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Toni Sondergeld
Associate Professor

Toni Sondergeld, PhD

Education

Doctorate of Philosophy - Foundations of Educational Research and Measurement, University of Toledo, 2009
Master's of Education - Curriculum and Instruction, University of Toledo, 2006
Bachelor's of Education - Elementary Education, University of Toledo, 1999

Program Affiliation

EdD Educational Leadership and Management
MS Teaching, Learning and Curriculum

Articles: 

  • Milner, A. R., & Sondergeld, T. A. (2016). Gifted urban middle school students: The inquiry 
    continuum and the nature of science. The National Journal of Education and Practice
  • Sondergeld, T. A., Johnson, C. C., & Walton, J. (2016). Assessing the impact of a statewide STEM 
    investment on K-12, higher education, and business/community STEM awareness over time. School Science and Mathematics Journal, 116(2), 104-110. (20% acceptance rate)
  • Koskey, K. L., Sondergeld, T. A., Stewart, V. C., & Pugh, K. J. (2016). Applying the 
    mixed methods instrument development and construct validation process: The transformative experience questionnaire. Journal of Mixed Methods Research. (1.675 impact factor, 9/93 in Social Sciences)
  • Falter Thomas, A. R., & Sondergeld, T. A. (2015). Investigating the impact of feedback 
    instruction: Partnering preservice teachers with middle school students to provide digital scaffolded feedback. Journal of Scholarship of Teaching and Learning, 15(4), 83-109. (25% acceptance rate)
  • Bostic, J. D., & Sondergeld, T. A. (2015). Measuring sixth-grade students’ problem-solving: 
    Validating an instrument addressing the mathematics common core. School Science and 
    Mathematics Journal
    , 115(6), 281-291. (20% acceptance rate)
  • Huziak-Clark, T.L., Sondergeld, T. A., Knaggs, C.M., & van Staaden, M. (2015). Assessing the 
    impact of a research-based STEM program on STEM majors’ attitudes and confidence. 
    School Science and Mathematics Journal, 115(5), 226-236. (20% acceptance rate)
  • Knaggs, C. M., & Sondergeld, T. A. (2015). Science as a learner and as a teacher: Measuring 
    Science self-efficacy of elementary pre-service teachers. School Science and Mathematics 
    Journal
    , 115(3), 117-128. (20% acceptance rate)
  • Koskey, K. K. L, Cain, B. A., & Sondergeld, T. A., Alvim, H. G., & Slager, E. M. (2015). A mixed-
    methods investigation of factors and scenarios influencing college students’ decision to complete surveys at five mid-western universities. Mid-Western Educational Researcher, 27(1), 3-30. (21-31% acceptance rate)
  • Sondergeld, T. A., Milner, A. R., & Rop, C. (2014). Evaluating teachers’ self-perceptions of their 
    knowledge and practice after participating in an environmental education professional development program. Teacher Development, 18(3), 281-302. (30% acceptance rate)
  • Sondergeld, T. A., & Johnson, C. C. (2014). Using Rasch measurement for the development and 
    use of affective assessments in science education research. Science Education, 98(4), 581-613. DOI: 10.1002/sce.21118. (12% acceptance rate, 2.382 impact factor)
  • Milner, A. R., Sondergeld, T. A., & Rop, C. (2014). The influence of an intensive and integrated 
    place-based professional development program on teachers’ views of the nature of science. Current Issues in Education, 17(1), 1-17. (22% acceptance rate)
  • Sondergeld, T. A., Fischer, J. M., Samel, A. N., & Knaggs, C. (2013). 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), 18, 1-21. DOI: 10.1080/10824669.2013.81837. (21-30% acceptance rate)
  • Knaggs, C., Sondergeld, T. A., & Schardt, B. (2013). Overcoming barriers to college enrollment, 
    persistence, and perceptions for urban high school students in a college preparatory program. Journal of Mixed Methods Research. (1.912 impact factor, 4/92 in Social Sciences)
  • 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. (21-30% acceptance rate)
  • Drouin, M., Horner, S., & Sondergeld, T. A. (2012). Alphabet knowledge in preschool: A Rasch model analysis. Early Childhood Research Quarterly, 27, 543-554. (11-20% acceptance rate, 1.671 impact factor)
  • Milner, A. R., Sondergeld, T. A., Demir, A., Czerniak, C. M., & Johnson, C. C. (2012). Elementary science teachers’ beliefs about teaching science and classroom practice: An examination of 0 pre/post NCLB testing in science. Journal of Science Teacher Education, 23(2), 111-132. 
    (8% acceptance rate)
  • 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. (30% acceptance rate)
  • Samel, A. N., Sondergeld, T. A., Fischer, J., & 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. (15% acceptance rate)
  • 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. 
    (12-15% acceptance rate, 1.158 impact factor)
  • Sondergeld, T., 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. (30% acceptance rate)
  • Sondergeld, T., & Schultz, R. (2008). Science, standards and differentiation: It can be fun! Gifted Child Today, 31(1), 34-40. (30% acceptance rate)
  • Sondergeld, T., Schultz, R., & Glover, L. (2007). The need for research replication: An example from 
    studies on perfectionism and gifted early adolescents. Roeper Review, 30(1), 19-25. 
    (15% acceptance rate)

