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Toni A. Sondergeld - Drexel University Associate Professor for MS in Teaching, Learning and Curriculum: Advanced Studies
Associate Professor
Co-Director of The Methods Lab

Toni A. May (Sondergeld), PhD

Education

Doctorate of Philosophy - Foundations of Educational Research and Measurement, University of Toledo, 2009
Master's of Education - Curriculum and Instruction, University of Toledo, 2006
Bachelor's of Education - Elementary Education, University of Toledo, 1999

Program Affiliation

EdD in Educational Leadership and Management
Teaching Learning and Curriculum programs

JOURNAL ARTICLES (Peer Reviewed)

  • May, T. A., Koskey, K. L., Bright, D., Fan, Y., Fornaro, C., & Heverin, T. (2023, Forthcoming). Development of a college student validation survey: A design-based research approach. Journal of College Student Development.
  • Koskey, K. L., May, T. A., Fan, Y., Bright, D., Matney, G., & Bostic, J. (2023, Forthcoming). Flip it: An exploratory (versus explanatory) sequential mixed methods design using Delphi and differential item functioning to evaluate item bias. Methods in Psychology.
  • May, T. A., Koskey, K. L., Bostic, J. D., Stone, G. E., Kruse, L. M., & Matney, G. (2023, Forthcoming). Examining how using dichotomous and partial credit scoring models influence sixth-grade mathematical problem-solving assessment outcomes. School Science and Mathematics Journal.
  • Matney, G., Bostic, J. D., Fox, M., Hicks, T., May, T., & Stone, G. (2022). Fourth-grade students’ sensemaking during multi-step problem solving. The Journal of Mathematical Behavior, 65, https://doi.org/10.1016/j.jmathb.2022.100933.
  • Folger, T., Stewart, M., Bostic, J., & May, T. (2022). Validating the use of student-level instruments to examine preservice teachers’ mathematical problem solving. School Science and Mathematics Journal. https://doi.org/10.1111/ssm.12558.
  • Peters-Burton, E., Provinzano, K., Koskey, K. & May, T. (2022). Integrating beyond content: A framework for infusing elementary STEM-focused schools components into full-service community schools. Education Sciences. https://doi.org/10.3390/educsci12080511.
  • Meloche, A., & Sondergeld, T. (2022). Surveying the art history mystery: Student opinions of outcomes and value. Art, Design & Communication in Higher Education, 21(1), 44-65.
  • Littrell, M., Gold, A., Koskey, K., Sondergeld, T., Leckey, E., & Okochi, C. (2022). Transformative experience in an informal science learning program about climate change. Journal of Research in Science Teaching.
  • Tecce DeCarlo, M.J., Adams, J., Kemery, D., Provinzano, K. & Sondergeld, T. (2022). It’s a heavy lift: How university faculty and students experienced emergency remote teaching during COVID-19. Journal of Educators Online.
  • Provinzano, K. , Koskey, K. L., Sondergeld, T. A., & Flowers, A. (2021). It’s just the Wilson way: Investigating the extended impact of an elementary full-service community school initiative on middle school STEM-related outcomes. Urban Education. https://doi.org/10.1177/00420859211058415.
  • Ammar, A. A., Sondergeld, T. A., Provinzano, K., & Delaney, B. (2021). Exploring the impact of a community school reform initiative on the literacy achievement of middle level English language learners. Research in Middle Level Education, 44(4), 1-16.
  • Meloche, A., Provinzano, K., Sondergeld, T. A., & Moy, M. (2020). Examining academic, non-academic, and college readiness outcomes of urban immigrant and refugee youth (IRY) in full-service community schools. Children Services Review, 119.
  • Kruse, L., Sondergeld, T., Bostic, J., Waddell, E., Ibarrola Recalde, G., & Stone, G. (2020). Evaluating the impact of the common core for achievement and middle grades mathematics proficiency program. Pennsylvania Educational Leadership, 39(2), 5-33.
  • Bostic, J., Sondergeld, T. A., Matney, G., Stone, G. E., & Hicks, T. (2021). Gathering response process data for a problem-solving measure through whole-class think alouds. Applied Measurement in Education, 34(1), 46-60.
  • Kruse, L., Impellizeri. W., Witherel, C., & Sondergeld, T. A. (2020). Evaluating the impact of an assessment course on preservice teachers’ classroom assessment literacy and self-efficacy. Mid-Western Educational Research Association, 32(2), 107-132.
  • Provinzano, K., Sondergeld, T. A., Ammar, A. A., & Meloche, A. (2020). A community school reform initiative for middle grades urban and newcomer students: Using mixed methods to examine student academic and non-academic outcomes over time and compared to a matched sample. Journal of Education for Students Placed at Risk. https://doi.org/10.1080/10824669.2020.1744441.
  • Provinzano, K., Sondergeld, T. A., Knaggs, C. M. (2020). Community schools as a sustainable comprehensive school reform strategy: A transformative mixed methods perspective. Mid-Western Educational Research Association, 32(1), 3-30.
  • Johnson, C. C., & Sondergeld, T. A. (2020). Outcomes of an integrated STEM high school: Enabling access and achievement for all students. Urban Education. https://doi.org/10.1177/0042085920914368.
  • Sondergeld, T. A., Provinzano, K., & Johnson, C. C. (2020). Investigating the impact of an urban community school effort on middle school STEM-related student outcomes over time through propensity score matched methods. School Science and Mathematics Journal, 120(2), 90-103. https://doi.org/10.1111/ssm.12387.
  • Knaggs, C. M., Sondergeld, T. A., Provinzano, K., Fischer, J. M., & Griffith, J. (2020). Measuring college-going cultural capital of urban high school seniors in a voluntary college preparatory program. The High School Journal.
  • Sondergeld, T. A., Stone G. E., & Kruse, L. M. (2020). Objective Standard Setting in educational assessment and decision making. Educational Policy, 34(5), 735-759. https://doi.org/10.1177/0895904818802115.
  • Sondergeld, T. A., & Johnson, C. C. (2019). Development and validation of a 21st Century Skills assessment: Using an iterative multi-method approach. School Science and Mathematics Journal, 119(6), 312-326. DOI: 10.111/ssm.12355.
  • Johnson, C. C., Sondergeld, T. A., & Walton, J. (2019). A study of the implementation of formative assessment by master teachers in three large urban districts. American Educational Research Journal, 56(6), 2408-2438. DOI: 10.3102/0002831219842347.
  • Du, W., Liu, D., Johnson, C.C., Sondergeld, T.A., Bolshakova, V.L.J., & Moore, T.J. (2019). The impact of integrated STEM professional development on teacher quality. School Science and Mathematics Journal, 1-10. DOI: 10.1111/ssm.12318.
  • Severino, L., DeCarlo, M. J., Sondergeld, T. A., Ammar, A., & Izzetoglu, M. (2018). A validation study of an eighth grade reading comprehension assessment. Research in Middle Level Education, 41(10), 1-16.
  • Bostic, J. D., Matney, G., & Sondergeld, T. A. (2017). A validation process for observation protocols: Using the revised SMPs Look-for Protocol as a lens on teachers’ promotion of the standards. Investigations in Mathematics Learning. DOI: 10.1080/19477503.2017.1379894.
