Belief-Based vs Evidence-Based Instruction in the Classroom, Part 5 | PaTTANpod [S2E17]
Dr. Codding and Dr. VanDerHeyden published an article titled ‘Belief-Based vs Evidence-Based Math Assessment and Instruction: What School Psychologists Need to Know to Improve Student Outcomes. The article tacked some of the philosophical beliefs that have been instilled in educators and compares them to actual findings from quality educational research. This is part V of a 5-part series addressing conceptual understanding and procedural knowledge.
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Dr. Codding, Ph.D., BCBA, LP, is an Associate Professor of School Psychology at Northeastern University. She earned her doctorate in school psychology from Syracuse University. Dr. Codding completed her pre-doctoral internship and post-doctoral fellowship at the May Institute in Massachusetts where she served as an educational and behavioral consultant. Dr. Codding’s research interests focus on the intersection of intervention and implementation by developing and exploring the effectiveness of school-based interventions, the factors that contribute to student responsiveness of those interventions, and strategies to support intervention implementation. Dr. Codding’s work has emphasized academic interventions and associated assessment for data-based decision making, particularly in the area of mathematics. It is for this work that Dr. Codding was recognized as the co-recipient of the Lightner Witmer Award by Division 16 of the American Psychological Association in 2010. Dr. Codding has is currently the editor of School Psychology (Quarterly). Dr. Codding has over 65 publications and over 85 peer-reviewed and invited presentations. She is the co-author of a book available from Guilford Press titled, Effective Math Interventions: A Guide to Improving Whole Number Knowledge.
Amanda VanDerHeyden is President of Education Research & Consulting, Inc. and founder of Spring Math (www.springmath.com). Amanda is passionate about helping schools do what works for students and families. She has built, refined, and studied widely-used tactics including: the Can’t Do/Won’t Do assessment, academic screening measures, RtI models, and classwide intervention.
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