Editorials:

  • Sondergeld, T. A., Peters-Burton, E., & Johnson, C. C. (2016). Integrating the three dimensions of Next Generation Science Standards: Issues and solutions for authentic assessment of student learning. School Science and Mathematics Journal, 16(2), 67-70. (20% acceptance 
    rate)
  • Sondergeld, T. A. (2014). Closing the gap between STEM teacher classroom assessment expectations and skills. School Science and Mathematics Journal, 114(4), 151-153. (20% acceptance rate)

 Chapters:
  • Vannatta Reinhart, R., Sondergeld, T., Banister, S., & Shaffer, S. (2015). Teacher comfort and future 
    technology use. In D. Gibson & L. Liu (Eds.), Research Highlights in Technology and Teacher Education 2015. Society for Information Technology and Teacher Education (SITE).
  • Sondergeld, T. A., Koskey, K. L. K., Stone, G. E., & Peters-Burton, E. (2015). Developing quality 
    STEM classroom assessments and using the results to inform instructional decision making (Ch. 8). In C. Johnson, E. Peters-Burton, & T. Moore (Eds.), STEM road map: A framework for implementing integrated STEM education. Routledge.
  • Johnson, C. C., & Sondergeld, T. A. (2015). Effective STEM professional development essential 
    Components (Ch. 10). In C. Johnson, E. Peters-Burton, & T. Moore (Eds.), STEM road map: A framework for implementing integrated STEM education. Routledge.
  • 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., 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 Educational Reform (Ch. 4). New York, NY: Palgrave Macmillan.

Presentations:

INVITED INTERNATIONAL PRESENTATIONS

  • Sondergeld, T. (March, 2012). Numbers are important in evaluation, but they don’t always tell the 
    full story. Second Annual Conference in Poland for Educational Ministries and Evaluators. Cracow, Poland. 
  • Fox, C., & Sondergeld, T. (April, 2009). Introduction to the Rasch model: Practical applications for 
    science educational research. NARST Annual International Conference. Garden Grove, CA.

