237 Dickey Hall
Assistant Professor of Educational Psychology
Dr. Toland received his PhD and MA in Quantitative, Qualitative, and Psychometric Methods (QQPM) from the University of Nebraska at Lincoln in 2008. His research is focused on three areas: 1) the development, evaluation, and improvement of affective, cognitive, and personality instruments using classical test theory (CTT), factor analytic models, and modern test theory (i.e., Rasch and Item Response Theory [IRT]) approaches in various birth through higher education (P-20) settings; 2) application of Multilevel and Longitudinal Models in P-20 settings; 3) evaluation of measurement and statistical models using Monte Carlo simulation studies. Dr. Toland teaches courses in measurement (e.g., introductory measurement and IRT), statistics (e.g., introductory statistics, intermediate statistics, and multivariate statistics), and research design. Quantitative Courses Link He is an associate member of the Graduate Faculty.
Peer Reviewed Journal Articles
Toland, M. D., & Morales, A. (In press). U.S. born vs. immigrant Latino sexual minority women satisfaction with life: An item response theory analysis [Special Issue]. The International Journal of Educational and Psychological Assessment.
Ruble, L., McGrew, J., Toland, M. D., Dalrymple, N., & Jung, L. (In press). A randomized controlled trial of web-based and face-to-face teacher coaching in autism. Journal of Consulting and Clinical Psychology.
Bottge, B. A., Ma, X., Gassaway, L., Butler, M., & Toland, M. D. (In press). Detecting and correcting fractions computation error patterns. Exceptional Children.
Danner, F., & Toland, M. D., (2012). The interactive role of socioeconomic status, race/ethnicity, and birth weight on trajectories of body mass index growth in children and adolescents. The Journal of Early Adolescence. Advance online application. doi: 10.1177/0272431612439937
Nugent, G., Toland, M. D., Levy, R., Kuntz, G., Harwood, D., Green, D., & Kitts, k. (2012). The impact of an inquiry-based geoscience field course on pre-service teachers. Advance online publication. Journal of Science Teacher Education, 23, 503-529. doi:10.1007/210972-012-9283-2
Ruble, L. A., McGrew, J. H., & Toland, M. D. (2012). Goal attainment scaling as an outcome measure in randomized controlled trials of psychosocial interventions in autism. Journal of Autism and Development Disorders. Advance online publication. doi:10.1007/s10803-012-1446-7
Ruble, L., Birdwhistell, J., Toland, M. D., & McGrew, J. H. (2011). Analysis of parent, teacher, and consultant speech exchanges and educational outcomes of students with autism during COMPASS consulation. Journal of Educational and Psychological Consultation, 21, 259-283. doi:10.1080/10474412.2011.620818
Reese, R. J., Toland, M. D., & Hopkins N. B. (2011). Replicating and extending the good-enough level model of change: Considering session frequency. Psychotherapy Research, 21, 608-619. doi:10.1080/10503307.2011.598580
Reese, R. J., Toland. M. D., Slone, N. C., & Norsworthy, L. A. (2010) Effect of client feeback on couple psychotherapy outcomes. Psychotherapy: Theory, Research, Practice, Training, 47, 616-630. doi: 10.1037/a0021182
Buhs, E. S., McGinley, M., & Toland, M. D. (2010). Overt and relational victimization in Latinos and European-Americans: Measurement invariance across ethnicity, gender and age in early adolescent groups. The Journal of Early Adolescence, 30, 171-197. doi: 10.1177/0272431609350923
Toland, M. D., & De Ayala, R. J. (2005). A multilevel factor analysis of students' evaluations of teaching. Educational and Psychological Measurement, 65, 272-296. doi: 10.1177/0013164404268667
Igo, L. B., Toland, M. D., Flowerday, T., Song, S. Y., & Kiewra, K. A. (2002). The accuracy of self-efficacy: A comparison of high school and college students. Academic Exchange Quaterly, 6, 123-128.
Bottge, B., Ma, X., Toland, M. D. (Co-Principal Investigator), Jensen, J., Cohen, A., & Templin, S. Evaluating the efficacy of enhanced anchored instruction for middle school students with learning disabilities in math. Sponsor is Institute of Education Sciences, Cognition and Student Learning - Goal 3, CFDA Number: 84.324A. July 1, 2009 - June 30, 2013. (funded - $2,330,164).
Ruble, L., McGrew, J., Jung, L., Toland, M. D. (Co-Investigator), Grisham-Brown, J., Dalrymple, N., & Guskey, T. R. Randomized study of training in autism. Sponsor is National Institute of Mental Health. Grant Number: IRC1MH089760-01. September 30, 2009 - August 31, 2011 (funded - $999,995).
updated 03-05-2013 by Phyllis Mosman