clinical Psychology, has taught undergraduate courses in developmental child psychology, and participated in school-based research activities as part of the Center for Intervention Research at Ohio University. Kassab’s research focuses on school-based interventions, teacher consultation, and implementation science, with a particular emphasis on supporting children with ADHD and understanding school administrator preferences for school-based interventions using conjoint analysis. Her clinical experience spans various settings, including university clinics, community mental health centers, and schools, where she has provided evidence-based treatments to children, adolescents, and adults. Kassab has published as author and co-author in peer-reviewed journals, presented her work at national conferences, and received numerous awards for her scholarship. Her commitment to advancing mental health services for youth is evident through her research, clinical work, and dedication to training future clinicians.

Anna Merrill

Anna Merrill

Visiting Clinical Assistant Professor

Anna Merrill joins the School of Education as a Visiting Clinical Assistant Professor in the Department of Applied Psychology in Education and Research Methodology. She holds a Ph.D. in School Psychology from Indiana University and is a licensed psychologist with extensive experience in clinical practice, research, and teaching. Merrill's expertise spans autism spectrum disorders, cognitive and academic assessment, and therapeutic interventions for children and adolescents. She has presented at numerous national and international conferences. She will utilize her expertise as the Clinical Director of the Learning and Developmental Evaluation Clinic in the School of Education. With a background in both clinical settings and academia, including experience as an adjunct faculty member here at IU, Merrill brings a wealth of knowledge in psychology and education to her new role.

Kori Nicolai

Korinthia (“Kori”) Nicolai

Postdoctoral Fellow

Korinthia (“Kori”) Nicolai joins the School of Education as a Postdoctoral Fellow within the Department of Applied Psychology in Education and Research Methodology and the Center for Research on Race & Ethnicity in Society. She recently received her Ph.D. in Education, with an emphasis in educational psychology, from Virginia Commonwealth University. Nicolai’s research interests center on how experiences related to race, ethnicity, culture, and systems of power can affect belonging and motivation and the implications of these relations for fostering diversity, equity, and inclusion in education. She has served on the American Psychological Association Division 15: Educational Psychology’s Race and Diversity Committee, was president of the Virginia Commonwealth University Holmes Scholars Program, and Senior Co-chair of the Graduate Student Committee for the American Educational Research Association (AERA) Motivation Special Interest Group. Nicolai is committed to advancing equity in education through her teaching, research, and service.

Maziar Yazdanpanah

Maziar Yazdanpanah

Postdoctoral Fellow

Maziar Yazdanpanah joins the School of Education as a Postdoctoral Fellow in collaboration with Jessica Lester. He recently completed his Ph.D. in Language and Culture from Linköping University, Sweden, focusing on multilingual interaction in dementia care using Conversation Analysis and ethnographic methods. Yazdanpanah's research expertise spans linguistic research, multilingual practices in healthcare settings, and the analysis of communication in diverse contexts. With a background in teaching and mentoring, including experience as a multilingual study mentor and heritage language teacher, he brings valuable skills in both research and pedagogy to his new role. His work has been published in international journals and he has presented at numerous conferences, demonstrating his commitment to advancing knowledge in his field.

Curriculum and Instruction

Mark Baildon

Mark Baildon

Visiting Clinical Associate Professor

Mark Baildon joins the School of Education as a Visiting Clinical Associate Professor within the Department of Curriculum and Instruction. Baildon holds a Ph.D. in Curriculum, Teaching and Educational Policy from Michigan State University and is a distinguished educator and academic leader with over 30 years of international experience across the United States, Israel, Saudi Arabia, Taiwan, Singapore, and the United Arab Emirates. His expertise spans curriculum design, educational technology, and global citizenship education. He has held key leadership positions, including Head of Humanities and Social Studies Education and Associate Dean of Partnerships and Analytics in the Office of Education Research at the National Institute of Education in Singapore, where he spearheaded innovative program development and research initiatives. Baildon is actively involved in fostering international collaborations and partnerships, contributing to the global advancement of education through his research publications, presentations, and program development efforts.

Richard Allen Carter

Richard Allen Carter, Jr.