INTERNATIONAL PRESENTATIONS

  • Sondergeld, T. A., & Stone, G. E. (May, 2016). Measuring achievement: Shifting the paradigm. Athens Institute for Education and Research. Athens, Greece.
  • Knaggs, C., & Sondergeld, T. A. (April, 2016). A comparison of learning environments in preservice elementary teachers’ science self-efficacy. NARST Annual International Conference. Baltimore, MD.
  • Sondergeld, T. A., & Johnson, C. C. (April, 2015). Assessing the impact of a statewide STEM strategic plan on community STEM awareness over time. NARST Annual International Conference. Chicago, IL.
  • Vannatta Reinhart, R. A., Sondergeld, T. A., Theis, J., Banister, S. (March, 2015). One-to-one pilots: A comparison of two school districts. Society for Informational Technology and Teacher Education International Conference. Las Vegas, NV.
  • Sondergeld, T. A., & Stone, G. E. (December, 2014). The importance of objective standard setting in educational assessment to inform decision making. Oxford Education Research Symposium, Oxford, England.
  • Vannatta Reinhart, R. A., & Sondergeld, T. A. (December, 2014). Evaluation of one-to-one pilot initiatives: A comparison of two school districts. Oxford Education Research Symposium, Oxford, England.
  • Bostic, J. D., & Sondergeld, T. A. (July, 2014). Validating the PSM6. Psychology of Mathematics Education (PME38). Vancouver, Canada.
  • Stone, G. E., Sondergeld, T. A., Koskey, K. L., & Moulton, M. (April, 2014). Dimensionality issues in high stakes testing. International Objective Measurement Workshop (IOMW). Philadelphia. PA.
  • Knaggs, C., & Sondergeld, T. A. (March, 2014). The impact of an optional mastery experience on science self-efficacy in elementary pre-service teachers. NARST Annual International Conference. Pittsburgh, PA. 
  • Peters-Burton, E. E., & Sondergeld, T. A. (March, 2014). Validation of the views of science and education scale (VOSE) for English language speakers. NARST Annual International Conference. Pittsburgh, PA.
  • Johnson, C. C., & Sondergeld, T. A. (March, 2014). Statewide implementation of the critical features of professional development and impact on teacher outcomes. NARST Annual International Conference. Pittsburgh, PA. 
  • Huziak-Clark, T. L., Sondergeld, T. A., Knaggs, C., & van Staaden, M. (March, 2014). The positive impact of the SETGO program on confidence and attitudes of STEM majors. NARST Annual International Conference. Pittsburgh, PA.  
  • Czerniak, C. M., Doraiswamy, N., Porter, K., Milner, A. R., & Sondergeld, T. A. (January, 2014). Science teacher leadership: Development and assessment of leadership. Hawaii International Conference on Education (HIC). Honolulu, HI.
  • Sondergeld, T. A., Vannatta Reinhart, R. A., & Banister, S. (November, 2013). How to guide teachers in the creation of high quality and rigorous assessments of student learning and growth. 
    International Conference of Education, Research and Innovation (ICERI). Seville, Spain.
