About

Ann Schulte is an Emeritus Professor in the Department of Psychology at NC State University. She is associated with the College of Humanities and Social Sciences and is located in Poe Hall. Her contact information includes a phone number (919-515-1708) and an email address (schulte@ncsu.edu). As an emeritus faculty member, she has contributed to the academic community through her work in psychology, although specific research focus and key contributions are not detailed on the page.

Research topics

• Computer Science
• Mathematics education
• Psychology
• Mathematics
• Data Mining
• Artificial Intelligence
• Medical education
• Statistics
• Mathematical economics
• Pedagogy
• Econometrics
• Medicine
• Library science

Selected publications

• Mathematics in U.S. Preschool and Kindergarten Classrooms

  Early Childhood Research Quarterly · 2024-01-01 · 9 citations

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• A comparison of methods for evaluating schools with respect to growth of students in subpopulations in three-level models

  School Effectiveness and School Improvement · 2022 · 1 citations

  Senior authorCorresponding
  • Computer Science
  • Mathematics education
  • Psychology

  Although there is recognition that there may be differential outcomes for groups of students within schools, examination of outcomes for subgroups presents challenges to researchers and policymakers. It complicates analytic procedures, particularly when the number of students per school in the subgroup is small. We explored five alternatives for applying a three-level multilevel growth modeling framework to examine school-level achievement for a select subgroup of students (students with disabilities) using a large longitudinal database tracking reading achievement. The alternatives vary in terms of use of subgroup only or all student data, use of student-level predictors, and method of linking student or school-level outcomes to school effectiveness indices. Correlations from .57 to .99 among alternatives suggest the choice of how to derive school-level outcomes for a subgroup has consequences for inferences about the school’s effectiveness with the subgroup. Researchers’ assumptions and data available should guide the selection of an approach.

  PublisherDOI

• Carol McDonald Connor (1953–2020).

  American Psychologist · 2021-11-18

  article1st authorCorresponding

  Memorializes Carol McDonald Connor (1953-2020). Connor's research focused on understanding child-by-instruction interactions in the classroom. She began this work with a series of observational studies documenting that children's responses to different types of reading instruction varied markedly depending on their language, self-regulation, and reading skills. She then used her observational results to "reverse engineer" recommendations for the amounts and types of literacy instruction most likely to benefit children with different skill profiles. Her first faculty position, in 2004, was in the College of Education at Florida State University and the Florida Center for Reading Research. In 2012 she joined the Department of Psychology and the Learning Sciences Institute at Arizona State University, and then moved to the University of California, Irvine, as a Chancellor's Professor in the School of Education in 2016. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

  PublisherDOI

• Model Criticism of Growth Curve Models via Posterior Predictive Model Checking

  The Journal of Experimental Education · 2020 · 3 citations

  Senior authorCorresponding
  • Computer Science
  • Artificial Intelligence
  • Computer Science

  Longitudinal data structures are frequently encountered in a variety of disciplines in the social and behavioral sciences. Growth curve modeling offers a highly extensible framework that allows for the exploration of rich hypotheses. However, owing to the presence of interrelated sources of potential data-model misfit at multiple levels, the matter of model criticism remains challenging for even foundational growth curve models. Through a simulation study and an applied example, the performance of six discrepancy measures was investigated using posterior predictive model checking as the framework for model criticism. The likelihood ratio and the standardized generalized dimensionality discrepancy measure outperformed the other discrepancy measures under consideration and show promise for future study and use.

  PublisherDOI

• A School-University Project on Collaboration and Consultation

  Routledge eBooks · 2020 · 1 citations

  Senior authorCorresponding
  • Computer Science
  • Library science
  • Medical education

  Adele Peyton had been teaching public elementary school for 29 years when we approached her about participating in a university-public school collaboration experiment. Project teachers working with the child's regular education teacher provided special education services in the consultation and collaboration settings. In the consultation classes, the project special education and regular education teacher followed the various stages of problem solving described except that the regular education teacher was responsible for implementing the intervention. In the collaborative consultation classrooms, the special education teacher did the same things but also had an instructional role in the classroom so that both teachers were responsible for teaching students. Effective school administrators who want to make teacher collaboration a priority must provide time for co-planning. Parents and educators have long recognized limitations of pull-out programs. Too often students placed in such programs never learn the skills and concepts they need to exit special education.

