Professor Emeritus of Educational Psychology
Bio: Ted Coladarci arrived at UMaine in 1983 as an assistant professor of educational psychology, retiring at the rank of professor on January 1, 2019. His teaching focused on educational psychology, educational assessment, and statistical methods, and he taught at both the undergraduate and graduate level. Ted’s program of research reflected several interests over the years: teacher cognition, educational assessment, and rural education. He was the editor of Journal of Research in Rural Education from 1992-2007 and, further, served on the editorial boards of Journal of Educational Psychology, Educational Assessment, Journal of Experimental Education, American Journal of Education, and Journal of Teacher Education. Ted received the Stanley A. Brzezinski Memorial Rural Education Research Award from the National Rural Education Association in 2003 “for his significant contributions to the rural education knowledge base… [and] his efforts to improve the quality of rural education research.” He was honored in 2010 with the UMaine Graduate Faculty Mentor Award.
In fall 2007, Ted moved from Shibles Hall to Alumni Hall as director of the UMaine Office of Institutional Research, a position he happily held until his retirement.
Ph.D. in educational psychology, 1980, Stanford University
B.A. in psychology and sociology, 1975, California State University—Chico
- Coladarci, T., & Cobb, C. D. (2014). Fundamentals of Statistical Reasoning in Education (4th ed.). New York: Wiley.
- Coladarci, T., Willett, M. B., & Allen, D. (2013). Tutor Program Participation: Effects on GPA and Retention to the Second Year. The Learning Assistance Review, 18(2), 79-96.
- Haggerty, M., Coladarci, T., Killinger, M., & Slavin, C. (2011). Honors thesis rubrics: A step toward more consistent and valid assessment in Honors. Journal of the National Collegiate Honors Council, Fall/Winter, 145-166.
- Coladarci, T. (2010). Student’s t statistic. In I. B. Weiner & W. E. Craighead (Eds.), Corsini Encyclopedia of Psychology (4th ed., p. 1723). Hoboken, NJ:
- Slavin, C., Coladarci, T., & Pratt, P. A. (2008, Fall/Winter). Is student participation in an Honors program related to retention and graduation rates? Journal of the National Collegiate Honors Council, 59-69.
- Coladarci, T., & Kornfield, I. (2007). RateMyProfessors.com versus formal in-class student evaluations of teaching: A study of concurrent validity. Practical Assessment, Research & Evaluation, 12(6).
- Coladarci, T. (2007). Review of Learning Styles Inventory, Version III. In K. F. Geisinger, R. A. Spies, J. F. Carlson, and B. S. Plake (Eds.), The Seventeenth Mental Measurements Yearbook (pp. 474-476). Lincoln, NE: The Buros Institute of Mental Measurements.
- Coladarci, T., (2007, May 24). Improving the yield of rural education research: An editor’s swan song. Journal of Research in Rural Education, 22(3).
- Coladarci, T. (2006). School size, student achievement, and the “power rating” of poverty: Substantive finding or statistical artifact? Education Policy Analysis Archives,14(28).
- Coladarci, T. (2003). Gallup goes to school: The importance of confidence intervals for evaluating “Adequate Yearly Progress” in small schools. A Policy Brief of The Rural School and Community Trust. Washington, D.C.: The Rural School and Community Trust.
- Coladarci, T. (2002). Is it a house . . . or a pile of bricks? Important features of a local assessment system. Phi Delta Kappan, 83, 772-774.]
- Minium, E. W., Clarke, R. B., & Coladarci, T. (1999). Elements of Statistical Reasoning (2nd ed.). New York: Wiley.
- Coladarci, T., & Breton, W. (1997). Teacher efficacy, supervision, and the special education resource-room teacher. Journal of Educational Research, 90, 230-239.
- Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching.Journal of Experimental Education, 60, 323-337.
- Coladarci, T. (1992). Teachers’ knowledge of what students know: The case of reading. Reading Improvement, 29(1), 34-39.
- Hoge, R., & Coladarci, T. (1989). Teacher-based judgments of academic achievement. Review of Educational Research, 59, 297-313.
- Coladarci, T. (1986). The accuracy of teacher judgments of student responses to standardized test items. Journal of Educational Psychology, 78, 141-146.
- Coladarci, T., & Gage, N. L. (1984). Effects of a minimal intervention on teacher behavior and student achievement. American Educational Research Journal, 21, 539-556.
- Coladarci, T. (1983). High school dropout among Native Americans. Journal of American Indian Education, 23(1), 15-22.
- Mohlman, G., Coladarci, T., & Gage, N. L. (1982). Comprehension and attitude as predictors of implementation of teacher training. Journal of Teacher Education, 33, 31-36.
- Coladarci, A., & Coladarci, T. (1980). Elementary Descriptive Statistics. Belmont, CA: Wadsworth.