  • Johnson, C. C., Sondergeld, T. A., & Walton, J. B. (2017). A statewide implementation of the critical features of professional development: Impact on teacher outcomes. School Science and Mathematics Journal, 117(7-8), 341-349. DOI: 10.1111ssm.12251.
  • Bostic, J. D., Sondergeld, T. A., Folger, T., & Kruse, L. (2017). PSM7 and PSM8: Validating two problem-solving measures. Journal of Applied Measurement, 18(2), 1-12.
  • Knaggs, C. M., & Sondergeld, T. A. (2017). The reciprocal relationship between motivation and level of participation in a voluntary college-preparatory program. Journal of Pedagogy and Educational Management.
  • Lunceford, C., Sondergeld, T. A., & Thompson, B. (2017). A comparative case study of student preparation for postsecondary education: How GEAR UP, socioeconomic status, and race influence academic and non-academic factors. Journal of Education for Students Placed at Risk (JESPAR), 22(4). DOI: 10.1080/10824669.2017.1364643.
  • Knaggs, C. M., & Sondergeld, T. A. (2017). Science self-efficacy of preservice teachers in face-to-face vs. blended environments. School Science and Mathematics Journal, 117, 27-33. doi: 10.1111/ssm.12204.
  • Sondergeld, T. A., Johnson, C. C., & Walton, J. (2016). Assessing the impact of a statewide STEM investment on K-12, higher education, and business/community STEM awareness over time. School Science and Mathematics Journal, 116(2), 104-110.
  • Koskey, K. L., Sondergeld, T. A., Stewart, V. C., & Pugh, K. J. (2016). Applying the mixed methods instrument development and construct validation process: The transformative experience questionnaire. Journal of Mixed Methods Research, 6(4), 294-316. doi:10.1177/1558689816633310.
  • Bostic, J. D., & Sondergeld, T. A. (2015). Measuring sixth-grade students’ problem-solving: Validating an instrument addressing the mathematics common core. School Science and Mathematics Journal, 115(6), 281-291.
  • Falter Thomas, A. R., & Sondergeld, T. A. (2015). Investigating the impact of feedback instruction: Partnering preservice teachers with middle school students to provide digital scaffolded feedback. Journal of Scholarship of Teaching and Learning, 15(4), 83-109.
  • Huziak-Clark, T.L., Sondergeld, T. A., Knaggs, C.M., & van Staaden, M. (2015). Assessing the impact of a research-based STEM program on STEM majors’ attitudes and confidence. School Science and Mathematics Journal, 115(5), 226-236.
  • Knaggs, C. M., & Sondergeld, T. A. (2015). Science as a learner and as a teacher: Measuring Science self-efficacy of elementary pre-service teachers. School Science and Mathematics Journal, 115(3), 117-128.
  • Koskey, K. K. L, Cain, B. A., & Sondergeld, T. A., Alvim, H. G., & Slager, E. M. (2015). A mixed-methods investigation of factors and scenarios influencing college students’ decision to complete surveys at five mid-western universities. Mid-Western Educational Researcher, 27(1), 3-30.
  • Milner, A. R., & Sondergeld, T. A. (2015). Gifted urban middle school students: The inquiry continuum and the nature of science. The National Journal of Education and Practice, 8(3), 442-461.
  • Sondergeld, T. A., Milner, A. R., & Rop, C. (2014). Evaluating teachers’ self-perceptions of their knowledge and practice after participating in an environmental education professional development program. Teacher Development, 18(3), 281-302.
  • Sondergeld, T. A., & Johnson, C. C. (2014). Using Rasch measurement for the development and use of affective assessments in science education research. Science Education, 98(4), 581-613. DOI: 10.1002/sce.21118.
  • Milner, A. R., Sondergeld, T. A., & Rop, C. (2014). The influence of an intensive and integrated place-based professional development program on teachers’ views of the nature of science. Current Issues in Education, 17(1), 1-17.
  • Sondergeld, T. A., Fischer, J. M., Samel, A. N., & Knaggs, C. (2013). Evaluating the influence of an urban school reform effort on college readiness and access outcomes: A quasi-experimental cohort study. Journal of Education for Students Placed at Risk (JESPAR), 18, 1-21. DOI: 10.1080/10824669.2013.81837.
  • Knaggs, C., Sondergeld, T. A., & Schardt, B. (2013). Overcoming barriers to college enrollment, persistence, and perceptions for urban high school students in a college preparatory program. Journal of Mixed Methods Research.
  • Koskey, K. L. K., Sondergeld, T. A., Beltyukova, S. A., & Fox, C. M. (2013). An experimental study using Rasch analysis to compare absolute magnitude estimation and categorical rating scaling as applied in survey research. Journal of Applied Measurement, 14(3), 1-20.
  • Sondergeld, T. A., Beltyukova, S. A., Fox, C. M., & Stone, G. A. (2012). Using microanalytical simulation methods in educational evaluation: An exploratory study. Mid-Western Educational Researcher, 25(1/2), 1-32.
  • Drouin, M., Horner, S., & Sondergeld, T. A. (2012). Alphabet knowledge in preschool: A Rasch model analysis. Early Childhood Research Quarterly, 27, 543-554.
  • Milner, A. R., Sondergeld, T. A., Demir, A., Czerniak, C. M., & Johnson, C. C. (2012). Elementary science teachers’ beliefs about teaching science and classroom practice: An examination of pre/post NCLB testing in science. Journal of Science Teacher Education, 23(2), 111-132.
  • Sondergeld, T. A., & Koskey, K. L. (2011). Evaluating the impact of an urban comprehensive school reform: An illustration of the need for mixed methods. Studies in Educational Evaluation, 37, 94-107.
  • Samel, A. N., Sondergeld, T. A., Fischer, J., & Patterson, N. C. (2011). The secondary school pipeline: Longitudinal indicators of resilience and resistance in urban schools under reform. The High School Journal, 94(3), 95-118.
  • Stone, G. E., Koskey, K. L., & Sondergeld, T. A. (2011). Comparing construct definition in Angoff and objective standard setting models: Playing in a house of cards without a full deck. Educational and Psychological Measurement, 71(6), 942-962.
  • Sondergeld, T., Bell, C., & Leusner, D. (2010). Understanding how teachers engage in formative assessment. Teaching and Learning: The Journal of Natural Inquiry and Reflective Practice, 24(2), 72-86.

JOURNAL EDITORIALS

  • Sondergeld, T. A. (2020). Shifting sights on STEM education instrumentation development: The importance of moving validity evidence to the forefront rather than a footnote. School Science and Mathematics Journal, 120(5), 259-261.
  • Sondergeld, T. A., Peters-Burton, E., & Johnson, C. C. (2016). Integrating the three dimensions of Next Generation Science Standards: Issues and solutions for authentic assessment of student learning. School Science and Mathematics Journal, 16(2), 67-70.
  • Sondergeld, T. A. (2014). Closing the gap between STEM teacher classroom assessment expectations and skills. School Science and Mathematics Journal, 114(4), 151-153.

