Rebecca M. Eddy

 


Follow this link to hear Dr. Eddy talk about her teaching and research.

Dr. Rebecca M. Eddy is a Research Assistant Professor and the Co-Director of the Master of Arts Psychology Program in the School of Behavioral and Organizational Sciences. She received her doctorate in Applied Cognitive Psychology and has focused much of her work on applying principles of learning and cognition to educational evaluation of programs, schools, and curricula. She has worked with several programs involving K-12 and pre-K children and their families, including Even Start Family Literacy Programs in California and the Reading by 9 Principal Leadership Initiative. She has also worked with several low-performing schools through the Los Angeles County Office of Education to provide technical assistance and evaluation of Comprehensive School Reform and High Priority Schools Grant programs. These programs have focused on building capacity within schools to more actively engage teachers, parents, and the community in school reform efforts. A large focus of her work has also been on evaluating educational curricula in a variety of content areas including Biology, Literature, and Mathematics. Dr. Eddy also has an interest in how legislation such as No Child Left Behind impacts the field of evaluation and evaluation efforts in schools, products and programs.

 

Research and Evaluation Projects

As either a principal investigator or co-principal investigator, Dr. Eddy has been the recipient of more than $2.1 million in extramural funding over the past five years. Her work ranges from working with local, community based organizations such as those who receive funding from Even Start Family Literacy Programs, to national experimental studies assessing efficacy of K-12 curricula. Much of her focus is on using data to improve program quality and instruction. Examples of recently completed projects include efficacy studies of Biology and Literature curricula. Dr. Eddy’s current work includes serving as the principal investigator on a longitudinal study of middle school mathematics curriculum; Connected Mathematics Project 2(CMP2). All curriculum studies will be submitted to the Institute of Education Sciences' What Works Clearinghouse for review.

Another recent project is an evaluation of a Title V funded initiative at California State University, San Bernardino, Coyote Careers, which supports career development for underrepresented minority and low income students in mathematics, science, and critical foreign languages.

She also has an interest in the how evaluation intersects with legislation such as No Child Left Behind. Dr. Eddy served as a guest editor on a recent volume of New Directions for Evaluation on the Consequences of No Child Left Behind for Educational Evaluation.

Teaching Interests

In addition to her research and evaluation projects, Dr. Eddy regularly teaches courses at CGU focused on research and evaluation methods. For sample syllabi for two of these courses, please see the following links:
Research Methods
Developing Effective Applied Research

Dr. Eddy is actively involved in the Certificate of Advanced Study in Evaluation Program, where she teaches Overview of Advanced Methods in Evaluation each semester. For more information on the Certificate Program, please follow the link. She also regularly teaches workshops during the summer Professional Development Workshops each year on topics related to research and evaluation.

Examples of Presentations, Publications & Technical Reports

Eddy, R. M., Blagg, R., Bonis, S., & Dudley, D. (2008). California State San Bernardino CoyoteCareers: Year One Final Report. Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

Eddy, R. M., Berry, T., Aguirre, N., Wahlstrand, G., Ruitman, H., & Mahajan, N. (2008). The effects of Pearson Connected Mathematics Project 2 on student performance: Year One Final Report. Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

Berry, T., & Eddy, R. M. (2008). Consequences of No Child Left Behind for educational evaluation. New Directions for Evaluation, 117.

Eddy, R. M., & Berry, T. (2008). Challenges and opportunities revealed by the impact of No Child Left Behind on evaluation as a discipline. In T. Berry & R. M. Eddy (Eds.), Consequences of No Child Left Behind on Educational Evaluation. New Directions for Evaluation, 117.

Nelson, M., & Eddy, R. M. (2008). Evaluative thinking and action in the classroom. In T. Berry & R. M. Eddy (Eds.), Consequences of No Child Left Behind on educational evaluation. New Directions for Evaluation, 117.

Berry, T. & Eddy, R. M., Fleischer, D., Asgarian, M., & Malek, Y. (2007). A randomized control trial to test the effects of Prentice Hall Literature Penguin edition curriculum on student performance: Final report. Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

Berry, T., Asgarian, M. & Eddy, R. M. (2007). William F. Goodling Even Start Family Literacy Program evaluation continuation report 2006-2007: New Horizons Family Center, Glendale, CA. Claremont Graduate University, Claremont, CA.

