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237 Dickey Hall
Lexington, KY 40506-0017
(859) 257-7404
(859) 257-5662 (fax)
Dickey Hall
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Michael Toland

Associate Professor of Educational Psychology

Educational, School, and Counseling Psychology
University of Kentucky
243 Dickey Hall
Lexington, KY 40506-0017

Phone: 859-257-3395

Dr. Toland (vita in Word) 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 refinement of multi-item instruments using c lassical test theory, factor analytic models, and item response theory; 2) application of multilevel models to complex data structures; 3) evaluation of quantitative techniques.  Ultimately, Dr. Toland is interested in research that allows him to collaborate, apply various measurement and statistical techniques, and share his quantitative knowledge with others. 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. 

Courses Taught

  • Psychological and Educational Tests & Measurement
  • Introduction to Measurement Theory and Techniques
  • Item Response Theory
  • Research Methods
  • Introduction to Statistical Methods I & II
  • Intermediate Statistics
  • Multivariate Statistics

Grants Funded

Rous, B. (PI). Toland, M. D. (Statistical Consultant). UK KEDS First Steps. Sponsor: KY
               Department for Public Health. Grant Number: PON2 728 1200002270 2. July 1,
               2012 - June 30, 2014 (funded - $356,320)

Rous, B. (PI). Toland, M. D. (Statistical & Measurement Consultant). UK Early
Childhood KY Data Systems (KEDS)
. Sponsor: KY Department of Education.
Grant Number: PON2 540 1300003115 1. July 1, 2013 - September 30, 2014
 (funded $240,000).

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).

Peer Reviewed Journal Articles

Toland, M. D., & Peugh, J. L. (2014). Introduction to modern data analysis techniques:
              Part I. The Journal of Early Adolescence, 34, 5-6. [Editorial]

Toland, M. D. (2014). Practical guide to conducting an item response theory analysis.
              The Journal of Early Adolescence, 34, 120-151. doi: 10.1177/0272431613511332
              [Graded response model was applied]

Bottge, B. A., Toland, M. D., Gassaway, L., Butler, M., *Choo, S., Griffin, A. K., & Ma, X.
                (In press). Impact of enhanced anchored instruction in inclusive math
                classrooms. Exceptional Children.

Bottge, B. A., Ma, X., Gassaway, L., Toland, M. D., Butler, M., & Cho, S-J. (In press).
                Effects of blended instructional models on math performance. Exceptional

Bottge, B. A., Ma, X., Gassaway, L., Butler, M., & Toland, M. D. (2014). Detecting and
                correcting fractions computation error patterns. Exceptional Children, 80,

Hall, A. H., Toland, M. D., Grisham-Brown, J., & Graham, S. (2013). Exploring interactive
                writing as an effective practice for increasing head start students' alphabet
                knowledge skills. Early Childhood Education Journal. Advance online
                publication. doi:10.1007/s10643-013-0594-5

Toland, M. D., & Morales, A. (2013). U.S. born us. immigrant Latino sexual minority
                women satisfaction with life: An item response theory analysis. International
                Journal of Quantitatie Research in Education, 1, 212-227. Retrieved from

Sun, L., Bradley, K. D., & Toland, M. D. (2013). School computer use and student
                academic performance in secondary schools. Computers in Education Journal,
                4, 84-94. Retrieved from

Ruble, L., McGrew, J., Toland, M. D., Dalrymple, N. J., & Jung, L. A., (2013). A
                 randomized controlled trial of web-based and face-to-face teacher coaching
                 in autism. Journal of Consulting and Clinical Psychology, 81, 566-572.

Ruble, L. A., Toland, M. D., Birdwhistell, J. L., McGrew, J. H., & Usher, E. L. (2013).
                 Preliminary study of the Autism Self-Efficacy Scale for Teachers (ASSET).
                 Research in Autism Spectrum Disorders.

Danner, F., & Toland, M. D., (2013). 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, 33, 292-313.

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. Journal of Science Teacher Education, 23, 503-529.

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 Developmental Disorders, 42,
                  1974-1983. doi:10.1007/210803-012-1446-7

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 consultation. Journal of Educational
                   and Psychological Consultation
, 21, 259-283. 

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
                    feedback 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
, 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 accuray
                    of self-efficacy: A comparison of high school and college students.
                    Academic Exchange Quarterly, 6, 123-128.