RESEARCH-BASED BOOK CHAPTERS (Peer Reviewed)

  • Tecce DeCarlo, M.J., Adams, J., Kemery, D., Provinzano, K. & May, T. (2022). We are all in this together: Remote teaching and learning self-efficacy during COVID-19. In S. Karpava (Ed.), Teacher and Student Perspectives on the Digital Turn in Education. IGI Education.
  • Sondergeld, T. A., Koskey, K. L. K., Stone, G. E., & Peters-Burton, E. (2021). Data-driven STEM assessment (Ch. 8). In C. Johnson, E. Peters-Burton, & T. Moore (Eds.), STEM road map 2.0: A framework for integrated STEM education in the innovation age. Routledge.
  • Johnson, C. C., & Sondergeld, T. A. (2021). Effective STEM professional development (Ch. 10). In C. Johnson, E. Peters-Burton, & T. Moore (Eds.), STEM road map 2.0: A framework for integrated STEM education in the innovation age. Routledge.
  • Provinzano, K., Sondergeld, T. A., & Koskey, K. L. (2021). Examining how partnerships in a full-service community school influence the educational experiences of immigrant and refugee youth (IRY). In M. Reardon & J. Leonard (Eds.), Volume VI: A Place Called Home: School-University-Community Collaboration and the Immigrant Educational Experience.
  • Provinzano, K., & Sondergeld, T. A. (2021). A community school for refugees. In G. Mazurkiewicz & J. M. Fischer (Eds.), The Personal, Place, and Context in Pedagogy: An Activist Stance for Our Uncertain Educational Future. Palgrave Macmillan.
  • Bostic, J., & Sondergeld, T. A. (2018). Validating and vertically equating problem-solving measures. In D. Thompson, M. Burton, A. Cusi, & D. Wright (Eds.), Classroom Assessment in Mathematics. ICME-13 Monographs. Springer, Cham. DOI: 10.1007/978-3-319-73748-5_10
  • Sondergeld, T. A., Koskey, K. L. K., Stone, G. E., & Peters-Burton, E. (2016). Developing quality STEM classroom assessments and using the results to inform instructional decision making (Ch. 8). In C. Johnson, E. Peters-Burton, & T. Moore (Eds.), STEM road map: A framework for implementing integrated STEM education. Routledge.
  • Johnson, C. C., & Sondergeld, T. A. (2016). Effective STEM professional development essential Components (Ch. 10). In C. Johnson, E. Peters-Burton, & T. Moore (Eds.), STEM road map: A framework for implementing integrated STEM education. Routledge.
  • Vannatta Reinhart, R., Sondergeld, T., Banister, S., & Shaffer, S. (2015). Teacher comfort and future technology use. In D. Gibson & L. Liu (Eds.), Research Highlights in Technology and Teacher Education 2015. Society for Information Technology and Teacher Education (SITE).
  • Sondergeld, T. A., & Koskey, K. L. K. (2013). Numbers are important in evaluation, but they don’t always tell the full story. In G. Mazurkiewicz (Ed.), Przywództwo i zmiana w edukacji. Ewaluacja jako mechanizm doskonalenia (Leadership and change in education. Evaluation – tool for improvement).
  • Sondergeld, T., Milner, A. R., Coleman, L. J., & Sutherland, T. M. (2011). Lessons from the field: Examining the challenges and successes of a voluntary math and science enrichment program for urban middle school students. In C. Johnson (Ed.), Secondary STEM Educational Reform (Ch. 4). New York, NY: Palgrave Macmillan.

CURRICULAR BOOK CHAPTERS (Peer Reviewed)

STEM Road Map Curriculum Series – NSTA Top Seller https://www.nsta.org/publications/press/stemroadmap.aspx

  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2022). Chapter two: Strategies
    used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton (Eds.). Our Changing Environment: STEM Road Map for Elementary School. New York, NY: Routledge, 1-176.
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2022). Chapter two: Strategies
    used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton (Eds.). Formation of the Earth: STEM Road Map for High School. New York, NY: Routledge, 1-142.
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2022). Chapter two: Strategies
    used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton (Eds.). Rebuilding the Natural Environment: STEM Road Map for High School. New York, NY: Routledge, 1-148.
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2022). Chapter two: Strategies
    used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton (Eds.). Mineral Resources: STEM Road Map for High School. New York, NY: Routledge, 1-140.
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2022). Chapter two: Strategies
    used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton (Eds.). Genetically Modified Organisms: STEM Road Map for Middle School. New York, NY: Routledge, 1-182.
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2020). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton (Eds.). STEM Road Map, Grade 8: Integrated STEM teaching in middle school – The changing earth (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2019). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton (Eds.). STEM Road Map, Grade K: Integrated STEM teaching in elementary school – Physics in motion (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2019). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton Eds.). STEM Road Map, Grade 1: Integrated STEM teaching in early childhood – Influence of waves (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2019). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton (Eds.). STEM Road Map, Grade 2: Integrated STEM teaching in early childhood – Natural hazards (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2019). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton (Eds.). STEM Road Map, 3-5: Integrated STEM teaching in elementary school – Rainwater analysis (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2019). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton Eds.). STEM Road Map, K-2: Integrated STEM teaching in early childhood – Investigating environmental changes (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2018). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton (Eds.). STEM Road Map, Grade 8: Integrated STEM teaching for middle school – Improving bridge design (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2018). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton Eds.). STEM Road Map, Grade 1: Integrated STEM teaching in elementary school – Patterns and the plant world (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2018). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton (Eds.). STEM Road Map, 9-12: Integrated STEM teaching in high school – Radioactivity (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2018). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton Eds.). STEM Road Map, Grade 3: Integrated STEM teaching in elementary school – Swing set makeover (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2018). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton Eds.). STEM Road Map, 9-12: Integrated STEM teaching in high school – Car crashes (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2018). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton (Eds.). STEM Road Map, 6-8: Integrated STEM teaching in middle school –Packaging design (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2018). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton (Eds.). STEM Road Map, 3-5: Integrated STEM teaching in elementary school – Transportation in the future: From maps to maglevs (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2018). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton (Eds.). STEM Road Map, 3-5: Integrated STEM teaching in elementary school – Harnessing solar energy (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2018). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton (Eds.). STEM Road Map, 3-5: Integrated STEM teaching in elementary school – Interactions: Wind energy (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2018). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton Eds.). STEM Road Map, 9-12: Integrated STEM teaching in high school – Construction materials (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).
  • Peters-Burton, E., Johnson, C. C., Sondergeld, T. A., & Moore, T. J. (2018). Chapter two: Strategies used in the STEM road map curriculum series. In C. C. Johnson, J. Walton, & E. E. Peters-Burton (Eds.). STEM Road Map, 6-8: Integrated STEM teaching in middle school – Amusement parks of the future (pp. 9-19). Arlington, VA: National Science Teacher Association (NSTA).

