CURRICULUM VITA
Diane S. Kaplan, Ed.D.
Associate Professor
of Teaching, Learning, and Culture
Department of Teaching, Learning, and Culture
College of Education
Texas A&M University
College Station, Texas 77843-4232
Phone: (979) 845-0561
FAX: (979) 845-9663
Family Status: Married (Howard B. Kaplan, Ph.D.), two children: Samuel (born 1971), Rachel (born 1975).
EDUCATION
B.A., 1966, College of Arts and Sciences, University of Texas, magna cum laude, special honors in English, Phi Beta Kappa.
A.M., 1967, Department of English, Horace Rackham School of Graduate Studies, University of Michigan.
Ed.D., 1983, Department of Curriculum and Instruction (emphasis in reading education and educational diagnosis), College of Education, University of Houston.
CERTIFICATIONS
1966 – Provisional High School – English State Board of Education (Texas)
1966 – Provisional High School – Mathematics State Board of Education (Texas)
1977 – Professional Reading Specialist State Board of Education (Texas)
1977 – Professional High School – English State Board of Education (Texas)
1982 – Professional Educational Diagnostician State Board of Education (Texas)
PROFESSIONAL EXPERIENCE AND BACKGROUND
Current: Associate Professor (2003- present), Department of Teaching, Learning, and Culture, Texas A&M University.
Previous: English Teacher (1967-71), Westbury High School and Madison High School, Houston Independent School District.
English Instructor (Fall 1972), Houston Community College.
Research Assistant (Fall 1979), University of Houston at University Park.
Tutoring Coordinator (Fall 1980) and Testing Coordinator (Spring 1981), Diagnostic Learning Center, University of Houston at University Park.
Instructor (Spring 1984), University of Houston at Clear Lake.
Private Practice in educational testing (1984-89), in association with Dr. Richard Pesikoff, Houston, Texas.
Educational Specialist and Diagnostician (1986-1989), Mental Health and Mental Retardation Authority of Harris County, Houston, Texas.
Lecturer (1989-92), Department of Educational Curriculum and Instruction (now Department of Teaching, Learning, and Culture), Texas A&M University.
Visiting Assistant Professor (1992-97), Department of Educational Curriculum
and Instruction (now Department of Teaching, Learning, and Culture), Texas A&M University.
Assistant Professor (1997- 2003), Department of Teaching, Learning, and Culture, Texas A&M University.
AWARDS AND HONORS
Executive Vice President and Provost Diversity Award, Individual Award, presented April 17,
2001.
Faculty Senate Resolution in Recognition of Service to the University Community, presented
May 6, 2002.
REFEREED JOURNAL PUBLICATIONS
Kaplan, Diane S., B. Mitchell Peck, and Howard B. Kaplan. (1994.) "A Structural Relations Model of Self-Rejection, Disposition to Deviance, and Academic Failure: A Longitudinal Analysis." The Journal of Educational Research 87:166-173.
Kaplan, Diane S., Kelly R. Damphousse, and Howard B. Kaplan. (1994.) "Mental Health Implications of Not Graduating from High School." Journal of Experimental Education, 62:2:105-123.
Kaplan, Diane S., B. Mitchell Peck, and Howard B. Kaplan. (1995.) “A Structural Model of Dropout Behavior: A Longitudinal Analysis.” Applied Behavioral Science Review 3(2): 177-193.
Kaplan, Diane S., Xiaoru Liu, and Howard B. Kaplan. (1995.) “Explaining Dropout Behavior: A Longitudinal Study of Direct and Indirect Psychosocial Effects of Seventh and Eighth Grade Experiences.” Educational Research and Evaluation 1(3): 205-225.
Kaplan, Diane S., Kelly R. Damphousse, and Howard B. Kaplan (1996). "Psychological
Consequences of Dropping Out of School: The Moderating Effect of Gender." Journal of
Educational Psychology, 88 (4), 760-774.
Stringer, Ernest T., Patricia J. Larke, Diane S. Kaplan, Buzz Pruitt, Donna Davenport, Mike Ash., and Kavita Murthy (1997). “Faculty Perceptions of Teacher Preparation for Multicultural Education.” Texas Teacher Education Forum, 22, 73-85.
Kaplan, Diane S. , B. Mitchell Peck, and Howard B. Kaplan (1997). "Decomposing the
Academic Failure-Dropout Relationship: A Longitudinal Analysis." The Journal of
Educational Research, 90 (6): 331-343.
Kaplan, Diane S., Xiaoru, Liu, and Howard B. Kaplan (1997). “A Longitudinal Study of the Relationship Between Adolescent Academic Achievement and Adult Community
Participation.” Applied Behavioral Science Review 5(2): 185-198.
Kaplan, Diane S., Xiaoru Liu, and Howard B. Kaplan (2000). “Family Structure and Parental Involvement in the Intergenerational Parallelism of School Adversity.” The Journal of Educational Research 93 (4): 235-244.
Corrected figures for this article are to be found at the following location:
“Erratum.” The Journal of Educational Research 94 (1): 40.