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• Adults as change agents: Applications of behavioral consultation.

  American Psychological Association eBooks · 2019-01-01 · 1 citations

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• Video-based training in recognizing exemplars of autism spectrum disorder diagnostic criteria.

  Training and Education in Professional Psychology · 2019-07-25 · 3 citations

  articleOpen access

  Autism Spectrum Disorder (ASD) is an increasingly common neurodevelopmental disorder with long-term and pervasive effects. Despite the benefits of early diagnosis, research suggests that training in recognizing the behavioral markers of ASD and the fundamentals of ASD diagnosis are not routinely provided to prospective child clinicians. As a means to train students in recognizing exemplars of behavior consistent with ASD diagnostic criteria, we created a video library of brief clips of children and adults with and without ASD who varied on multiple dimensions (e.g., sex, ethnicity, language skills, developmental level). Using clips from the library, we developed a brief training program to instruct students on diagnostic criteria for ASD and how to recognize examples of these behaviors in children. A randomized experimental trial compared the impact of the video-based training program delivered via the Internet to conventional graduate-level textbook training. Although both textbook and video-based training groups improved in their identification of ASD behaviors, the video-based training group significantly outperformed the textbook-based training group at posttest. The creation of a video library that can be incorporated into remote access training is a promising means of allowing students to view a range of presentations of a disorder even when direct access to a diverse set of clients may be difficult.

  PublisherDOI

• Gerald Caplan’s Contributions to Professional Psychology: Conceptual Underpinnings

  2019-01-15 · 7 citations

  book-chapterSenior author

  This chapter aims to acquaint the reader with the specific elements of conceptual framework, and describes the four models and six methods for practice as revealed primarily through Dr. Gerald Caplan writings. It deals with an assessment of Dr. Gerald Caplan impact on professional psychology. It seems difficult to overestimate the impact that child and community psychiatrist Dr. Gerald Caplan has had on the modern practice of psychology in communities, schools, and organizations. Following a synopsis of Gerald Caplan’s career, the chapter offer descriptions of four conceptual models (i.e., the population-oriented prevention, primary prevention, crisis, and support systems models) and six methods for practice (i.e., community organization, crisis intervention, consultation, collaboration, support systems intervention, and mediation) that are associated with Caplan. Dr. Gerald Caplan delineated five categories that reflect most occurrences of consultee lack of objectivity. These categories are direct personal involvement, simple identification, transference, characterological distortion, and theme interference.

  PublisherDOI

• Moving From Abstract to Concrete Descriptions of Good Schools for Children With Disabilities

  2019-10-09 · 1 citations

  book-chapter1st authorCorresponding

  The constraints and complexity entailed in the provision of comprehensive special education services at a school site argue for the importance of using whole schools as a unit of analysis in special education efficacy research. The case studies summarized in this special issue represent an important step forward in understanding how schools that support positive academic outcomes for all students are configured. All studies found support for the importance of collaboration (although the forms varied by school). Other common themes were peer support, shared responsibility for student learning, administrative support for collaboration, and informal communication mechanisms that supplemented more formal contacts between general and special education. The case studies can serve as a stimulus for further debate about how to define exemplary outcomes in special education and the critical dimensions for characterizing schools' services to students with disabilities. They also provide directions for future research in understanding the processes that contribute to positive outcomes for students in special education.

  PublisherDOI

• Using Multilevel, Longitudinal Models to Study Academic Achievement Growth for Specific Student Subgroups

  2018-01-01

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Frequent coauthors

• Joseph J. Stevens

  12 shared

• William P. Erchul

  9 shared

• Susan S. Osborne

  8 shared

• Joseph F. T. Nese

  6 shared

• Stephen N. Elliott

  Arizona State University

  5 shared

• Duane Brown

  Newcastle upon Tyne Hospital

  5 shared

• Gerald Tindal

  5 shared

• Lisa Amaya‐Jackson

  Duke Medical Center

  4 shared