INTERNATIONAL CONFERENCE PRESENTATIONS (Invited)

  • Sondergeld, T. A. (August, 2018). Engineering effective assessments of student learning: How psychometrics improve measurement capacity. XXVII International Materials Research Congress. Cancun, Mexico.
  • Sondergeld, T. (March, 2012). Numbers are important in evaluation, but they don’t always tell the full story. Second Annual Conference in Poland for Educational Ministries and Evaluators. Cracow, Poland.
  • Fox, C., & Sondergeld, T. (April, 2009). Introduction to the Rasch model: Practical applications for science educational research. NARST Annual International Conference. Garden Grove, CA.

INTERNATIONAL CONFERENCE PRESENTATIONS (Peer Reviewed)

  • Bolshakova, V., Johnson, C., May, T., & Cinowski, T. (January, 2023). Evaluating the academic impact of a GEAR UP program on rural students: A quasi-experimental cohort study. Poster presented at 21st Hawaii International Conference on Education. Waikola, HI.
  • Bolshakova, V., Johnson, C., May, T., & Cinowski, T. (January, 2023). Comparing 10th grade PSAT scores between a cohort of urban GEAR UP high school students and a non-GEAR UP prior cohort. Poster presented at 21st Hawaii International Conference on Education. Waikola, HI.
  • May, T., Stone, G., Koskey, K., Bostic, J., & Matney G. (July, 2022). Benchmarking for a problem-solving measure. Poster presented at the meeting of the International Group for the Psychology of Mathematics Education (PME 45). Alicante, Spain.
  • Provinzano, K., May, T., Bright, D., Hurst, T., & Genovisi, J. (July, 2022). Developing a mathematics classroom tasks survey. Poster presented at the meeting of the International Group for the Psychology of Mathematics Education (PME 45). Alicante, Spain.
  • Matney, G., May, T., Stone, G., Koskey, K., & Bostic, J. (July, 2022). Missing data’s impact on problem solving measures. Poster presented at the meeting of the International Group for the Psychology of Mathematics Education (PME 45). Alicante, Spain.
  • Bostic, J. D., Matney, G., Folger, T, Brown, N., Evans, E., Sondergeld (May), T., & Stone, G. (January, 2022). Deepening the validity argument for the problem-solving measures 3-5. Paper presented at 20th Hawaii International Conference on Education. Waikola, HI.
  • Koskey, K., Bright, D., Struloeff, K., Sondergeld, T., Stone, G., Bostic, J., & Matney, G. (September, 2021). Adaptation of the Delphi technique in the development of assessment of problem-solving in computer adaptive testing environments (DEAP-CAT). International Conference of Education, Research and Innovation. Seville, Spain.
  • Johnson, C.C., & Sondergeld, T.A. (March, 2020). Comparison of academic and attendance outcomes between an integrated STEM high school and comparison schools. NARST Annual International Conference. Portland, Oregon. (Conference Cancelled)
  • Littrell, M.K., Leckey, E., Gold, A.U., Tayne, K., Okochi, C., Koskey, K.L.K., & Sondergeld, T.A. (March, 2020). Engaging students in learning about climate change through filmmaking: A transformative educational experience. NARST Annual International Conference. Portland, Oregon. (Conference Cancelled)
  • Sondergeld, T.A., Stone, G.E., Bostic, J., & Matney, G. (2020, July). Standardized testing administration time differences on problem-solving outcomes. Poster presented at the meeting of the International Council on Mathematics Education. Shanghai, China. (Conference Cancelled)
  • Stone, G. E., Sondergeld, T. A., Bostic, J., & Matney, G. (2020, July). Handling missing data on advanced problem solving measures. Poster presented at the meeting of the International Council on Mathematics Education. Shanghai, China. (Conference Cancelled)
  • Sondergeld, T., Stone, G., Bostic, J., & Matney, G., (2019, July). Validity in a different context: Exploring relations to other variables evidence. Paper presented at the meeting of the Psychology of Mathematics Education (PME 43). Pretoria, South Africa.
  • Bostic, J., Matney, G., Sondergeld, T., & Stone, G. (2019, July). Developing a problem-solving measure for grade 4. Paper presented at the meeting of the Psychology of Mathematics Education (PME 43). Pretoria, South Africa.
  • Garvin, B., Bungert, L., Sondergeld, T. A., & Connell, J. E. (May, 2019). Exploring differences in the factor structure of the ADOS-2 by gender. Poster presented at the International Society for Autism Research (INSAR) Annual Meeting. Montreal, Canada.
  • Severino, L., Tecce DeCarlo, M. J., Izzetoglu, M., Sondergeld, T. A., & Ammar, A. (October, 2017). Developing a reading comprehension assessment for progress monitoring: Looking for validity in a measure. The 39th International Conference on Learning Disabilities. Baltimore, MD.
  • Peters-Burton, E., Bergeron, L., & Sondergeld, T. A. (August, 2017). Re-analysis of epistemic network with NOS family resemblance approach. European Science Education Research Association (ESERA) International Conference. Dublin, Ireland.
  • Bostic, J., & Sondergeld, T. (July, 2016). Validating and vertically equating problem-solving measures. The 13th Annual Meeting of the International Council of Mathematics Education. Hamburg, Germany.
  • Sondergeld, T. A., & Stone, G. E. (May, 2016). Measuring achievement: Shifting the paradigm. Athens Institute for Education and Research. Athens, Greece.
  • Knaggs, C., & Sondergeld, T. A. (April, 2016). A comparison of learning environments in preservice elementary teachers’ science self-efficacy. NARST Annual International Conference. Baltimore, MD.
  • Sondergeld, T. A., & Johnson, C. C. (April, 2015). Assessing the impact of a statewide STEM strategic plan on community STEM awareness over time. NARST Annual International Conference. Chicago, IL.
  • Vannatta Reinhart, R. A., Sondergeld, T. A., Theis, J., Banister, S. (March, 2015). One-to-one pilots: A comparison of two school districts. Society for Informational Technology and Teacher Education International Conference. Las Vegas, NV.
  • Sondergeld, T. A., & Stone, G. E. (December, 2014). The importance of objective standard setting in educational assessment to inform decision making. Oxford Education Research Symposium, Oxford, England.
  • Vannatta Reinhart, R. A., & Sondergeld, T. A. (December, 2014). Evaluation of one-to-one pilot initiatives: A comparison of two school districts. Oxford Education Research Symposium, Oxford, England.
  • Bostic, J. D., & Sondergeld, T. A. (July, 2014). Validating the PSM6. Psychology of Mathematics Education (PME38). Vancouver, Canada.
  • Stone, G. E., Sondergeld, T. A., Koskey, K. L., & Moulton, M. (April, 2014). Dimensionality issues in high stakes testing. International Objective Measurement Workshop (IOMW). Philadelphia. PA.
  • Knaggs, C., & Sondergeld, T. A. (March, 2014). The impact of an optional mastery experience on science self-efficacy in elementary pre-service teachers. NARST Annual International Conference. Pittsburgh, PA.
  • Peters-Burton, E. E., & Sondergeld, T. A. (March, 2014). Validation of the views of science and education scale (VOSE) for English language speakers. NARST Annual International Conference. Pittsburgh, PA.
  • Johnson, C. C., & Sondergeld, T. A. (March, 2014). Statewide implementation of the critical features of professional development and impact on teacher outcomes. NARST Annual International Conference. Pittsburgh, PA.
  • Huziak-Clark, T. L., Sondergeld, T. A., Knaggs, C., & van Staaden, M. (March, 2014). The positive impact of the SETGO program on confidence and attitudes of STEM majors. NARST Annual International Conference. Pittsburgh, PA.
  • Czerniak, C. M., Doraiswamy, N., Porter, K., Milner, A. R., & Sondergeld, T. A. (January, 2014). Science teacher leadership: Development and assessment of leadership. Hawaii International Conference on Education (HIC). Honolulu, HI.
  • Sondergeld, T. A., Vannatta Reinhart, R. A., & Banister, S. (November, 2013). How to guide teachers in the creation of high quality and rigorous assessments of student learning and growth. International Conference of Education, Research and Innovation (ICERI). Seville, Spain.
  • Sondergeld, T. A., Johnson, C. C., & Walton, J. (April, 2013). Developing affective measures in science education with the Rasch model. NARST Annual International Conference. Rio Grande, Puerto Rico.
  • Johnson, C. C., Czerniak, C. M., Koehler, C. M., Sondergeld, T. A., Milner, A. R., Demir, A. (April, 2013). STEM educational reform state of the scene challenges, successes, and moving forward. NARST Annual International Conference. Rio Grande, Puerto Rico. (Symposium)
  • Sondergeld, T. A., Milner, A. R., & Coleman, L. (March, 2012). Examining the challenges and successes of an accelerated science and math program for high potential urban middle school students. NARST Annual International Conference. Indianapolis, IN.
  • Koskey, K. L., Sondergeld, T. A., Stewart, V. C., Vuchak, K., & Pugh, K. (March, 2012). Reliability and validity of scores on the transformative experience questionnaire on matter and genetics. NARST Annual International Conference. Indianapolis, IN.
  • Stone, G. E., Koskey, K. L., & Sondergeld, T. A. (January, 2012). Where we’ve failed: Why a lack of validity evidence is hindering social science advancement. Hawaii International Conference on Education (HIC). Honolulu, HI.
  • Milner, A. R., Sondergeld, T. A., & Coleman, L. J. (April, 2011). Accelerating achievement in math and science in gifted urban students (AAMSUS): A project-based; guided inquiry program and the nature of science. NARST Annual International Conference. Orlando, FL.
  • Drouin, M., Horner, S., & Sondergeld, T. (July, 2010). Letter names and sounds in preschool: A Rasch model analysis. Society for the Scientific Studies of Reading Conference (SSSR). Berlin, Germany.
  • Milner, A., Sondergeld, T., Demir, K., Johnson, C., & Czerniak, C. (March, 2010). Elementary teachers’ beliefs about teaching science and classroom practice: An examination of pre/post NCLB testing in science. NARST Annual International Conference. Philadelphia, PA.
  • Czerniak, C., Sondergeld, T., Milner, A., Johnson, C., & Demir, K. (January, 2010). What are elementary science teachers’ needs? An examination pre/post NCLB testing in science. Hawaii International Conference on Education (HIC). Honolulu, HI.
  • Sondergeld, T., Beltyukova, S., Fox, C., Kretovics, J., Armaline, B., & Farber, K. (January, 2009). Reforming middle grades education from the bottom-up: Impacts from a longitudinal CSR study. Hawaii International Conference on Education (HIC). Honolulu, HI.
  • Sondergeld, T., Rop, C., & Milner, A. (March, 2008). Environmental education professional development programs: Characteristics that bring positive impacts. NARST Annual International Conference. Baltimore, MD.
  • Carr, E., Kenny, H., Magdich, M., & Sondergeld, T. (May, 2007). Using informal learning environments to improve elementary students’ science comprehension. International Reading Association (IRA) Conference. Toronto, Ontario, Canada.
  • Rop, C., Sondergeld, T., Milner, A. (April, 2007). A river runs through it: Integrated field studies, environmental education and the nature of science. NARST Annual International Conference. New Orleans, LA.