  • Sondergeld, T. A., Johnson, C. C., & Walton, J. (April, 2013). Developing affective measures in science education with the Rasch model. NARST Annual International Conference. Rio Grande, Puerto Rico.
  • Johnson, C. C., Czerniak, C. M., Koehler, C. M., Sondergeld, T. A., Milner, A. R., Demir, A. (April, 2013).STEM educational reform state of the scene challenges, successes, and moving forward. NARST Annual International Conference. Rio Grande, Puerto Rico. (Symposium)
  • Sondergeld, T. A., Milner, A. R., & Coleman, L. (March, 2012). Examining the challenges and successes of an accelerated science and math program for high potential urban middle school students. NARST Annual International Conference. Indianapolis, IN. Koskey, K. L., Sondergeld, T. A., Stewart, V. C., Vuchak, K., & Pugh, K. (March, 2012). Reliability and validity of scores on the transformative experience questionnaire on matter and genetics. NARST Annual International Conference. Indianapolis, IN. 
  • Stone, G. E., Koskey, K. L., & Sondergeld, T. A. (January, 2012). Where we’ve failed: Why a lack of validity evidence is hindering social science advancement. Hawaii International Conference on Education (HIC). Honolulu, HI.
  • Milner, A. R., Sondergeld, T. A., & Coleman, L. J. (April, 2011). Accelerating achievement in math and science in gifted urban students (AAMSUS): A project-based; guided inquiry program and the nature of science. NARST Annual International Conference. Orlando, FL. 
  • Drouin, M., Horner, S., & Sondergeld, T. (July, 2010). Letter names and sounds in preschool: A Rasch model analysis. Society for the Scientific Studies of Reading Conference (SSSR). Berlin, Germany.
  • Milner, A., Sondergeld, T., Demir, K., Johnson, C., & Czerniak, C. (March, 2010). Elementary teachers’ beliefs about teaching science and classroom practice: An examination of pre/post NCLB testing in science. NARST Annual International Conference. Philadelphia, PA.
  • Czerniak, C., Sondergeld, T., Milner, A., Johnson, C., & Demir, K. (January, 2010). What are elementary science teachers’ needs? An examination pre/post NCLB testing in science. Hawaii International Conference on Education (HIC). Honolulu, HI.
  • Sondergeld, T., Beltyukova, S., Fox, C., Kretovics, J., Armaline, B., & Farber, K. (January, 2009). 
    Reforming middle grades education from the bottom-up: Impacts from a longitudinal CSR 
    study. Hawaii International Conference on Education (HIC). Honolulu, HI. 
  • Sondergeld, T., Rop, C., & Milner, A. (March, 2008). Environmental education professional development programs: Characteristics that bring positive impacts. NARST Annual International Conference. Baltimore, MD. 
  • Carr, E., Kenny, H., Magdich, M., & Sondergeld, T. (May, 2007). Using informal learning environments to improve elementary students’ science comprehension. International Reading Association (IRA) Conference. Toronto, Ontario, Canada.    
  • Rop, C., Sondergeld, T., Milner, A. (April, 2007). A river runs through it: Integrated field studies, environmental education and the nature of science. NARST Annual International Conference. New Orleans, LA. 

