Tiffany Berry

Tiffany Berry is a Research Associate Professor in the Division of Behavioral and Organizational Sciences. She is a Core Faculty member in Positive Developmental Psychology, regularly teaching and providing research supervision to masters and doctoral developmental students. In addition, she is an active educational program evaluator at the Claremont Evaluation Center (CEC) at CGU. Dr. Berry's research focuses primarily on evaluating educational programs, including K-12 educational curricula, early childhood education programs, after school programs, and comprehensive school reform initiatives. Across these evaluations, she has used a variety of methods, ranging from experimental randomized control trials designed to assess program impact to program monitoring methods designed to facilitate program improvement. Together, these evaluations have supported three broad domains of interest that lie at the intersection of positive developmental psychology and program evaluation.

Research and Evaluation Interests

Dr. Berry is interested in examining how the developmental trajectory of children at risk for academic failure may be modified by participating in various educational interventions, both in school and out of school. Conducting program evaluations that measure multiple developmental outcomes across different educational contexts over time helps identify the extent to which developmental trajectories are modified. This work was started several years ago when Dr. Berry provided evaluation consulting to one of the nation’s largest and most well-respected after school programs, Los Angeles’s Better Educated Students for Tomorrow (LA’s BEST). In line with her interest in afterschool programs, Dr. Berry’s currently conducting an evaluation of a local middle school afterschool program in Southern California, Afterschool All-stars, Los Angeles. Results from this multi-faceted evaluation, which involves measuring program implementation, social outcomes, and academic outcomes through student surveys, interviews, focus groups, and archival academic data will be available late 2009.

A second area of interest is in evaluating family-level interventions designed to improve overall family functioning and promote children’s social and cognitive development. Within the context of several Even Start Family Literacy Programs, she has evaluated the effectiveness of their interventions as well as examined the interactive relationship risk and protective factors play in predicting program attendance (and retention) as well as children’s school readiness. Current funding from the California Department of Education supports this program of research.

The third prong of Dr. Berry’s research is focused on evaluating the efficacy of the curricula that community-based programs and/or K-12 schools implement. Understanding how curriculum materials facilitate or inhibit effective teaching and learning is part of her current funded program of research. With funding from Pearson Education, Dr. Berry has completed a series of national, Randomized Control Trials (RCTs) examining a range of topics, including Biology, Language Arts, and Mathematics. Currently, she’s initiating an evaluation of an elementary reading program called Reading Street (please see the attached flyer for more information). Together, this research is designed to document the impact of curricular materials on student learning, provide useful information back to product development, and help strengthen the scientific base of educational curriculum in response to the No Child Left Behind legislation. In fact, she’s recently co-edited a volume of New Directions for Evaluation entitled the “Consequences of No Child Left Behind for Educational Evaluation” which specifically details how this legislation has affected, and continues to affect research and evaluation in the K-12 school system and community programs that are school-linked.

Teaching Interests

In addition to conducting research and evaluations, Dr. Berry regularly teaches courses in the School of Behavioral and Organizational Sciences.  Below are descriptions and links to the syllabi of the two courses which she teaches most frequently.

Psych 351q: Applied Developmental Psychology (click course title for full syllabus)

This course addresses the definition of applied developmental psychology, as well as fundamental issues underlying its practice:

  • the methodological foundations of applied developmental psychology
  • how to reconcile differences between basic and applied research
  • a discussion of how both basic and applied research are needed to solve the social problems that plague impoverished children and families
  • the impact of disasters and terrorism on children’s development

The class also discusses real-world examples of good applied developmental research, including:

  • the effects of day care on child functioning
  • the impact of welfare reform on children’s cognitive and social development
  • the current state of child welfare issues (such as foster care and adoption)

Psych 352i: Evaluating Developmental Interventions (click course title for full syllabus)

This applied course examines how developmental psychology and program evaluation work together to inform effective intervention programs serving children and families.  An ecological approach is used to explore how concepts of risk and resiliency at the child, family, and community level positively (or negatively) impact child developmental outcomes.