NATIONAL CONFERENCE PRESENTATIONS (Peer Reviewed)

  • May, T. A., Bright, D., Fan, Y., Fornaro, C., Koskey, K. L., & Heverin, T. (April, 2023). Refinement of a validation theory survey for college undergraduates: A quantitative field-testing study. American Educational Research Association (AERA) Conference. Chicago, IL.
  • May, T. A., Provinzano, K., Koskey, K. L., Bright, D., & Hurst, T. (April, 2023). Using multiple perspectives and data sources to validate a pre-k mathematics teacher practices survey. American Educational Research Association (AERA) Conference. Chicago, IL.
  • Fan, Y., Koskey, K. L., Bright, D., May, T. A., & Struloeff, K. (April, 2023). Exploring sources of bias to improve the universal design of assessments of mathematical problem-solving skills. American Educational Research Association (AERA) Conference. Chicago, IL.
  • Koskey, K. L., May, T. A., Fan, Y., Bright, D., Matney, G., Stone, G. E., & Bostic, J. (April, 2023). Flip it: Exploratory (versus explanatory) sequential design using Delphi method evaluating potential item bias. American Educational Research Association (AERA) Conference. Chicago, IL.
  • Bostic, J., Sondergeld, T., Matney, G., & Stone, G. (April, 2022). PSM5: Measuring elementary students mathematical problem solving. American Educational Research Association (AERA) Conference. San Diego, CA.
  • Johnson, C., Sondergeld, T., & Walton, J. (April, 2022). National study of 21st Century skills attainment in out-of-school STEM apprenticeship programs. American Educational Research Association (AERA) Conference. San Diego, CA.
  • Provinzano, K., Sondergeld, T., Koskey, K., & Flowers, A. (April, 2022). Elementary full-service community schools and college-career readiness: A quasi-experimental study on middle school performance. American Educational Research Association (AERA) Conference. San Diego, CA.
  • Fornaro, C., Sondergeld, T., Bright, D., Fan, Y., & Heverin, T. (April, 2022). Using participant voices to inform validity evidence in the survey development process. American Educational Research Association (AERA) Conference. San Diego, CA.
  • Bright, D., Sondergeld, T., Fan, Y., Fornaro, C., & Heverin, T. (April, 2022). A mixed-methods case study examining students’ perceptions of validating experiences in STEM. American Educational Research Association (AERA) Conference. San Diego, CA.
  • Stone, G. E., Ciu, C., Sondergeld, T. A., Haughton, N., & Durst, S. (April, 2022). Bias, validity, and the high-stakes decision-making surrounding student evaluations of teaching. American Educational Research Association (AERA) Conference. San Diego, CA.
  • Tecce DeCarlo, M. J., Adams, J., Kemery, D., Provinzano, K., & Sondergeld, T. A. (April, 2022). We’re all in this together: University faculty and student self-efficacy during emergency remote instruction. American Educational Research Association (AERA) Conference. San Diego, CA.
  • Bright, D., Fornaro, C., Fan, Y., Sondergeld, T., & Bostic, J. (October, 2021). Investigating the impact of Covid-19 on elementary mathematics test scores. Poster presented at 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Philadelphia, PA.
  • Fornaro, C.J., Folger, T.D., May, T.A., & Bostic, J.D. (October, 2021). Classroom assessments building towards standardized assessments. Poster presented at 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Philadelphia, PA.
  • Folger, T., Fornaro, C., Bostic, J., & May, T. (October, 2021). Teachers’ interpretations of assessment results. Poster presented at 43rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Philadelphia, PA.
  • Bostic, J., May, T., Matney, G., & Stone, G. (October, 2021). Three steps forward: Validity evidence for the PSM. Paper presented at 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Philadelphia, PA.
  • Kruse, L. M., Stone, G. E., Sondergeld, T. A., Bostic, J. D. (April, 2021). Validity and test-length reduction strategies for complex assessments. American Educational Research Association (AERA) Conference. Orlando, FL.
  • Bostic, J. D., Sondergeld, T. A., Matney, G., & Stone, G. E. (April, 2021). Whole-class think alouds: A tool for investigating problem solving. American Educational Research Association (AERA) Conference Orlando, FL.
  • Ammar, A. A., Delaney, B., Sondergeld, T. A., & Provinzano, K. (April, 2021). Study of middle grades ELA outcomes in a community school for newcomers. American Educational Research Association (AERA) Conference. Orlando, FL.
  • Koskey, K.L, Provinzano, K., Sondergeld, T. A., & Flowers, A. (April, 2021). Sustainability of elementary community school efforts on middle grades STEM outcomes. American Educational Research Association (AERA) Conference. Orlando, FL.
  • Provinzano, K., Koskey, K.L, & Sondergeld, T. A. (April, 2021). Partnering in a full-service community school effort to influence newcomer educational experiences. American Educational Research Association (AERA) Conference. Orlando, FL.
  • Meloche, A. & Sondergeld, T. A. (April, 2021). Voice, equity, and critical consciousness: Anti-racist arts education and culturally sustaining pedagogy. American Educational Research Association (AERA) Conference. Orlando, FL.
  • Johnson, C. C., & Sondergeld, T. A. (April, 2020). Science teaching and learning: High school science. American Educational Research Association (AERA) Conference. San Francisco, California. (Conference Cancelled)
  • Johnson, C. C., Sondergeld, T. A., & Walton, J. (April, 2020). A study of the implementation of formative assessment in three large urban districts. American Educational Research Association (AERA) Conference. San Francisco, California. (Conference Cancelled)
  • Provinzano, K., & Sondergeld, T. A. (April, 2020). Cross-sector school reform: Evaluating implementation efforts of a full-service community school and refugee center. American Educational Research Association (AERA) Conference. San Francisco, California. (Conference Cancelled)
  • Sondergeld, T. A., Stone, G. E., Bostic, J. D., & Matney, G. (April, 2020). Evaluating dichotomous and partial-credit scoring within a constructed-response assessment: Is more information always psychometrically better? American Educational Research Association (AERA) Conference. San Francisco, California. (Conference Cancelled)
  • Sondergeld, T. A., & Provinzano, K. (April, 2020). Evaluating a refugee community school’s impact on student outcomes to a matched sample over time. American Educational Research Association (AERA) Conference. San Francisco, California. (Conference Cancelled)
  • Bostic, J. D., Sondergeld, T. A., Matney, G., & Stone, G. E. (April, 2020). Igniting discussions about measures for K-12 mathematics education contexts. American Educational Research Association (AERA) Conference. San Francisco, California. (Conference Cancelled)
