Curriculum Vitae
TARA STEVENS
Appointments
2008 – Present Associate Professor, Texas Tech University, Lubbock, TX
2002 – 2008 Assistant Professor, Texas Tech University, Lubbock, TX.
2000 – 2002 Assistant Professor of Psychology, University of Illinois at Springfield, Springfield, IL.
Education
May 2000 Ed.D. degree in Educational Psychology, Texas Tech University, Lubbock, TX.
Dissertation Title: Inherent factors and mathematics achievement: The mediating effects of mathematics self-efficacy and motivational orientation.
Chair: William Lan, Ph.D.
May 1994 M.S. degree in General Psychology, Angelo State University, San Angelo, TX.
Thesis Title: The comorbidity of alcoholism and depression: The importance of proper
screening techniques in a clinical setting.
Chair: Sangeeta Singg, Ph.D.
May 1992 B.A. degree in Psychology, Angelo State University, San Angelo, TX.
Licensure Licensed Specialist in School Psychology, September, 1996—Texas State Board of Examiners of Psychologists, #6386
Professional Experiences and Interests
December, 2012 – present
School Psychology Specialization Coordinator: Texas Tech University, Lubbock, TX.
Focus: I coordinate a new school psychology specialization for which NASP approval is the goal. I lead recruitment efforts, which involves the advisement of prospective and new graduate students. I develop and maintain program documents, participate in course scheduling, and serve as a liaison between the School Psychology Specialization and other academic units in the college and university.
September, 2008 – 2011
Educational Psychology Program Coordinator: Texas Tech University, Lubbock, TX.
Focus: I served as the initial contact for individuals interested in the program. I advised prospective and new graduate students. I maintained program documents, participated in course scheduling, and served as a liaison between the Educational Psychology program and other academic units in the college and university.
September, 2008 – Present
Associate Professor: Texas Tech University, Lubbock, TX.
Focus: I teach and explore instructional methods and strategies using a mastery orientation. I research self-perspectives, self-regulation, gender issues, and interest related to mathematics through large-scale grant funded projects. I regularly write and secure external funding to support the study of physical activity and educational outcomes and investigate attention problems related to popular media. I engage in meaningful service that extends the reach of my research and teaching.
August, 2002 – May 2012
Licensed Specialist in School Psychology: South Plains Educational Cooperative, Levelland, TX; Plainview Independent School District, Plainview, TX.
Duties: I am contracted to perform psychological assessments to assist in the identification of students experiencing emotional disturbance and autism. I consult with educational professionals concerning relevant student concerns and provide counseling services to students to address educational issues.
August, 2002 – August 2008
Assistant Professor: Texas Tech University, Lubbock, TX.
Focus: The emphasis placed on effective teaching and scholarship allowed me to employ my knowledge of educational psychology through my choice of instructional methods and strategies, while continuing my investigation of development in practical settings. I investigated the development of self-perspectives and interest across ethnicity and their role in mathematics achievement. In addition, I studied the impact of television viewing and childhood obesity on these variables.
June, 2000 – August, 2002
Assistant Professor of Psychology: University of Illinois at Springfield, Springfield, IL.
Focus: The emphasis placed on effective teaching at UIS allowed me to utilize instructional strategies that promote student motivation and interest while I examined the results of such methods. I investigated the motivational and personality characteristics of students across online and traditional classrooms and how these characteristics interact with educational environment to influence academic success. In addition, I completed the LASSI—HS manuscript for publication.
May, 1999 – September, 1999
Graduate Research Assistant: Texas Tech University, College of Education, Lubbock, TX.
Supervisor: Mary K. Tallent-Runnels, Ph.D.
Focus: We conducted studies investigating the validity of test scores associated with the Learning and Study Strategies Inventory—High School Version (LASSI—HS). Using structural equation models, I analyzed the factorial invariance of the LASSI—HS across gender and ethnicity.
September, 1998 – May, 2000
Licensed Specialist in School Psychology: South Plains Educational Cooperative, Levelland, TX; Plainview Independent School District, Plainview, TX.
Duties: I was contracted to perform psychological assessments to assist in the identification of students experiencing emotional disturbance and autism. I was contracted to provide counseling services to students to address educational issues. I consulted with educational professionals concerning relevant student concerns.
September, 1998 – May, 1999
Graduate Research Assistant: Texas Tech University, College of Education, Lubbock, TX.
Supervisor: Richard P. Lanthier, Ph.D.
Focus: We conducted studies investigating the academic adjustment of college students and adolescents by exploring issues such as, self-concept, the Five Factor Model of Personality, and gender differences. I collaborated with other graduate students within the department and conducted data analyses to address our research questions.
September, 1998 – May, 1999
Graduate Research Assistant: Texas Tech University, College of Education, Lubbock, TX.
Supervisor: Arturo Olivarez, Jr., Ph.D.
