Dorinda J. Gallant

The Ohio State University — United States

Social Sciences · Social Sciences

8h-index263citations20works0.02yr avg
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Research Topics

Teacher Education and Leadership Studies(4), School Choice and Performance(4), Reading and Literacy Development(3), Higher Education Research Studies(3), Early Childhood Education and Development(3)

Publications20 total

Benefits and Challenges of Virtual Early Arrival or Summer Bridge Programs for Underrepresented Minority Students Majoring in STEM
Journal of College Science Teaching·2024
Initial Development and Validation of the Biology Teaching Assistant Role Identity Questionnaire (BTARIQ)
Journal of College Science Teaching·2023
Black Undergraduate Women: Intersectionality and Engagement with High Impact Practices
2022· 2 cited
STEM Bridge Program: Underrepresented Minority Students’ Perceptions of Louis Stokes Alliance for Minority Participation Program Impact
Journal of College Science Teaching·2021· 7 cited
Mixed Methods Research in Designing an Instrument for Consumer-Oriented Evaluation
Journal of MultiDisciplinary Evaluation·2020· 4 citedOpen Access
Effects of Culturally Relevant Materials on the Reading Performance of Second-Grade African Americans with Reading/Special Education Risk
Multiple Voices for Ethnically Diverse Exceptional Learners·2015· 8 cited
Effects of Culturally Relevant Materials on the Reading Performance of Second-Grade African Americans with Reading/Special Education Risk
Multiple Voices for Ethnically Diverse Exceptional Learners·2015· 14 cited
Using First-Grade Teacher Ratings to Predict Third-Grade English Language Arts and Mathematics Achievement on a High-Stakes Statewide Assessment
SHILAP Revista de lepidopterología·2013· 3 citedOpen Access
Using First-Grade Teacher Ratings to Predict Third-Grade English Language Arts and Mathematics Achievement on a High-Stakes Statewide AssessmentDorinda J. GALLANTThe Ohio State University, Columbus, OH, USAReceived: 2 August 2012/ Revised: 25 December2012 / Accepted: 10 January 2013AbstractEarly childhood professional organizations support teachers as the best assessors of students’ academic, social, emotional, and physical development.This study investigates the predictive nature of teacher ratings of first-grade students’ performance on a standards-based curriculum-embedded performance assessment within the context of a state accountability system.The sample includes 4292 elementary school students cross-classified by 131 first-grade and 137third-grade schools attended.This study uses extant statewide assessment data for students located in a state in the southeastern part of the United States.Controlling for student and school demographic variables in cross-classified random effects multilevel models, first-grade teacher ratings—as reflected by domain scores on a performance assessment—are found to positively and significantly correlate with students’ third-grade academic achievement.Keywords:Teacher ratings, Predictive validity, Curriculum-embedded Performance assessmentIntroductionResearch on the use of teacher-based judgment measures (e.g., measures that use teacher ratings or rankings to assess students’ knowledge or skills in specific academic content areas) to assess students’ academic achievement in core academic areas (i.e., math, reading, science, or social studies) span over four decades.One of the most comprehensive scholarly reviews of the use of teacher-based judgment measures to assess student achievement was completed by Hoge and Coladarci (1989).The authors presented a thorough review of 16 empirical studies from 1962-1988.With these studies, they examined the association between concurrently administered direct and indirect teacher-based judgment measures in which Dorinda Gallant, The Ohio State University, Department of Educational Studies, Collegeof Education and Human Ecology, 211B Ramseyer Hall, 29 West Woodruff Avenue, Columbus, OH 43210, United States, telephone: 614-247-8860. E-mail: gallant.32@osu.edu
SHILAP Revista de lepidopterología·2013Open Access
Some Things Are Better Left Unsaid: African American Male High School Students' Perceptions of School Counseling Services
Issue Lab (Candid)·2012· 2 cited
Student Evaluation of Instruction Questionnaire
PsycTESTS Dataset·2012
The Impact of Literacy Coaches on Teachers’ Beliefs and Practices
Journal of Literacy Research·2011· 37 citedOpen Access
High School Students’ Perceptions of School Counseling Services
Counseling Outcome Research and Evaluation·2011· 18 cited
Student evaluation of instruction in higher education: exploring issues of validity and reliability
Assessment & Evaluation in Higher Education·2011· 97 cited
Predictive validity evidence for an assessment program based on the Work Sampling System in mathematics and language and literacy
Early Childhood Research Quarterly·2009· 10 cited
Assessing Ethnicity
Urban Education·2008· 10 cited
Ethnic-Based Equity in Teacher Judgment of Student Achievement on a Language and Literacy Curriculum-Embedded Performance Assessment for Children in Grade One.
Educational foundations·2008· 8 cited
Consistency and Predictive Nature of Vertically Moderated Standards for South Carolina's 1999 Palmetto Achievement Challenge Tests of Language Arts and Mathematics
Applied Measurement in Education·2005· 5 cited
Comparability of Student Performance Between Regular and Oral Administrations for a High-Stakes Mathematics Test
Applied Measurement in Education·2004· 30 cited
Burn-in to improve which measure of reliability?
Microelectronics Reliability·1992· 8 cited

Frequent Co-authors

Zhao Jing(2), Huynh Huynh(2), Joseph P. Meyer(2), Gwendolyn Cartledge(2), Susan Keesey(2), James L. Moore(2), Diane Stephens(1), Denise N. Morgan(1), Diane E. DeFord(1), Amy Donnelly(1), Erin Hamel(1), Karin Keith(1), David A. Brink(1), Robert L. Johnson(1), Michael Seaman(1), Jennifer Young(1), Shiqi Hao(1), S. Rebecca Leigh(1), Jessica G. Bennett(1), RAJIV RAMNATH(1)