Kaplan, Diane S., Xiaoru Liu, and Howard B. Kaplan (2001). “Influence of Parents' Self-Feelings and Expectations on Children's Academic Performance.” The Journal of Educational Research, 94 (6): 360-370.
Kaplan, Diane S. (2001). "Preservice Reading Teachers' Self-Awareness of Past Learning and
Development as Motivation for Continued Learning." In J. Hoffman, D. Schallert, C. Fairbanks, J. Worthy, & B. Maloch (Eds.). 50th Yearbook of the National Reading Conference Yearbook: 300-310.
Kaplan, Diane S. (2003). "Self Awareness of Past Learning and Development as Motivation for
Continued Learning: The Application of a General Model to Specific Categories of
Literacy Learning for Preservice Reading Teachers." Reading Psychology, 24, 1, 1-24.
Kaplan, D.S., Liu, R.X., Kaplan, H.B. (2004). "Explaining intergenerational parallelism in
adverse school experiences: Mediating influence of young and middle adulthood experiences." The Journal of Experimental Education, 72, 2, 117-159.
Kaplan, H.B. & Kaplan, D.S. (2004). “The Structural Integrity of the Humanities: Self-Related Constructs as Integrative Mechanisms.” International Journal of the Humanities, 2, 705- 715.
Kaplan, D.S., Liu, R.X., & Kaplan, H.B. (2005). "School related stress in early adolescence and
academic performance three years later: The conditional influence of self expectations." Social Psychology of Education, 8, 3-17.
Kaplan, D.S., Rupley, W.H., Sparks, J., Holcomb, A. (2007). “Comparing traditional journal writing with journal writing shared over e-mail list serves as tools for facilitating reflective thinking: A study of preservice teachers.” Journal of Literacy Research, 39, 3, 357-387.
Kaplan, H.B., Kaplan, R.E., Kaplan, D.S. (in press). “Subcultural influences on self-attitudes: The expression of self-derogation in race/ethnicity-, age-, gender-, social class-, and generation-differentiated subgroups.” In the 18th IACCP (International Association for Cross Cultural Psychology) Volume of Selected Manuscripts (Q.E.D. From Herodotus’ Ethnographic Journeys to Cross-Cultural Research). Athens: Atrapos Editions.
RESEARCH PAPERS UNDER REVISION OR REVIEW
Kaplan, D. S., Liu, R.X., & Kaplan, H.B. The effect of poor middle school academic performance on later psychological distress as moderated by self expectations and by association with deviant peers.” Received a revise and resubmit from the Journal of Educational Research. In process of being revised for resubmission.
Kaplan, D. S. & Rupley, W. “Growth in written reflections in journal writing over traditional and e-mail list serve conditions.” Manuscript submitted to the Reading Horizons journal in the fall of 2007.
Kaplan, D. S. & Pollard-Durodola, S. D. “Measuring Students’ Grapheme-Phoneme Associations with a Spanish Names Test.” Manuscript submitted to the Bilingual Research Journal in July 2007.
Kaplan, D. S. Fostering student reflection and interaction during reading internships through
journal writing in e-mail list serves.” Being revised for a revise and resubmit to the
Reading Research and Instruction Journal.
FUNDED RESEARCH GRANTS
Kaplan, Diane S., “Comparing Traditional Journal Writing with Journal Writing Shared over E-
mail List Serves as Tools for Facilitating the Reflective Thinking of Preservice Reading
Teachers,” $4000., The Texas A&M University System’s Regents’ Initiative for Excellence in Education Academy for Educator Development Fellowship, 2002-2003.
Kaplan, Diane S., "Intergenerational Transmission of School-Related Expereiences, College of Education Seed Grant, $4000., Texas A&M University, February 2001.
Kaplan, Diane S., “Intergenerational Transmission of School-Related Experiences, College of Education Seed Grant, $4000., Texas A&M University, February 1998.
Kaplan, Diane S., “Intergenerational Transmission of School-Related Experiences, Faculty Mini-Grant Award, $1500., Texas A&M University, November 4, 1997.
PARTICIPATION IN COLLABORATIVE RESEARCH GRANT
Research Partner on Research Grant with Dr. Caroline Pryor, Principal Investigator, “Preparing
University Faculty and Inservice/Preservice Field Based Teachers to Integrate Social
Studies and Language Arts TEKS: PROJECT DISCOURSE,” The Texas A&M University System’s Regents’ Initiative for Excellence in Education Collaborative Research Grant, 2002-2003.
APPLICATIONS SUBMITTED FOR RESEARCH GRANTS
Kaplan, Diane S., Werner, Diana, Bies, Angela, & Walraven, Mary. “The Development of a
Family/School/University Partnership at one Middle School to Increase Parental Involvement and Student Achievement,” The Texas A&M University System’s Regents’ Initiative for Excellence in Education Collaborative Research Grant: Project Year 5, 2003-2004, $25,000, submitted November 2003.
Kaplan, Diane S., “Intergenerational Transmission of School Related Experiences,” Field-Initiated Studies Grant Program—CFDA 84.305T, U.S. Department of Ed ucation, Washington, DC, $370,992, submitted February 15, 2000.
Status: Denial received August 16, 2000; Revised and resubmitted September 15, 2000.