Also, in-depth case studies of intervention programs that target different age ranges (i.e., early childhood, school age, and adolescence) are presented so that students can critically examine how each intervention has been evaluated, including:

  • the type of evaluation design employed
  • the quality of the measurement instruments used
  • whether the selection of outcome measures were developmentally appropriate

Supervising and Mentoring

Dr. Berry has the pleasure to supervise MA students and doctoral students enrolled in the Positive Developmental Psychology Program. Not only do her students get evaluation experience working on her funded projects, many of them use these experiences as a springboard to develop their own research projects. Three of her current doctoral students are working on issues such as positive youth development, the roles risk and resiliency play in the evaluation of educational programs, and understanding what characteristics (e.g., student, program, school, etc.) lead to positive experiences in after school programs.

E-Mail: tiffany.berry@cgu.edu

Publications and Technical Reports

Berry, T., Meyer, L., Edwards, K. (2011). Evaluation of the leadership and literacy project at juvenile court schools: A year-end program evaluation report. Los Angeles County Office of Education, Downey, CA.

Berry, T. & Levine, B. (2011). Mineral County Justice DUI Court Program Evaluation. Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

Berry, T., Collins, K., Menkes, S., & Murphy, K. (2010). An evaluation of afterschool All-stars, Los Angeles in 09/10: Final Report. Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

Berry, T. & Murphy, K. (2010). William F. Goodling Even Start Family Literacy Program evaluation continuation report 2010: New Horizons Family Center, Glendale, CA. Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

Berry, T. & Meyer, L. (2010). Qualitative analysis and evaluation reporting on the Juvenile Court Schools, Phase I. Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

Berry, T., Byrd, K.K., & Collins, K. (2009). The effects of Reading Street on reading achievement: A focus on second year curriculum users. Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

Eddy, R.M. & Berry, T. (2009). The evaluator’s role in recommending program closure: A model for decision making and professional responsibility. American Journal of Evaluation, 30, 363-376.

Berry, T., Collins, K., Menkes, S., Murphy, K., & Shuster, C. (2009). An evaluation of afterschool All-stars, Los Angeles in 08/09: Final Report. Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

Berry, T. & Murphy, K. (2009). William F. Goodling Even Start Family Literacy Program evaluation continuation report 2009: New Horizons Family Center, Glendale, CA. Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

Berry, T., Byrd, K.K., Shuster, C., Collins, K., & Menkes, S. (2008). An evaluation of afterschool All-stars, Los Angeles in 07/08: 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 Evaluation. New Directions for Evaluation. 117, 95-102.

Berry, T. & Arruda, E. (2008). Risk factors, protective factors, and development. In N. Salkind (Ed.), The Encyclopedia of Educational Psychology. New York: Sage Publications.

Berry, T. & Byrd, K. K. (2007) Promoting Literacy in the Community: Exploring the Role of Risk and
Protective Factors. Final Report.
Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

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. (2007). William F. Goodling Even Start Family Literacy Program evaluation continuation report: New Horizons Family Center, Glendale, CA. Claremont Graduate University, Claremont, CA.

Berry, T. & Eddy, R. M. (2006). A modified pilot study of Prentice Hall Literature Penguin edition (2007). Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

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. (2004, 2005, 2006). William F. Goodling Even Start Family Literacy Program evaluation continuation report: Tuolumne County. Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

Berry, T., & Eddy, R. M. (2004, 2005, 2006). William F. Goodling Even Start Family Literacy Program evaluation continuation report: Amador County. Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

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

Eddy, R. M., & Berry, T. (2005). Final report on the effects of Prentice Hall Biology on student performance: Pilot study. Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

Eddy, R., & Berry, T. (2004, 2005). William F. Goodling Even Start Family Literacy Program evaluation continuation report: Santa Monica College. Institute of Organizational and Program Evaluation Research, Claremont Graduate University: Claremont, CA.

Mills, J., Berry, T., & Eddy, R. (2004). Society for the Advancement of Chicanos and Native Americans in Science: Conference Evaluation Report 2001, 2002, 2003. Choice Point Applied Research. Claremont, CA.

Berry, T. (2003). Year end narrative report on effectiveness of LA’s BEST sites funded by the Community
Development Department. January – March, 2003
, Los Angeles, CA.

Berry, T. (2003). Special report on the 21st century community learning centers program national evaluation, The Evaluation Exchange: A Periodical on Emerging Strategies in Evaluating Child and Family Services, 9, 12-13.

Pezdek, K., Berry, T., & Renno, P. (2002). Children’s mathematics achievement: The role of parents’ perceptions and their involvement in homework. Journal of Educational Psychology, 94, 771-777.