Associate Professor

Richard Allen Carter, Jr. joins the School of Education as an Associate Professor in the Department of Curriculum and Instruction, and as the inaugural holder of the Dr. Ted S. Hasselbring Chair in Special Education Technology. Carter earned his Ph.D. in Special Education from the University of Kansas and previously served as an Associate Professor of Special Education at the University of Wyoming. Carter researches the education of students with disabilities in modern learning environments, with a focus on technology enabled personalized learning, virtual learning, and blended learning environments. His courses focus on mild/moderate disability, collaboration, and positive behavior intervention and support. He is currently affiliated with the Council for Exceptional Children’s Innovations in Special Education Technology Division (ISET).

Rhonda Hylton

Rhonda Hylton

Assistant Professor

Rhonda Hylton joins the School of Education as an Assistant Professor in the Department of Curriculum and Instruction. She earned her Ph.D. in Curriculum and Instruction, with a concentration in Literacy, from Kent State University. Hylton's research expertise includes literacy pedagogical practices of Black women faculty, epistemological ways of knowing and being for Black women faculty, intersectionality, cultural and social issues embedded in schools, and preservice teacher education. Her current interests center racial literacies in preservice teacher education. Her work has been published in peer-reviewed journals and books and presented at numerous state and national conferences. Hylton has served on the Executive Board for the Ohio Council of Teachers of English Language Arts, as well as Kent State’s School of Teaching, Learning and Curriculum Studies Ad-hoc Anti-Racist Task Force and the Women of Color Collective Leadership Team. Hylton is committed to advancing equity in education through her teaching, research, and service. Always curious, Hylton situates herself as a learner and a teacher and applies a collaborative frame to these positions when working with others.

Erin Rich

Erin Rich

Postdoctoral Fellow

Erin Rich joins the IU School of Education as a Postdoctoral Fellow in the Department of Curriculum and Instruction. She recently completed her Ph.D. in Elementary Education with an emphasis in Elementary Mathematics Education at the University of Alabama. Rich's research focuses on preservice teacher self-efficacy in mathematics education, intersections of children's literature and elementary mathematics, multimodal approaches to math instruction, problem-solving strategies in the classroom, and methods to enhance girls' engagement and self-efficacy in STEM fields. Rich has authored and co-authored research published in peer-reviewed journals and presented at several national conferences, highlighting her commitment to advancing knowledge in the field of mathematics education.

Elizabeth Roan

Elizabeth Roan

Postdoctoral Fellow

Elizabeth Roan joins the School of Education as a Postdoctoral Fellow, in collaboration with Erik Jacobson. She will be working with him on the Attributions of Mathematical Excellence for Teaching and Learning project, which aims to investigate the relationship between teachers' beliefs related to their explanations of systemic racial and gender differences in mathematics education and their teaching. She completed her Ph.D. in Mathematics Education from Texas State University, building upon her bachelor's degree in Pure Mathematics from the University of Arkansas. Roan's research focuses on mathematical modeling, quantitative reasoning, and STEM education, with particular emphasis on undergraduate students' modeling competencies and instructors' beliefs about mathematical modeling. Her work has been published in peer-reviewed journals and presented at national and international conferences. Roan brings valuable teaching experience, having served as an instructor and teaching assistant for various mathematics courses. She has been honored and awarded for her excellence in research and teaching, highlighting her commitment to advancing mathematics education through research projects, grant work, and service to the profession.

Payal Shah

Payal Shah

Visiting Assistant Professor

Payal Shah joins the School of Education as a Visiting Assistant Professor in the Department of Curriculum and Instruction. She holds a Ph.D. in Education with a specialization in Early Childhood Education from George Mason University. Shah brings extensive experience in research, particularly in the areas of early childhood education, educational technology, and teacher training. She has demonstrated proficiency in collecting and analyzing qualitative and quantitative data, delivering instruction across various modalities, and providing guidance and mentorship to a diverse range of undergraduate students, while also obtaining extensive experience in leadership, collaboration, strategic planning, program management, and budget oversight. Shah is committed to mentoring students and has a strong track record of scholarly presentations and community engagement in the field of education.

Theodore Savich

Theodore Savich

Visiting Clinical Assistant Professor

Theodore Savich joins the School of Education as a Visiting Clinical Assistant Professor in the Department of Curriculum and Instruction. He holds a Ph.D. in Curriculum and Instruction with a focus on Mathematics Education from Indiana University. Savich's research interest centers on critical mathematics, exploring the intersection of mathematics and human identity. His work has been published in peer-reviewed journals and he has presented at numerous national and international conferences. With extensive teaching experience at both the secondary and post-secondary levels, including roles as an Associate Instructor and Adjunct Professor here at IU, Savich brings a wealth of knowledge in mathematics education and curriculum development to his new position.