NATIONAL PRESENTATIONS:

  • Johnson, C. C., & Sondergeld, T. A. (April, 2016). The Impact of a Statewide Race to the Top Investment on K-12, Higher Education, and Business/Community Stakeholder STEM Awareness. American Educational Research Association (AERA) Conference. Washington DC.
  • Knaggs, C., & Sondergeld, T. A. (April, 2016). Comparing Science Self-Efficacy of Elementary Preservice Teachers in Different Learning Environments: Face-to-Face vs. Blended. American Educational Research Association (AERA) Conference. Washington DC.
  • Bostic, J., & Sondergeld, T. (November, 2015). Development of vertically equated problem-solving measures. Paper presented at the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing, MI: Michigan State University.  
  • Bostic, J. D., & Sondergeld, T. A. (April, 2015). Measuring sixth-grade students’ problem solving: 
    Validating an instrument addressing the common core. American Educational Research Association (AERA) Conference. Chicago, IL.
  • Johnson, C. C., Peters Burton, E., & Sondergeld, T. A. (November, 2014). STEM road map: A K-12 
    integrated STEM curriculum project. School Science and Mathematics Association National Conference. Jacksonville, FL.
  • Bostic, J., & Sondergeld, T. (2014, July). Validating the psm6. Paper presented at the meeting of the Psychology of Mathematics Education and Psychology of Mathematics Education – North America (PME 38).  Vancouver, Canada. 
  • Knaggs, C., Sondergeld, T. A., & Fischer, J. M. (April, 2014). Assessing college-going cultural capital 
    of urban high school seniors in a GEAR UP program. American Educational Research 
    Association (AERA) Conference. Philadelphia, PA.
  • Knaggs, C., Sondergeld, T. A., & Fischer, J. M. (April, 2014). The mutual association of motivation 
    and level of participation in a voluntary college preparatory program. American Educational 
    Research Association (AERA) Conference. Philadelphia, PA.
  • Cain, B., Koskey, K. L., & Sondergeld, T. A. (April, 2014). A mixed-methods study of the factors and 
    scenarios influencing college students’ decision to complete surveys. American Educational Research Association (AERA) Conference. Philadelphia, PA.
  • Sondergeld, T. A., Fischer, J. M., Samel, A., & Knaggs, C. (April, 2013). Assessing the impact of an 
    urban high school GEAR UP reform effort on college readiness and access outcomes. American Educational Research Association (AERA) Conference. San Francisco, CA.
  • Knaggs, C., Sondergeld, T. A., Opp, R., & Gentry, D. S. (April, 2013). A grounded theory approach to understanding the persistence issues that exists for lower-SES college students. American Educational Research Association (AERA) Conference. San Francisco, CA. (Round Table Discussion)
  • Knaggs, C., Sondergeld, T. A., Fischer, J. M., & Griffith, J. (April, 2013). Motivational factors that impact urban high school students’ participation in a voluntary college preparatory program. American Educational Research Association (AERA) Conference. San Francisco, CA. (Division H Poster Session)
  • Stone. G. E., Koskey, K. L. K., Sondergeld, T. A., & Liu, M. Y. (April, 2013). Measuring student growth through Rasch vertical equating: Learning within and across grades. American Educational Research Association (AERA) Conference. San Francisco, CA.
  • Knaggs, C. M., Sondergeld, T. A., & Schardt, B. (November, 2012). College enrollment, persistence, and perceptions among urban high school graduates. Association for the Study of Higher Education (ASHE) Conference. Las Vegas, NV.
  • Lunceford, C. J., Sondergeld, T. A., & Thompson, E. L. (March, 2012). The effects of GEAR UP, socioeconomic status, and race on student preparation for college. American College Personnel Association (ACPA) Conference. Louisville, KY.
  • Sondergeld, T. A., & Koskey, K. L. (April, 2011). An illustrative example of why mixed-methods research is important in understanding the impact of comprehensive school reform on student outcomes. American Educational Research Association (AERA) Conference. New Orleans, LA.
  • Sondergeld, T., Beltyukova, S., Fox, C., & Stone, G. (May, 2010). Using microanalytical simulation methods in educational research: An exploratory study. American Educational Research Association (AERA—Division D Poster Session) Conference. Denver, CO.
  • Stone, G. E., Koskey, K. L., & Sondergeld, T. A. (May, 2010). Construct definition in Angoff and objective standard setting: Playing in a house of cards without a full deck. International Objective Measurement Workshops (IOMW). Boulder, Colorado. 
  • Kelly-Koskey, K., Sondergeld, T., Beltyukova, S., & Fox, C. (March, 2008). Is absolute estimation scaling a viable alternative to categorical rating scaling in social science? An experimental study. American Educational Research Association (AERA) Conference. New York, NY.
  • Sondergeld, T., Leusner, D., & Bell, C. (March, 2008). Changing teachers and their practice: A case study of one formative assessment PD program. American Educational Research Association (AERA) Conference. New York, NY.
  • Coleman, L., Alvarado, L., Olthouse, J., & Sondergeld, T. (November, 2007). Searching for markers of advanced non-universal domain-specific development. National Association for Gifted Children (NAGC) Conference. Minneapolis, MN.
  • Sondergeld, T., & Schultz, R. (April, 2007). The need for research replication: Gifted early adolescents and perfectionism. American Educational Research Association (AERA) Conference. Chicago, IL.
  • Stewart, V., & Sondergeld, T. (April, 2007). A goal to get it perfect: Is there a relationship between goal orientations and perfectionism? American Educational Research Association (AERA) Conference. Chicago, IL.
  • Sondergeld, T., Schultz, R., & Stewart, V. (November, 2006). Exploring the meaning of perfectionism in gifted middle grades students: A mixed methods approach. National Association for Gifted Children (NAGC) Conference. Charlotte, NC.
  • Sondergeld, T., & Schultz, R. (November, 2006). How we differentiated science in a third grade standards-based classroom: A practical approach. National Association for Gifted Children (NAGC) Conference. Charlotte, NC. 
  • Stewart, V., & Sondergeld, T. (November, 2006). Perfectionism and goal orientation: Is there a correlation within academically talented students. National Association for Gifted Children (NAGC) Conference. Charlotte, NC