Pezdek, K. & Hinz (Berry), T. (2002). The construction of false events in memory. In H. Westcott, G. Davies & R. Bull (Eds.), Children’s testimony: A handbook of psychological research and forensic practice. London: Wiley.

Berry, T. (2002). Quarterly narrative report on effectiveness of LA’s BEST sites funded by the Community Development Department. July – September, 2002, Los Angeles, CA.

Berry, T. (2002). Bi-annual report on effectiveness of LA’s BEST sites funded by the Department of Justice, Office of Juvenile Justice and Delinquency Prevention, January – July, 2002, Los Angeles, CA.

Hinz (Berry), T., & Eddy, R. (2001). Formative evaluation of a mathematics tutoring program, Claremont Graduate University, Claremont, CA.

Hinz (Berry), T. & Pezdek, K. (2001). The effect of exposure to multiple lineups on face recognition memory, Law and Human Behavior, 25, 185-198.

Conference Presentations, Invited Presentations, and Professional Workshops

Berry, T., & Eddy, R.M. (2009, August). Using randomized control trials to improve educational research and evaluation. Workshop to be presented at the Professional Development Workshop Series: Claremont Graduate University. Claremont, CA.

Berry, T. (2009, November). Applying child development to evaluation: Incorporating developmental issues into existing evaluation frameworks. Paper presented at the meeting of the American Evaluation Association, Orlando, FL.

Berry, T. & Murphy, K. (2009, November). Comparing measures of dosage as a method for understanding program context. Paper presented at the meeting of the American Evaluation Association, Orlando, FL.

Byrd, K.K. & Berry, T. (2009, November). Self-joined versus other-joined students: Identifying students at-risk for dropping out of afterschool programs. Paper presented at the meeting of the American Evaluation Association, Orlando, FL.

Menkes, S., & Berry, T. (2009, November). Eliciting information from young children in the evaluation context. Poster presented at the meeting of the American Evaluation Association, Orlando, FL.

Byrd, K.K., & Berry, T. (2009, March). The role of internal and external buffering systems in childhood resilience for high and low risk students. Poster presented at the Society for Research on Child Development, Denver, CO.

Berry, T., & Eddy, R.M. (2008, November). Implementation quality as an essential component in efficacy evaluations. Paper presented at the meeting of the American Evaluation Association, Denver, CO.

Berry, T., Byrd, K.K., Collins, K., & Menkes, S. (2008, November). Bridging the gap between developmental theory and practice: Promoting developmentally sensitive analysis of afterschool programs. Paper presented at the meeting of the American Evaluation Association, Denver, CO.

Eddy, R.M., & Berry, T. (2008, August). Using randomized control trials to improve educational research and evaluation. Workshop to be presented at the Professional Development Workshop Series: Claremont Graduate University. Claremont, CA.

Byrd, K. K., & Berry, T. (2008, April). Promoting Family Literacy in the Community: Exploring the Role of Risk and Protective Factors. Symposium at Annual Conference of the Western Psychological Association, Irvine, CA.

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

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

Ng, E. & Berry, T. (2007, March). Intrinsic motivation and parental control in a sample of Asian American adolescents. Poster to be presented at the Society for Research on Child Development, Baltimore Maryland.

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. (2006, August). Educational evaluation under No Child Left Behind. Workshop presented at the Professional Development Workshop Series: Claremont Graduate University. 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.

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.

Berry, T. (2004, November). Widening the Evaluative Lens on Out-of-School-Time Programs: Alternative Approaches and Practical Strategies. American Evaluation Association Conference, Atlanta, GA.

Eddy, R.M., Berry, T., & Mills, J. (2004, November). The Use of Scientific Conferences as a Method to Increase Minority Students in the Sciences. American Evaluation Association Conference, Atlanta, GA.

Berry, T. (2003). Program Evaluation Briefing on Capital Hill. Invited Presenter, Washington, DC: March 2003.

Berry, T. (2002, November). Practical strategies for increasing accountability in after school programs. Invited Presenter for a professional development workshop, American Evaluation Association Conference.

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

Kopp, C. B., Hinz (Berry), T., Hodge, D. (2001, April). Children with Cerebral Palsy: Factors that relate to social skills. Society for Research in Child Development, April 2001.

Dogan-Ates, A., Hinz (Berry), T., Kopp, C. B. (2000, July). Social competence among children with orthopedic disabilities: Risks and buffers. 27th International Congress of Psychology, Stockholm, Sweden, July 2000.