  • Kruse, L. M., Waddell, E., Ibarrola Recalde, G., Sondergeld, T. A., & Bostic, J. D. (April, 2020). Evaluative the impact of a multi-year mathematics proficiency program. American Educational Research Association (AERA) Conference. San Francisco, California. (Conference Cancelled)
  • Delaney, B., Manongsong, A. M., Meloche, A., McCommons, B., Reinsburrow, A., & Sondergeld, T. A. (October, 2019). Informing program policy through an evaluation experience completed in a compressed timeframe: A participatory case study. American Evaluation Association (AEA) Conference. Minneapolis, MN.
  • Kruse, L. M., Sondergeld, T. A., Impellizeri, W., & Witherel, C. (April, 2019). Evaluating the impact of an assessment course on preservice teachers’ classroom assessment literacy and self-efficacy. American Educational Research Association (AERA) Conference. Toronto, Canada.
  • Provinzano, K., Sondergeld, T. A., Knaggs, C. M., & Impellizeri, W. (April, 2019). Community schools as a sustainable comprehensive school reform strategy: A mixed methods perspective. American Educational Research Association (AERA) Conference. Toronto, Canada.
  • Tecce DeCarlo, M. J., Sondergeld, T. A., Severino, L., Izzetoglu, M., & Ammar, A. (April, 2019). A validation study of an adolescent technology-based reading comprehension assessment. American Educational Research Association (AERA) Conference. Toronto, Canada.
  • Sondergeld, T. A., & Johnson, C. C. (April, 2017). Study of formative assessment implementation by master teachers in three large urban districts. American Educational Research Association (AERA) Conference. San Antonio, TX.
  • Johnson, C. C., & Sondergeld, T. A. (April, 2016). The impact of a statewide race to the top investment on K-12, higher education, and business/community stakeholder STEM awareness. American Educational Research Association (AERA) Conference. Washington DC.
  • Knaggs, C., & Sondergeld, T. A. (April, 2016). Comparing science self-efficacy of elementary preservice teachers in different learning environments: Face-to-face vs. blended. American Educational Research Association (AERA) Conference. Washington DC.
  • Bostic, J., & Sondergeld, T. (November, 2015). Development of vertically equated problem-solving measures. Paper presented at the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing, MI: Michigan State University.
  • Bostic, J. D., & Sondergeld, T. A. (April, 2015). Measuring sixth-grade students’ problem solving: Validating an instrument addressing the common core. American Educational Research Association (AERA) Conference. Chicago, IL.
  • Johnson, C. C., Peters Burton, E., & Sondergeld, T. A. (November, 2014). STEM road map: A K-12 integrated STEM curriculum project. School Science and Mathematics Association National Conference. Jacksonville, FL.
  • Knaggs, C., Sondergeld, T. A., & Fischer, J. M. (April, 2014). Assessing college-going cultural capital of urban high school seniors in a GEAR UP program. American Educational Research Association (AERA) Conference. Philadelphia, PA.
  • Knaggs, C., Sondergeld, T. A., & Fischer, J. M. (April, 2014). The mutual association of motivation and level of participation in a voluntary college preparatory program. American Educational Research Association (AERA) Conference. Philadelphia, PA.
  • Cain, B., Koskey, K. L., & Sondergeld, T. A. (April, 2014). A mixed-methods study of the factors and scenarios influencing college students’ decision to complete surveys. American Educational Research Association (AERA) Conference. Philadelphia, PA.
  • Sondergeld, T. A., Fischer, J. M., Samel, A., & Knaggs, C. (April, 2013). Assessing the impact of an urban high school GEAR UP reform effort on college readiness and access outcomes. American Educational Research Association (AERA) Conference. San Francisco, CA.
  • Knaggs, C., Sondergeld, T. A., Opp, R., & Gentry, D. S. (April, 2013). A grounded theory approach to understanding the persistence issues that exists for lower-SES college students. American Educational Research Association (AERA) Conference. San Francisco, CA.
  • Knaggs, C., Sondergeld, T. A., Fischer, J. M., & Griffith, J. (April, 2013). Motivational factors that impact urban high school students’ participation in a voluntary college preparatory program. American Educational Research Association (AERA) Conference. San Francisco, CA.
  • Stone. G. E., Koskey, K. L. K., Sondergeld, T. A., & Liu, M. Y. (April, 2013). Measuring student growth through Rasch vertical equating: Learning within and across grades. American Educational Research Association (AERA) Conference. San Francisco, CA.
  • Knaggs, C. M., Sondergeld, T. A., & Schardt, B. (November, 2012). College enrollment, persistence, and perceptions among urban high school graduates. Association for the Study of Higher Education (ASHE) Conference. Las Vegas, NV.
  • Lunceford, C. J., Sondergeld, T. A., & Thompson, E. L. (March, 2012). The effects of GEAR UP, socioeconomic status, and race on student preparation for college. American College Personnel Association (ACPA) Conference. Louisville, KY.
  • Sondergeld, T. A., & Koskey, K. L. (April, 2011). An illustrative example of why mixed-methods research is important in understanding the impact of comprehensive school reform on student outcomes. American Educational Research Association (AERA) Conference. New Orleans, LA.
  • Sondergeld, T., Beltyukova, S., Fox, C., & Stone, G. (May, 2010). Using microanalytical simulation methods in educational research: An exploratory study. American Educational Research Association (AERA—Division D Poster Session) Conference. Denver, CO.
  • Stone, G. E., Koskey, K. L., & Sondergeld, T. A. (May, 2010). Construct definition in Angoff and objective standard setting: Playing in a house of cards without a full deck. International Objective Measurement Workshops (IOMW). Boulder, Colorado.
  • Kelly-Koskey, K., Sondergeld, T., Beltyukova, S., & Fox, C. (March, 2008). Is absolute estimation scaling a viable alternative to categorical rating scaling in social science? An experimental study. American Educational Research Association (AERA) Conference. New York, NY.
  • Sondergeld, T., Leusner, D., & Bell, C. (March, 2008). Changing teachers and their practice: A case study of one formative assessment PD program. American Educational Research Association (AERA) Conference. New York, NY.
  • Coleman, L., Alvarado, L., Olthouse, J., & Sondergeld, T. (November, 2007). Searching for markers of advanced non-universal domain-specific development. National Association for Gifted Children (NAGC) Conference. Minneapolis, MN.
  • Stewart, V., & Sondergeld, T. (April, 2007). A goal to get it perfect: Is there a relationship between goal orientations and perfectionism? American Educational Research Association (AERA) Conference. Chicago, IL.
  • Stewart, V., & Sondergeld, T. (November, 2006). Perfectionism and goal orientation: Is there a correlation within academically talented students. National Association for Gifted Children (NAGC) Conference. Charlotte, NC.