REGIONAL/STATE/LOCAL PRESENTATIONS

  • Bostic, J., & Sondergeld, T. (November, 2015).  Designing instrumentation: A guide to validating measures. Paper presented at the fall meeting of the Ohio Mathematics Science Partnership, Columbus, OH.
  • Vannatta Reinhart, R. A., & Sondergeld, T. A. (March, 2013). How to create high quality and rigorous LEA assessments for OTES. Connecting the Dots. Ohio Department of Education: Columbus, OH.

GRANTS AND CONTRACTS 

FUNDED (Total # = 21; Total $$ = $185,386,523.01)

  • Sondergeld, T. A. (2015, December). Evaluating Boiler STEM and PSTEM Grant Initiatives. Contract awarded by Purdue University ($14,091.01).
  • Battelle Memorial Institute & Consortium. (2015, July). Army’s Educational Outreach Programs (AEOP) portfolio management. Contract awarded by the Department of Defense. ($184 million a year for 10 years. Representative on Leadership Team of 11 in Consortium. PI on Alumni Management component of contract.)
  • Vannatta Reinhart, R. A., & Sondergeld, T. A. (Co-PI). (2015, June). Evaluation of digital library consortium curriculum II. Contract awarded by NWO City Schools Consortium ($25,000).
  • Vannatta Reinhart, R. A., & Sondergeld, T. A. (Co-PI). (2015, June). Maumee City Schools district assessment development training. Contract awarded by Maumee City Schools ($6,000).
  • Vannatta Reinhart, R. A., & Sondergeld, T. A. (Co-PI). (2015, May). Perrysburg City Schools district assessment development training and coaching. Contract awarded by Perrysburg City Schools ($20,000).
  • Sondergeld, T. A. (PI). (2014, December). Public health prevention strategies for obesity, diabetes and heart disease, and stroke through chronic disease coordinating networks grant evaluation. Grant application submitted with ProMedica Health to Michigan Department of Community Health ($90,000 – evaluation component).
  • Bostic, J. (PI), & Sondergeld, T. A. (Lead Evaluator). (2014, May). Common core for achievement & middle grades mathematical proficiency - C2AM2P. Ohio Department of Education Math and Science Partnership (ODE MSP) grant ($452,083 full grant, $48,475 evaluation contract).
  • Vannatta Reinhart, R. A., Sondergeld, T. A. (Co-PI), & Rychener, S. (2014, March). Statewide migrant education needs assessment, service delivery, and evaluation. Annual contract awarded by Ohio Department of Education (ODE) ($35,000).   
  • Sondergeld, T. A. (PI), Vannatta Reinhart, R. A. (2013, December). Oregon City Schools assessment development, pilot, and state-wide dissemination. Grant application submitted to the Ohio Department of Education’s (ODE) Straight A Fund ($200,431).
  • Vannatta Reinhart, R. A., & Sondergeld, T. A. (Co-PI). (2013, December). Evaluation of digital library consortium (Otsego City Schools). Grant application submitted to the Ohio Department of Education’s (ODE) Straight A Fund ($855,583).
  • Sondergeld, T. A. (PI), & Vannatta Reinhart, R. A. (2013, September). Toledo School for the Arts 
    assessment development training. Contract awarded by Toledo School for the Arts ($1,800).
  • Sondergeld, T. A. (PI), & Vannatta Reinhart, R. A. (2013, June). Project MORE literacy tutoring assessment development. Contract awarded by Project MORE ($5,000).
  • Sondergeld, T. A. (PI), & Vannatta Reinhart, R. A. (2013, June). Union Scioto district assessment development training. Contract awarded by Union Scioto Schools ($4,633).
  • Vannatta Reinhart, R. A., & Sondergeld, T. A. (Co-PI). (2013, July). Evaluation of Ottawa Hills Local Schools 1:1 Laptop Pilot Initiative. Contract awarded by Ottawa Hills Local Schools ($12,540).
  • Sondergeld, T. A. (PI), & Vannatta Reinhart, R. A. (2013, May). Evaluation of Sandusky City Schools 1:1 Laptop Pilot Initiative. Contract awarded by Sandusky City Schools ($29,194).
  • Vannatta Reinhart, R. A., & Sondergeld, T. A. (Co-PI). (2013, May). Evaluation of Perrysburg City Schools 1:1 Laptop Pilot Initiative. Contract awarded by Perrysburg City Schools ($18,349).
  • Vannatta Reinhart, R. A., & Sondergeld, T. A. (Co-PI). (2013, May). Auglaize County ESC quality assessment development training. Contract awarded by State Support Team 6 ($2,110). 
  • Sondergeld, T. A. (PI). (2013, May). Mahoning County ESC quality assessment development training. Contract awarded by State Support Team Region 5 – Mahoning County ESC ($1,510).
  • Sondergeld, T. A. (PI), & Vannatta Reinhart, R. A. (2013, May). Bowling Green city Schools quality assessment development training & expert review. Contract awarded by BGCS ($2,160).
  • Vannatta Reinhart, R. A., & Sondergeld, T. A. (Co-PI). (2013, January). Liberty Center Local Schools assessment development and pilot. Contract awarded by Liberty Center Local Schools ($9,670). 
  • Sondergeld, T. A. (PI), & Vannatta Reinhart, R. A. (2013, January). Oregon City Schools K-2 assessment development and pilot. Contract awarded by Oregon City Schools ($4,986).