Focus: We conducted studies investigating common errors made in conducting multiple regression analyses and studies exploring the various effects of traditional versus nontraditional instruction on student interest in mathematics. I conducted statistical analyses and provided statistical consultation for graduate students in the department on their projects.
August, 1996 – August, 1998
Licensed Specialist in School Psychology: South Plains Educational Cooperative, Levelland, TX.
Duties: I performed psychological assessments to assist in the identification of students experiencing emotional disturbance and autism. I provided counseling services to students to address educational issues. I consulted with educational professionals concerning relevant student concerns.
September, 1995 – July, 1996
Associate School Psychologist: Bigfoot Alternative Center, Pearsall Independent School District, Pearsall, TX.
Duties: I provided consultation to teachers concerning the management of student behavior. I supervised the special education of students diagnosed with a learning disability. I provided individual and group counseling to students on a regular basis.
August, 1993 – August, 1995
Crisis Intervention Coordinator: MHMR Services for the Concho Valley, San Angelo, TX.
Duties: I was directly responsible for all crisis services including the crisis intervention hotline, screening and assessments, and short-term crisis counseling. I recruited, trained, and supervised daytime and nighttime crisis intake workers. I provided ongoing counseling services to persons diagnosed with a mental illness.
August, 1992 – August, 1993
Crisis Intake Worker: MHMR Services for the Concho Valley, San Angelo, TX.
Duties: I performed the screening and assessment of persons entering the mental health system. I assisted in the evaluation of individuals at the county jail and local hospitals. I provided crisis counseling through the crisis intervention hotline. I conducted individual and group counseling sessions for clients diagnosed with a chronic mental illness.
Teaching Experience
September, 2008 – Present
Associate Professor: Texas Tech University, Lubbock, TX.
Duties: I teach three graduate courses, Human Development in Education, Interventions in Schools, Principles of Educational and Psychological Measurement, and Ethics and Best Practice in School Psychology. I continue to teach Human Development in Education in both online and face-to-face formats. Finally, I have created online resources to supplement all of the courses that I teach.
August, 2002 – August, 2008
Assistant Professor: Texas Tech University, Lubbock, TX.
Duties: I regularly taught two graduate courses, Human Development in Education and Principles of Educational and Psychological Measurement, and developed a course sequence to prepare educational psychology doctoral students for licensure in school psychology. I taught an early childhood course designed with a practical emphasis for graduate and post baccalaureate students with a predominate interest in teaching and I taught an Introduction to Educational Statistics course. I also developed online sections of Educational Psychology and Human Development in Education. Finally, I created online resources to supplement all of the courses that I teach.
August, 2000 – August 2002
Assistant Professor of Psychology: University of Illinois at Springfield, Springfield, IL.
Duties: I taught three courses each regular semester that included Educational Psychology, Exceptional Child, Experimental Methods and Statistics I, Foundations of Psychology, and Psychology of Motivation. I offered Exceptional Child online as I developed an interactive, asynchronous course format. Finally, I developed a public affairs course that explored the effects that methods of educational accountability have on student and teacher motivation.
September, 1998 – December, 1998
Internship in Education: Texas Tech University, Lubbock, TX.
Duties: I taught the second half of a section of Principles of Educational and Psychological Measurement with the supervision and feedback of the professor. I was responsible for developing my own lectures and assessment.
January, 1997 – May, 1998
Part Time Instructor; Department of Psychology and Sociology: South Plains College, Levelland, TX.
Duties: I taught a section of General Psychology and was responsible for all aspects of course development and delivery.
Publications
Published Manuscripts (Refereed)
Stevens, T., Harris, G., & Higgins, R. (In press). Student rating of teacher practices. International Journal of Mathematics Education in Science and Technology.
Stevens, T., Aguirre-Munoz, Z., Harris, G., Higgins, R., & Liu, X. (2013). Middle level mathematics teachers’ self-efficacy growth through professional development: Differences based on mathematics background. Australian Journal of Teacher Education, 38, Article 9. Retrieved June 1, 2013, from http://ro.ecu.edu.au/ajte/vol38/iss4/9.
Barnard-Brak, L., Stevens, T., Robinson, E., & Holt, A. (2013). School psychologist diagnostic decision-making: A pilot study. Psychology in the Schools, 50, 567-576.
Gasim, G., Stevens, T., & Zebedi, A. (2012). Analytical study of self-motivations among a Southwest public university nonpolitical science major students in required political science courses. Journal of Political Science Education, 8, 107-119.
Harris, G., Stevens, T., & Higgins. R. (2011). A professional development model for middle school teachers of mathematics. International Journal of Mathematics Education in Science and Technology, 42, 951-961.
Barnard, L., Stevens, T., To, Y. M., Lan, W. Y., & Mulsow, M. (2010). The importance of ADHD subtype classification for educational applications of DSM-V. Journal of Attention Disorders, 13(6), 573-583.
