Articles: 

• Sondergeld, T. A., & Johnson, C. C. (2019). Development and validation of a 21st Century Skills assessment: Using an iterative multi-method approach. School Science and Mathematics Journal, 119(6), 312-326. (20% acceptance rate). DOI: 10.111/ssm.12355
• Johnson, C. C., Sondergeld, T. A., & Walton, J. (2019). A study of the implementation of formative assessment by master teachers in three large urban districts. American Educational Research Journal, 56(6), 2408-2438. (7% acceptance rate; 3.170 impact factor). DOI: 10.3102/0002831219842347
• Du, W., Liu, D., Johnson, C.C., Sondergeld, T.A., Bolshakova, V.L.J., & Moore, T.J. (2019). The impact of integrated STEM professional development on teacher quality. School Science and Mathematics Journal, 1-10. (20% acceptance rate). DOI: 10.1111/ssm.12318
• Severino, L., DeCarlo, M. J., Sondergeld, T. A., Ammar, A., & Izzetoglu, M. (2018). A validation study of an eighth grade reading comprehension assessment. Research in Middle Level Education, 41(10), 1-16. (15% acceptance rate)
• Sondergeld, T. A., Stone G. E., & Kruse, L. M. (2018). Objective Standard Setting in educational assessment and decision making. Educational Policy. (1.586 impact factor; Ranked 93/238 in Education & Educational Research). https://doi.org/10.1177/0895904818802115
• Bostic, J. D., Matney, G., & Sondergeld, T. A. (2017). A validation process for observation protocols: Using the revised SMPs Look-for Protocol as a lens on teachers’ promotion of the standards. Investigations in Mathematics. DOI: 10.1080/19477503.2017.1379894
• Johnson, C. C., Sondergeld, T. A., & Walton, J. B. (2017). A statewide implementation of the critical features of professional development: Impact on teacher outcomes. School Science and Mathematics Journal, 117(7-8), 341-349. DOI: 10.1111ssm.12251 (20% acceptance rate)
• Bostic, J. D., Sondergeld, T. A., Folger, T., & Kruse, L. (2017). PSM7 and PSM8: Validating two problem-solving measures. Journal of Applied Measurement, 18(2), 1-12.
• Knaggs, C. M., & Sondergeld, T. A. (2017). The reciprocal relationship between motivation and level of participation in a voluntary college-preparatory program. Journal of Pedagogy and Educational Management.
• Sondergeld, T. A., Lunceford, C., & Thompson, B. (2017). A comparative case study of student preparation for postsecondary education: How GEAR UP, socioeconomic status, and race influence academic and non-academic factors. Journal of Education for Students Placed at Risk (JESPAR), 22(4). DOI: 10.1080/10824669.2017.1364643 (21-30% acceptance rate)
• Knaggs, C. M., & Sondergeld, T. A. (2017). Science self-efficacy of preservice teachers in face-to-face vs. blended environments. School Science and Mathematics Journal, 117, 27-33. doi: 10.1111/ssm.12204 (20% acceptance rate) 
• 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)

• 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. A. (August, 2018). Engineering effective assessments of student learning: How psychometrics improve measurement capacity. XXVII International Materials Research Congress. Cancun, Mexico. 
• 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