Eddy, R.M., & Nelson, M. (2007). No Child Left Behind and evaluative thinking from a local school perspective. Paper presented at the meeting of the American Evaluation Association, Baltimore, MD.

Eddy, R.M., & Berry, T. (2007). No Child Left Behind and the discipline of evaluation: Challenges and opportunities. Paper presented at the meeting of the American Evaluation Association, Baltimore, MD.

Eddy, R. M. & Berry, T. (2007, August). Using RCT’s in educational research. Workshop presented at the Professional Development Workshop Series: Claremont Graduate University. Claremont, CA.

Eddy, R. M., & Berry, T. (2006, November). The evaluator’s role in supporting program closure: A model for decision making and professional responsibility. Paper presented at the meeting of the American Evaluation Association, Portland, OR.

Berry, T., & Eddy, R. M. (2006, November). A researcher/ evaluator’s perspective on the advantages and disadvantages in participating in a national RCT. Paper presented at the meeting of the American Evaluation Association, Portland, OR.

Eddy, R. M., Berry, T., LaVelle, J., Dyer, K., & Newton, X. (2006). A randomized control trial to test the effects of Prentice Hall Biology curriculum on student performance: Final report. Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

Eddy, R. M., & Berry, T. (2006). William F. Goodling Even Start Family Literacy Program evaluation continuation report 2005-2006: Tuolumne County. Claremont Graduate University, Claremont, CA.

Berry, T., Eddy, R. M., & Asgarian, M. (2006). William F. Goodling Even Start Family Literacy Program evaluation continuation report 2005-2006: New Horizons Family Center, Glendale, CA. Claremont Graduate University, Claremont, CA.

Eddy, R. M., & Berry, T. (2006, August). Educational evaluation under No Child Left Behind. Workshop presentation presented at the Professional Development Workshop Series: Claremont Graduate University. Claremont, CA.

Mills, J., Berry, T., & Eddy, R.M. (2005). Society for the Advancement of Chicanos and Native Americans in Science 2004 conference evaluation report. Choice Point Applied Research: Claremont, CA.

Eddy, R.M., Berry, T., & Mills, J. (2005, October). The use of scientific conferences as a method to increase minority students in the sciences: A follow up study. Paper presented at the meeting of the American Evaluation Association & the Canadian Evaluation Society, Toronto, Ontario, Canada.

Eddy, R. M., & Berry, T. (2005). William F. Goodling Even Start Family Literacy Program evaluation continuation report 2004-2005: Santa Monica College. Claremont Graduate University, Claremont, CA.

Berry, T., & Eddy, R. M. (2005, August). Conducting useful K-12 evaluations in the No Child Left Behind era: A false dichotomy? Workshop presentation presented at the Professional Development Workshop Series: Claremont Graduate University. Claremont, CA.

Eddy, R.M., Berry, T., & Mills, J. (2004, November). The use of scientific conferences as a method to increase minority students in the sciences. Paper presented at the meeting of the American Evaluation Association, Atlanta, GA.

Mills, J., Berry, T., & Eddy, R.M. (2004). Society for the Advancement of Chicanos and Native Americans in Science 2001- 2003 conference evaluation report. Choice Point Applied Research: Claremont, CA.

Eddy, R.M., & Berry, T. (2004). William F. Goodling Even Start Family Literacy Program evaluation continuation report 2003-2004: Amador County. Claremont Graduate University: Claremont, CA.

Eddy, R. M., Garrison, G., & Matsui, B. (2003). Reading by nine, principal leadership initiative third annual report. Institute at Indian Hill: Claremont, CA.

Eddy, R.M. (2002). The effects of school size on California’s academic performance index. Institute at Indian Hill: Claremont, CA.

Perkins, D., Cozby, P. C., Cassens, M. R., & Eddy, R. M. (2002). An evaluation of a required computer-applications course for Psychology majors. Psychological Reports, 90, 439-445.

Pezdek, K., & Eddy, R. M. (2001). Imagination inflation: A statistical artifact of regression toward the mean. Memory and Cognition, 29 (5), 707-718.

Eddy, R. M., & Hinz, T.D. (2000, November). Elementary math tutoring program evaluation. Paper presented at the meeting of the American Evaluation Association, Waikiki, HI.

Email: rebecca.eddy@cgu.edu