EVALUATIONS

  • Evaluator (2015 - present) for the Army’s Educational Outreach Programs (AEOP). Goal: Increase number of minority students engaging in army sponsored STEM research opportunities. Duties: Conduct quantitative survey analyses for individual programs and collectively across programs; write reports and data briefs for the Department of Defense; work with consortium members on developing/refining evaluation procedures and protocols.
  • Evaluator (2011 - 2014) for the state of Tennessee’s Science, Technology, Engineering, and Math (STEM) Professional Development programs. Goal: Provide STEM educational opportunities to PK-12 students in the state of Tennessee that will increase student achievement as well as student and teacher perceptions about STEM. Duties: Conduct quantitative and qualitative analyses of student and teacher STEM content knowledge and perceptions.
  • Evaluator (2008 - 2010) for U.S. Department of Education Javits Grant, Accelerating Achievement in Mathematics and Science in Urban Schools (AAMSUS), University of Toledo. Goal: provide economically disadvantaged urban junior high students with accelerated math and science opportunities to raise their academic achievement. Duties: Perform statistical analyses on student longitudinal achievement data; create a functional database (SPSS); generate formal written report.
  • Evaluator (2006 - 2008) for Ohio Department of Education, MSP grant (TEAMS), University of Toledo. Goal: Teacher Professional Development Program in Math and Science. Duties: Conduct telephone interviews, generate narrative summaries; evaluate teacher professional development sessions using HORIZONS math and science observation protocol of best practices; analyze survey data with SPSS; survey item and rating scale analysis for Teacher Beliefs Inventory (Winsteps); content test equating from pre to post (Winsteps); conduct item analyses on content tests (Winsteps and Iteman); produce quarterly program evaluation reports. 
  • Evaluator (2007 - 2009) for U.S. Department of Education, Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) grant, University of Toledo. Goal: To increase the number of low-income students who are prepared to enter and succeed in postsecondary education through student/parent awareness and teacher professional development. Duties: Database management; quantitative survey analysis using SPSS; and federal report writing.
  • Evaluator (2006 - 2007) for Ohio Board of Regents, A River Runs Through It (ARRT) grant, University of Toledo. Goal: Teacher Professional Development Program in Environmental Science. Duties: Quantitative and qualitative survey data collection; create narrative summaries; analysis using SPSS; production of tables and charts in Excel; and completion of grant evaluation report.
  • Evaluator (2007) for Northwest Regional Educational Laboratory, Small Learning Communities (SLC) grant, University of Toledo. Goal: Support academic achievement in high school students by creating small schools (integrated teams of teachers) within the larger school. Duties: Database management; quantitative survey analysis using SPSS; and production of tables.
 

 

 

  • Assessment Development and Use
  • Program and Grant Evaluation
  • STEM Education
  • Urban Education
  • Drexel University
    Associate Professor
  • Bowling Green State University, Bowling Green, OH
    Associate Professor
  • Bowling Green State University, Bowling Green, OH
    Co-Director, Center of Assessment and Evaluation Services (CAES)
  • Bowling Green State University, Bowling Green, OH
    Assistant Professor
  • Laying the Foundation (LTF), National Math and Science Initiative, Dallas, TX
    Research Consultant
  • University of Toledo, Toledo, OH
    Full-Time Instructor
  • Bowling Green State University, Bowling Green, OH
    Full-Time Instructor
  • Gaining Early Awareness and Readiness (GEAR UP) Grant, Bowling Green, OH
    Director of Evaluation and Assessment
  • American Board for Certification of Teacher Excellence (ABCTE), Washington, DC
    Psychometric Consultant
  • American Osteopathic Board of Surgery (AOBS), Dayton, OH
    Psychometric/Assessment Consultant
  • National Association of Research in Science Teaching (NARST), Washington, DC
    Consultant
  • University of Toledo, Toledo, OH
    Part-time Instructor
Toni Sondergeld is an Associate Professor in the School of Education’s Educational Leadership & Management and Teaching, Learning, & Curriculum programs. Her research interests include assessment development & use, program & grant evaluation, STEM education, and urban education. She most recently published an article in The National Journal of Education and Practice titled “Gifted urban middle school students: The inquiry.” Sondergeld’s office is located in Room 332 at 3401 Market St. She can be reached at tas365@drexel.edu.