• Johnson, C.C., & Sondergeld, T.A. (March, 2020). Comparison of academic and attendance outcomes between an integrated STEM high school and comparison schools. Paper presented at NARST Annual International Conference. Portland, Oregon.
• Littrell, M.K., Leckey, E., Gold, A.U., Tayne, K., Okochi, C., Koskey, K.L.K., & Sondergeld, T.A. (March, 2020). Engaging Students in Learning about Climate Change through Filmmaking: A Transformative Educational Experience. Paper presented at NARST Annual International Conference. Portland, Oregon.
• Sondergeld, T.A., Stone, G.E., Bostic, J., & Matney, G. (2020, July). Standardized testing administration time differences on problem-solving outcomes. Poster presented at the meeting of the International Council on Mathematics Education. Shanghai, China.
• Stone, G. E., Sondergeld, T. A., Bostic, J., & Matney, G. (2020, July). Handling missing data on advanced problem solving measures. Poster presented at the meeting of the International Council on Mathematics Education. Shanghai, China.
• Sondergeld, T., Stone, G., Bostic, J., & Matney, G., (2019, July). Validity in a different context: Exploring relations to other variables evidence. Paper presented at the meeting of the Psychology of Mathematics Education (PME 43). Pretoria, South Africa.
• Bostic, J., Matney, G., Sondergeld, T., & Stone, G. (2019, July). Developing a problem-solving measure for grade 4. Paper presented at the meeting of the Psychology of Mathematics Education (PME 43). Pretoria, South Africa.
• Garvin, B., Bungert, L., Sondergeld, T. A., & Connell, J. E. (May, 2019). Exploring differences in the factor structure of the ADOS-2 by gender. Poster presented at the International Society for Autism Research (INSAR) Annual Meeting. Montreal, Canada.
• Severino, L., Tecce DeCarlo, M. J., Izzetoglu, M., Sondergeld, T. A., & Ammar, A. (October, 2017). Developing a reading comprehension assessment for progress monitoring: Looking for validity in a measure. The 39th International Conference on Learning Disabilities. Baltimore, MD.
• Peters-Burton, E., Bergeron, L., & Sondergeld, T. A. (August, 2017). Re-analysis of epistemic network with NOS family resemblance approach. European Science Education Research Association (ESERA) International Conference. Dublin, Ireland.
• Bostic, J., & Sondergeld, T. (July, 2016). Validating and vertically equating problem-solving measures. The 13th Annual Meeting of the International Council of Mathematics Education. Hamburg, Germany. 
• 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, 2020). Science teaching and learning: High school science. American Educational Research Association (AERA) Conference. San Francisco, California.
• Johnson, C. C., Sondergeld, T. A., & Walton, J. (April, 2020). A study of the implementation of formative assessment in three large urban districts. American Educational Research Association (AERA) Conference. San Francisco, California.
• Provinzano, K., & Sondergeld, T. A. (April, 2020). Cross-sector school reform: Evaluating implementation efforts of a full service community school and refugee center. American Educational Research Association (AERA) Conference. San Francisco, California.
• Sondergeld, T. A., Stone, G. E., Bostic, J. D., & Matney, G. (April, 2020). Evaluating dichotomous and partial-credit scoring within a constructed-response assessment: Is more information always psychometrically better? American Educational Research Association (AERA) Conference. San Francisco, California.
• Sondergeld, T. A., & Provinzano, K. (April, 2020). Evaluating a refugee community school’s impact on student outcomes to a matched sample over time. American Educational Research Association (AERA) Conference. San Francisco, California.
• Bostic, J. D., Sondergeld, T. A., Matney, G., & Stone, G. E. (April, 2020). Igniting discussions about measures for K-12 mathematics education contexts. American Educational Research Association (AERA) Conference. San Francisco, California.
• Kruse, L. M., Waddell, E., Ibarrola Recalde, G., Sondergeld, T. A., & Bostic, J. D. (April, 2020). Evaluative the impact of a multi-year mathematics proficiency program. American Educational Research Association (AERA) Conference. San Francisco, California.
• Delaney, B., Manongsong, A. M., Meloche, A., McCommons, B., Reinsburrow, A., & Sondergeld, T. A. (October, 2019). Informing program policy through an evaluation experience completed in a compressed timeframe: A participatory case study. American Evaluation Association (AEA) Conference. Minneapolis, MN.
• Kruse, L. M., Sondergeld, T. A., Impellizeri, W., & Witherel, C. (April, 2019). Evaluating the impact of an assessment course on preservice teachers’ classroom assessment literacy and self-efficacy. American Educational Research Association (AERA) Conference. Toronto, Canada.
• Provinzano, K., Sondergeld, T. A., Knaggs, C. M., & Impellizeri, W. (April, 2019). Community schools as a sustainable comprehensive school reform strategy: A mixed methods perspective. American Educational Research Association (AERA) Conference. Toronto, Canada.
• Tecce DeCarlo, M. J., Sondergeld, T. A., Severino, L., Izzetoglu, M., & Ammar, A. (April, 2019). A validation study of an adolescent technology-based reading comprehension assessment. American Educational Research Association (AERA) Conference. Toronto, Canada.
• Sondergeld, T. A., & Johnson, C. C. (April, 2017). Study of formative assessment implementation by master teachers in three large urban districts. American Educational Research Association (AERA) Conference. San Antonio, TX. 
• 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 

• Sondergeld, T. A. (PI) (2019, June). Science and Literacy for Success. Evaluation Contract awarded by The Academy of Natural Sciences funded through Institute of Museum and Library Services (ILMS).
• Sondergeld, T. A. (PI), Bostic, J., & Matney, G. (2017, September). Developing & evaluating assessments of problem solving (DEAP). Grant application submitted to National Science Foundation (NSF). 
• Sondergeld, T. A. (2015, December). Evaluating Boiler STEM and PSTEM Grant Initiatives. Contract awarded by Purdue University.
• Battelle Memorial Institute & Consortium. (2015, July). Army’s Educational Outreach Programs (AEOP) portfolio management. Contract awarded by the Department of Defense. 
• 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.
• Vannatta Reinhart, R. A., & Sondergeld, T. A. (Co-PI). (2015, June). Maumee City Schools district assessment development training. Contract awarded by Maumee City Schools.
• 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.
• 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.
• 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.
• 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).   
• 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.
• 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.
• 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.
• Sondergeld, T. A. (PI), & Vannatta Reinhart, R. A. (2013, June). Project MORE literacy tutoring assessment development. Contract awarded by Project MORE.
• Sondergeld, T. A. (PI), & Vannatta Reinhart, R. A. (2013, June). Union Scioto district assessment development training. Contract awarded by Union Scioto Schools.
• 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.
• 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.
• 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.
• 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. 
• Sondergeld, T. A. (PI). (2013, May). Mahoning County ESC quality assessment development training. Contract awarded by State Support Team Region 5 – Mahoning County ESC.
• Sondergeld, T. A. (PI), & Vannatta Reinhart, R. A. (2013, May). Bowling Green city Schools quality assessment development training & expert review. Contract awarded by BGCS.
• 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. 
• 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.

EVALUATIONS

• Evaluator (2019 - Present) for National Science Foundation (NSF) grant, CyberCorps Mentoring and Scholarship Program (SMSP) at Drexel University. Goal: To increase the number of underrepresented undergraduates receiving bachelor’s degrees in cybersecurity from Drexel. Duties: Lead evaluator managing all evaluation components of the initiative. Database development and management; survey development and validation; analysis of quantitative and qualitative data; and NSF report writing.
• Evaluator (2017- Present) for National Science Foundation, Dragons Engineering Noyce Program (DEN), Drexel University. Goal. To recruit students majoring in engineering to consider a career in secondary education. Duties: Lead external evaluator managing quantitative data analysis and report writing.
• Evaluator (2016 - Present) for U.S. Department of Education, Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) grant, Purdue University. Goal: Increase number of low-income students who are prepared to enter and succeed in postsecondary education. Duties: Lead evaluator managing all evaluation components of Indiana’s statewide initiative. Database development and management; assessment of objectives; analysis of quantitative and qualitative data; and federal report writing. 
• 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 A. May (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.” Dr. May's office is located in Room 332 at 3401 Market St. She can be reached at