Kevin Tavin

Kevin Tavin

Visiting Clinical Professor

Kevin Tavin joins the School of Education as a Visiting Clinical Professor within the Department of Curriculum and Instruction. After earning his Ph.D. in Art Education with a minor in Curriculum and Instruction from The Pennsylvania State University, his distinguished career has included professorships at Aalto University in Finland, The Ohio State University, and the School of the Art Institute of Chicago, as well as teaching positions at various other institutions. With a BFA, M.Ed., and Ph.D. in art education, Tavin has been teaching at K-12 and post-secondary for over 30 years. His research spans art education, visual culture, contemporary art theory and pedagogy, post-digital/internet culture, psychoanalytic theory, and algorithms and affect for art education, resulting in numerous publications in international art and education journals and books, as well as several national and international conference presentations.

Molly Zhang

Moyu “Molly” Zhang

Clinical Assistant Professor

Moyu (“Molly”) Zhang joins the School of Education as a Clinical Assistant Professor in the Department of Curriculum and Instruction, bringing expertise in science education, teacher professional development, and equity in STEM. She earned her Ph.D. in Science Education from New York University and holds degrees in Physics Education from Beijing Normal University. Zhang's research interests include care-based education, indigenous knowledge theory, equity and belongingness, and the integration of transformative activist stance in science teaching. She has extensive teaching experience at both the undergraduate and graduate levels, including courses on science education and qualitative research methods. Zhang is committed to advancing inclusive and innovative approaches in science education, as evidenced by her publications, conference presentations, and involvement in various research projects aimed at improving teaching practices and student learning outcomes.

Learning, Design and Adult Education

Ugur Kale

Ugur Kale

Associate Professor

Ugur Kale joins the School of Education as an Associate Professor in the Department of Learning, Design and Adult Education. An alum of Indiana University, Kale earned his Ph.D. in Instructional Systems Technology. He has built an extensive research portfolio, including numerous grant-funded projects, journal publications, and national and international conference presentations. His primary research focuses on the examination of urgent issues that emerging technologies bring to computational thinking, online learning, and teacher education. Kale’s current research efforts as Principal Investigator on a National Science Foundation funded project center around computational thinking (CT) — a technology-enhanced problem-solving strategy using various computer science concepts. As technological advancements continue across economical and societal systems, Kale is committed to promoting CT and code literacy among younger generations so that they may successfully navigate complex, ever-advancing computer technologies. As an instructor, his courses focus on instructional design and technology integration.

Center for Evaluation and Education Policy

Paul Myers

Paul Myers

Assistant Research Scientist

Paul Myers joins the School of Education as an Assistant Research Scientist in the Center for Evaluation and Education Policy. He holds a Ph.D. in Education Policy Studies from the University of Illinois at Urbana-Champaign. Myers is a passionate mixed methods researcher with extensive experience in education policy analysis, survey design, and program evaluation. His research interests focus on education policy and politics, education equity, and international and comparative educational markets. With a background as an analyst at the National Institute for Learning Outcomes Assessment, a researcher at Marzano Research, and involvement in numerous funded projects, Myers brings valuable expertise in collaborative research, stakeholder engagement, and the development of innovative educational tools and evaluation systems.

Center for Postsecondary Research

Kamia Slaughter

Kamia F. Slaughter

Postdoctoral Fellow

Kamia F. Slaughter joins the IU School of Education as a Postdoctoral Fellow in collaboration with Leonard Taylor. She is working on a project funded by the Bill and Melinda Gates Foundation, which focuses on how institutional actors understand, enact, and respond to student success transformation and change efforts. She recently earned her Ph.D. in Administration of Higher Education from Auburn University, with a dissertation focusing on practitioner landscapes in Black, rural communities in Alabama. Slaughter's research interests include the intersections of race, place, and discourse in rural education and culture, socio-political and geospatial phenomena in higher education policies and practices, and student success practitioners across various institutional and community contexts. With experience as a Graduate Research Assistant at Auburn University and a Research Fellow at the Frederick D. Patterson Research Institute, she brings expertise in qualitative research methods and a strong background in educational policy analysis. Slaughter has presented her work at numerous conferences and has contributed to several funded research projects, demonstrating her commitment to advancing knowledge in the field of higher education.