College of Education and Human Development
Toni A. Sondergeld, Ph.D.
Assistant Professor, CAES Co-Director
Center of Assessment and Evaluation Services
Ph.D., Foundations of Education: Educational Research & Measurement
Dissertation: Analysis of the academic and non-academic outcomes from a bottom-up comprehensive school reform in the absence of student level data through simulation methods: A mixed methods case study.
M.Ed., Curriculum & Instruction
B.Ed., Elementary Education (1-8)
EDFI 4020: Assessment and Evaluation in Education
Knaggs, C., Sondergeld, T. A., & Schardt, B. (in press). Overcoming barriers to college enrollment, persistence, and perceptions for urban high school students in a college preparatory program. Journal of Mixed Methods Research.
Sondergeld, T. A., Fischer, J. M., Samel, A. N., & Knaggs, C. (in press). 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).
Sondergeld, T. A., Milner, A. R., & Rop, C. (in press). Evaluating teachers’ self-perceptions of their knowledge and practice after participating in an environmental education professional development program. Teacher Development.
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. (2012). Alphabet knowledge in preschool: A Rasch model analysis. Early Childhood Research Quarterly, 27, 543-554.
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.
Milner, A. R., Sondergeld, T. A., Demir, Abdulkadir, Czerniak, C. M., & Johnson, C. C. (2011). Elementary science teachers’ beliefs about teaching science and classroom practice: An examination of pre/post NCLB testing in science. Journal of Elementary Science. doi: 10.1007/s10972-011-9230-7
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.
Samel, A. N., Sondergeld, T. A., Fischer, J. M., & 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.
Sondergeld, T. A., 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.
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. A., 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 Education Reform (Ch. 4). New York, NY: Palgrave Macmillan.
SELECT PROFESSIONAL SERVICES
Co-Director, Center of Assessment and Evaluation (CAES)
National Association for Research in Science Teaching (NARST) Conference Proposal Reviewer
NARST Committee Work
American Educational Research Association (AERA) Conference Proposal Reviewer
Journal Review Service
National Science Foundation (NSF)