Podlog, L., Lochbaum, M., & Stevens, T. (2010). Need satisfaction, well-being and perceived return-to-sport outcomes among injured athletes. Journal of Applied Sport Psychology, 22, 167-182.
Lochbaum, M. R., Rhodes, S. J., Stevenson, S. J., Surles, J., Stevens, T., & Wang, C. J. (2010). Does sex moderate the exercising personality? An examination of continuous and stage-based exercise. Psychology, Health, & Medicine, 15, 50-60.
Stevens, T., Harris, G., Aguirre-Munoz, Z., & Cobbs, L. (2009). A case study approach to increasing teachers’ mathematics knowledge for teaching and strategies for building students’ maths self-efficacy. International Journal of Mathematics Education in Science and Technology, 40, 903-914.
Stevens, T., Barnard-Brak, L., & To, Y. (2009). Television viewing and symptoms of inattention and hyperactivity across time: The importance of research questions. Journal of Early Intervention, 31, 199-214.
Stevens, T., Barnard, L., & To, Y. (2009). The association between television viewing and
achievement: The impact of optimal viewing across time. Teachers College Record. ID Number: 15498.Retrieved January 29, 2009, from http://www.tcrecord.org/content.asp?contentid=15498
Arizpe, O., Dwyer, J., & Stevens, T. (2009). Mathematical self-efficacy of middle school students solving the Rubik Cube. The International Journal of Mathematics Teaching and Learning. http://www.cimt.plymouth.ac.uk/journal/dwyer2.pdf.
Stevens, T., To, Y., Stevenson, S., & Lochbaum, M. (2008). The importance of physical activity and
physical education in the prediction of academic achievement. Journal of Sport Behavior, 4, 1-21.
Stevens, T., To, Y., Harris, G., & Dwyer, J. (2008). The LOGO project: Designing an effective
continuing education program for teachers. Journal of Computers in Mathematics and Science
Teaching, 27, 195-219.
Barnard, L., Stevens, T., Siwatu, K., & Lan, W. (2008). Diversity beliefs as a mediator to faculty
attitudes toward students with disabilities. Journal of Diversity in Higher Education, 1, 169-175.
Lochbaum, M., Stevens, T., To, Y., & Stevenson, S. (2008). The importance of parent physical
activity levels and their expectations for their children's health: A path analysis. Contemporary Athletics, 3, 139-160.
Stevens, T., Agnello, M. F., Ramirez, J., Marbley, A., & Hamman, D. (2007). Project FUTURE: Opening doors to diverse West Texas teachers. Teacher Education Quarterly, 34,103-120.
Barnard, L., Stevens, T., Siwatu, K. O., & Lan, W. Y. (2007). Faculty epistemological beliefs
as a mediator to attitudes toward persons with disabilities. Journal of the American
Academy of Special Education Professionals, 2(3), 5-15.
Stevens, T., Hamman, D., & Olivárez, Jr., A. (2007). Hispanic students’ perception of White teachers’ Mastery Goal-Orientation influences sense of school belonging. Journal of Latinos and Education, 6, 55-70.
Stevens, T., Wang, K., Olivárez, A., Jr., & Hamman, D. (2007). Use of self-perspectives and their sources to predict the mathematics enrollment intentions of girls and boys. Sex Roles: A Journal of Research, 56, 351-363.
Hamman, D., & Olivárez, Jr., A., & Stevens, T. (2006). Developing the learning to teach questionnaire: Measuring interaction between cooperating and student teachers.National Forum of Applied Educational Research Journal, 20, 4-36.
Olivárez, Jr., A., Stevens, T., Fives, H., & Hamman, D. (2006). Conscientiousness as typical performance and its influence in predicting academic achievement. National Forum of Applied Educational Research Journal, 20, 40-68.
Stevens, T., & Mulsow, M. (2006). There is no meaningful relationship between television exposure and symptoms of Attention-Deficit/Hyperactivity Disorder. Pediatrics, 117, 665-672.
Stevens, T., Olivárez, A., Jr., & Hamman, D. (2006). The role of cognition, motivation, and emotion in explaining the mathematics achievement gap between Hispanic and White students. Hispanic Journal of Behavioral Sciences, 28, 161-186.
Stevens, T., & Switzer, C. (2006). The importance of understanding differences between online and traditional students: A study of motivational orientation, self-efficacy, and attitudes. Turkish Online Journal of Distance Education, 7, 90-100.
Stevens, T., & Olivárez, Jr., A. (2005). Development of the Mathematics Interest Inventory. Measurement & Evaluation in Counseling & Development, 38, 141-152.
Stevens, T., & Olivárez, Jr., A. (2005). Statistical significance and evidenced-based policies: A realistic view. Essays in Education.
Stevens, T., Olivárez, A., Jr., Lan, W., & Tallent-Runnels, M. K. (2004). The role of mathematics self-efficacy and motivation in mathematics performance: Issues across ethnicity. Journal of Educational Research, 97, 208-221.