Kaplan, Diane S., “Intergenerational Transmission of School-Related Behavior and Attitudes,” National Institute for the Education of At-Risk Students, Field Initiated Studies Program—
EFDA 84.306F, U.S. Department of Education, Washington, DC, $214,207, submitted January 2, 1996.
A SAMPLE OF RESEARCH IN PROGRESS
Data collection and analysis in progress for research on the development of “The Spanish Names Test”:
In the fall of 2005 and the spring of 2006, I began a new research focus on measuring the Spanish phonics skills of Spanish speaking second language learners, using an assessment procedure I designed. During Fall 2005, I tested 93 second, third, and fourth grade students at Bussey Elementary School in Aldine ISD; and during Spring 2006 I tested 55 fourth grade students at Thompson Elementary School in Aldine ISD and 42 second through fifth grade students at Anson Jones Elementary School in Bryan ISD. School test records were also collected on these 190 students. Preliminary results were reported at the December 2005 National Reading Conference annual meeting, and a manuscript has been submitted for publication based on these results. More extensive results, including correlations of students’ performance on the newly designed test with their performance on other reading tests, were reported at the December 2006 National Reading Conference annual meeting. Additional testing and analysis of results are ongoing.
Data collection and analysis in progress for research on intergenerational effects on academic achievement:
I have continued to collect school records on the second generation subjects who are part of my study of intergenerational continuities in adverse school experiences. I have over 6,000 signed permission forms for obtaining these school records, and by May 2001, all of these forms had been organized by school district. Prior to 2002 a limited sample of student records had been obtained from the Houston Independent School District (N=303), Aldine Independent School District (N=25), and Cypress Fairbanks School District (N=48). With the addition of the 2001 COE Seed grant money, I have recently (March 2002) been able to obtain the remainder of the student records from the Houston Independent School District, which brings the total obtained from HISD to approximately 1,400 records. Now that I have obtained a complete set of the available school records from HISD and with additional records from the Aldine (N=179) and Cypress Fairbanks (N=115) school districts, I will be able to provide an interpretable preliminary analysis of this subset of the complete data in terms of the intergenerational and current family factors related to precise measures of school performance.
The overall objective of this research is to determine the degree to which the first generation's early adolescent school experiences affect the school experiences of their children and to examine the extent to which intervening variables like family structure, parental environment, and family climate may serve to mediate or moderate this intergenerational relationship. With the empirical student data I plan to target more specific outcomes in my examination of the relationship between the adolescent academic experiences of the parents and specific adolescent academic experiences of their children, including grades and test scores obtained in specific content areas over a six-year period, attendance records, and specific disciplinary actions administered at school. I have also obtained the identity and characteristics of the specific schools that each child has attended, and I plan to use essential data about each school as a moderating variable along with the parental involvement, family structure, and family climate mediating and moderating variables used in the preliminary investigation. Through these examinations and estimations of models predicting adverse school experiences, I plan to be able to more precisely estimate the variables that have the greatest effect on each of the academic experiences examined.
There remain an additional 4,400 students from 257 Texas school districts and 363 students from out of state whose records could be obtained if there were resources for doing so.
To better analyze the differences in the effects of the given intergenerational and school-related variables for students across different academic settings (urban, rural, and suburban), I plan to apply for a grant from the National Institute of Child Health and Human Development (NICHD) to enable me to obtain, code and analyze those records in conjunction with the multi-year self-report data that has been collected from these students and their parents.
POST DOCTORAL RESEARCH TRAINING EXPERIENCES
Audited PSYC 682: Introduction to Causal Analysis (Advanced introduction to structural
equation models and analysis), Instructor: Dr. David Woehr, Dept. of Psychology, Spring
1992.
Completed summer training program on the use of the National Education Longitudinal Study of
1988 (NELS:88) Database, U.S. Department of Education, Office of Educational
Research and Improvement, National Center for Education Statistics, Washington, D.C.,
July 10, 1998.
Participant in Winter/Spring Statistics Festival provided by Professor Bruce Thompson at Texas
A&M University, May1-2, 2001.
Participant in the Fall 2002 Faculty Research Cohort taught by Professor Bruce Thompson.
Participant in the Seventh Annual Statistics Festival at Texas A&M University, Coordinated by
Professor Bruce Thompson, September 19-20, 2002.
Participant in the Grants Seminar and Workshop sponsored by the Office of the Vice President for Research, May 21-22, 2003.
Participant in the 2007 Summer Statistics Workshop. Topic: “Exploratory/Confirmatory Factor Analysis,” taught by Bruce Thompson, sponsored by the Department of Educational Psychology, College of Education and Human Development, Texas A&M University, June 2007.
NATIONAL AND INTERNATIONAL RESEARCH PRESENTATIONS
Kaplan, Diane S., B. Mitchell Peck, and Howard B. Kaplan. "A Structural Relations Model of Dropout Behavior: A Longitudinal Analysis." Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, California, April 20-24, 1992.
Kaplan, Diane S., Kelly R. Damphousse, and Howard B. Kaplan. "Mental Health Implications of Not Graduating from High School." Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, Georgia, April 16-20, 1993.