GRANTS AND CONTRACTS AWARDED

  • Teuscher, D. (PI), May, T. (PI), Dingman (PI), Roth McDuffie (PI), Bostic, J. (PI), & Koskey, K. (Co-PI). (2022-2026). Collaborative research: Quantifying curricular reasoning as a critical practice in teaching mathematics. Grant funded by National Science Foundation (NSF) DRK-12.
  • Sondergeld, T. A. (PI), Bostic, J. (PI), Koskey, K. (Co-PI), Stone, G. (Co-PI), & Matney, G. (Co-PI). (2021-2026). Collaborative Research: Developing & evaluating assessments of problem solving in a computer adaptive testing environment (DEAP-CAT). Grant funded by National Science Foundation (NSF) DRK-12.
  • Genovesi, J. (PI), Sondergeld, T. A. (Co-PI), & Jovanovic, J. (Co-PI). (2021-2026). Seeds to STEM. Grant funded by NIH SEPA.
  • Bostic, J. (PI), Sondergeld, T. A. (PI), & Matney, G. (Co-PI). (2017-2021). Collaborative Research: Developing & evaluating assessments of problem solving (DEAP). Grant funded by National Science Foundation (NSF) DRK-12.
  • Sondergeld, T. A. (PI). (2016-2018). Assessing teacher effectiveness from non-traditional licensure programs. Contract awarded by American Board for Certification of Teacher Excellence.
  • Sondergeld, T. A. (PI). (2015-2017). Evaluating STEM initiatives in Indiana MSP programs. Contract awarded by Purdue University.
  • Vannatta Reinhart, R. A. (PI), & Sondergeld, T. A. (Co-PI). (2015). Evaluation of digital library consortium curriculum II. Contract awarded by NWO City Schools Consortium.
  • Vannatta Reinhart, R. A. (PI), & Sondergeld, T. A. (Co-PI). (2015). Maumee City Schools district assessment development training. Contract awarded by Maumee City Schools.
  • Vannatta Reinhart, R. A. (PI), & Sondergeld, T. A. (Co-PI). (2015). Perrysburg City Schools district assessment development training and coaching. Contract awarded by Perrysburg City Schools.
  • Vannatta Reinhart, R. A. (PI), Sondergeld, T. A. (Co-PI), & Rychener, S. (Co-PI). (2014). Statewide migrant education needs assessment, service delivery, and evaluation. Annual contract awarded by Ohio Department of Education (ODE).
  • Sondergeld, T. A. (PI), Vannatta Reinhart, R. A. (Co-PI). (2013). Oregon City Schools assessment development, pilot, and state-wide dissemination. Grant awarded by the Ohio Department of Education’s (ODE) Straight A Fund.
  • Vannatta Reinhart, R. A. (PI), & Sondergeld, T. A. (Co-PI). (2013). Evaluation of digital library consortium (Otsego City Schools). Grant awarded by the Ohio Department of Education’s (ODE) Straight A Fund.
  • Sondergeld, T. A. (PI), & Vannatta Reinhart, R. A. (Co-PI). (2013). Toledo School for the Arts assessment development training. Contract awarded by Toledo School for the Arts.
  • Sondergeld, T. A. (PI), & Vannatta Reinhart, R. A. (Co-PI). (2013). Project MORE literacy tutoring assessment development. Contract awarded by Project MORE.
  • Sondergeld, T. A. (PI), & Vannatta Reinhart, R. A. (Co-PI). (2013). Union Scioto district assessment development training. Contract awarded by Union Scioto Schools.
  • Vannatta Reinhart, R. A. (PI), & Sondergeld, T. A. (Co-PI). (2013). Evaluation of Ottawa Hills Local Schools 1:1 Laptop Pilot Initiative. Contract awarded by Ottawa Hills Local Schools.
  • Sondergeld, T. A. (PI), & Vannatta Reinhart, R. A. (Co-PI). (2013). Evaluation of Sandusky City Schools 1:1 Laptop Pilot Initiative. Contract awarded by Sandusky City Schools.
  • Vannatta Reinhart, R. A. (PI), & Sondergeld, T. A. (Co-PI). (2013). Evaluation of Perrysburg City Schools 1:1 Laptop Pilot Initiative. Contract awarded by Perrysburg City Schools.
  • Vannatta Reinhart, R. A. (PI), & Sondergeld, T. A. (Co-PI). (2013). Auglaize County ESC quality assessment development training. Contract awarded by State Support Team 6.
  • Sondergeld, T. A. (PI). (2013). Mahoning County ESC quality assessment development training. Contract awarded by State Support Team Region 5 – Mahoning County ESC.
  • Sondergeld, T. A. (PI), & Vannatta Reinhart, R. A. (Co-PI). (2013). Bowling Green City Schools quality assessment development training & expert review. Contract awarded by BGCS.
  • Vannatta Reinhart, R. A. (PI), & Sondergeld, T. A. (Co-PI). (2013). Liberty Center Local Schools assessment development and pilot. Contract awarded by Liberty Center Local Schools.
  • Sondergeld, T. A. (PI), & Vannatta Reinhart, R. A. (Co-PI). (2013). Oregon City Schools K-2 assessment development and pilot. Contract awarded by Oregon City Schools.

EVALUATIONS

  • Evaluator (2020 - Present) for Department of Labor grant, Artificial Intelligence (AI) Apprenticeships, North Carolina State University. Goal: To support 5,000 workers with training, college coursework and certification to work in the field of AI.
  • Evaluator (2020 - 2022) for National Science Foundation grant, EUREKA, Drexel University. Goal: Provide summer STEM programming opportunities to middle school and high school girls in Philadelphia.
  • Evaluator (2019 - Present) for National Science Foundation (NSF) grant, CyberCorps Mentoring and Scholarship Program (SMSP) at Drexel University. Goal: To increase the number of underrepresented undergraduates receiving bachelor’s degrees in cybersecurity from Drexel.
  • Evaluator (2019 - 2022) for Department of Labor grant, Purdue Cyber Apprenticeship Program (P-CAP), Purdue University. Goal: To support online education and job placement for at least 5,000 students in cybersecurity fields by 2023.
  • Evaluator (2017- 2021) for National Science Foundation, Dragons Engineering Noyce Program (DEN), Drexel University. Goal: To recruit students majoring in engineering to consider a career in secondary education.
  • Evaluator (2016 - 2021) for U.S. Department of Education, Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) grant, Purdue University. Goal: Increase number of low-income students who are prepared to enter and succeed in postsecondary education.
  • Evaluator (2015 - 2021) for the Army’s Educational Outreach Programs (AEOP). Goal: Increase number of underrepresented students engaging in army sponsored STEM research opportunities.
  • Evaluator (2011 - 2014) for the state of Tennessee’s Science, Technology, Engineering, and Math (STEM) Professional Development programs. Goal: Provide STEM educational opportunities to PK-12 students in the state of Tennessee that will increase student achievement as well as student and teacher perceptions about STEM.
  • Evaluator (2008 - 2010) for U.S. Department of Education Javits Grant, Accelerating Achievement in Mathematics and Science in Urban Schools (AAMSUS), University of Toledo. Goal: provide economically disadvantaged urban junior high students with accelerated math and science opportunities to raise their academic achievement.
  • Evaluator (2006 - 2008) for Ohio Department of Education, MSP grant (TEAMS), University of Toledo. Goal: Teacher Professional Development Program in Math and Science.
  • Evaluator (2007 - 2009) for U.S. Department of Education, Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) grant, University of Toledo. Goal: To increase the number of low-income students who are prepared to enter and succeed in postsecondary education through student/parent awareness and teacher professional development.
  • Evaluator (2006 - 2007) for Ohio Board of Regents, A River Runs Through It (ARRT) grant, University of Toledo. Goal: Teacher Professional Development Program in Environmental Science.
  • Evaluator (2007) for Northwest Regional Educational Laboratory, Small Learning Communities (SLC) grant, University of Toledo. Goal: Support academic achievement in high school students by creating small schools (integrated teams of teachers) within the larger school.
  • Evaluator (2006) for National Science Foundation at COSI Toledo, Unleashing Potential by Creating Learning Opportunities through Science Explorations (UPCLOSE) grant, University of Toledo. Goal: Provide opportunities for girls to become more active in mathematics and science careers.
  • Assessment (Survey and Test) Development and Validation – Psychometrics
  • Implementing Design-Based Research Approaches
  • Program and Grant Evaluation
  • Using Data to Inform Practice
  • Drexel University
    Associate Professor
  • Drexel University
    Co-Director, The Methods Lab
  • Bowling Green State University, Bowling Green, OH
    Associate Professor
  • Bowling Green State University, Bowling Green, OH
    Co-Director, Center of Assessment and Evaluation Services (CAES)
  • Bowling Green State University, Bowling Green, OH
    Assistant Professor
  • Laying the Foundation (LTF), National Math and Science Initiative, Dallas, TX
    Research Consultant
  • University of Toledo, Toledo, OH
    Full-Time Instructor
  • Bowling Green State University, Bowling Green, OH
    Full-Time Instructor
  • Gaining Early Awareness and Readiness (GEAR UP) Grant, Bowling Green, OH
    Director of Evaluation and Assessment
  • American Board for Certification of Teacher Excellence (ABCTE), Washington, DC
    Psychometric Consultant
  • American Osteopathic Board of Surgery (AOBS), Dayton, OH
    Psychometric/Assessment Consultant
  • National Association of Research in Science Teaching (NARST), Washington, DC
    Consultant
  • University of Toledo, Toledo, OH
    Part-time Instructor

Toni A. May (Sondergeld) is an Associate Professor in Drexel’s School of Education. She teaches courses in quantitative research methods, measurement, assessment, and evaluation. Dr. May is Co-Director of The Methods Lab housed in The School of Education. She is currently PI on multiple federally funded grants where her work focuses primarily on measurement related topics. Additionally, Dr. May leads numerous evaluation teams for grants funded by entities such as the National Science Foundation (NSF) and the National Institutes of Health (NIH) through The Methods Lab. Dr. May enjoys collaborating on a wide range of research projects, and she is also passionate about mentoring students and junior faculty through the process of developing and validating high quality assessments.