Todd D Reeves
Biographic Data
| ID | 760749 |
|---|---|
| NAME | Todd D Reeves |
| GIVEN NAMES | Todd D |
| FAMILY NAME | Reeves |
| SIGNATURE | REEVES T D |
| AFFILIATIONS | Northern Illinois University |
| ORCID | 0000-0001-8912-1690 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 25 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Decoding Item Fit Statistics in Generalized Partial Credit and Graded Response Models
In-Service Teacher Access to and Use of Non-Academic Data for Decision Making
Non-academic factors such as school climate, grit, and growth mindset are receiving much attention in recent education policy and practice. Within this context, this study (N = 425) describes the distribution of U.S. in-service teachers’ access to and use of 10 categories of non-academic data. Findings indicate that in-service teachers vary widely in their access to, and use of, these types of data. This study also indicates unambiguously that te…
Relationships between teacher education mechanisms and teacher practices, self-efficacy, and job satisfaction in the U.S
Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction
Individual and contextual factors associated with data sharing in the social sciences
This secondary analysis of restricted-use data from the LEADS Database examines individual and contextual factors associated with social scientists’ propensity to share data. Prior literature primarily examines simple bivariate relationships between individual and contextual factors and data sharing. This study improves on this literature by considering multiple such factors simultaneously among U.S. principal investigators in the social sciences…
Online interventions to promote teacher data-driven decision making
Pre-service teachers' data use opportunities during student teaching
Intended and Unintended Consequences of Educational Technology on Social Inequality
Teachers as leaders
Class, capital, and competing academic discourse
In this paper, we critically analyze institutional mission statements as discursive texts replete with symbolic meaning, as we believe these texts reveal a great deal about the ways in which higher education remains increasingly stratified. We argue that beneath the generalized rhetoric of institutional mission statements, lie powerful messages seemingly coded with varying forms of class-based academic capital. We further argue that these message…
A classroom data literacy intervention for pre-service teachers
Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction
Pre-service teachers' data use opportunities during student teaching
Intended and Unintended Consequences of Educational Technology on Social Inequality
Teachers as leaders
Class, capital, and competing academic discourse
In this paper, we critically analyze institutional mission statements as discursive texts replete with symbolic meaning, as we believe these texts reveal a great deal about the ways in which higher education remains increasingly stratified. We argue that beneath the generalized rhetoric of institutional mission statements, lie powerful messages seemingly coded with varying forms of class-based academic capital. We further argue that these message…
A classroom data literacy intervention for pre-service teachers
A classroom data literacy intervention for pre-service teachers
Intended and Unintended Consequences of Educational Technology on Social Inequality
Teachers as leaders
Class, capital, and competing academic discourse
In this paper, we critically analyze institutional mission statements as discursive texts replete with symbolic meaning, as we believe these texts reveal a great deal about the ways in which higher education remains increasingly stratified. We argue that beneath the generalized rhetoric of institutional mission statements, lie powerful messages seemingly coded with varying forms of class-based academic capital. We further argue that these message…
Pre-service teachers' data use opportunities during student teaching
Online interventions to promote teacher data-driven decision making
Which teacher induction practices work? Linking forms of induction to teacher practices, self-efficacy, and job satisfaction
Individual and contextual factors associated with data sharing in the social sciences
This secondary analysis of restricted-use data from the LEADS Database examines individual and contextual factors associated with social scientists’ propensity to share data. Prior literature primarily examines simple bivariate relationships between individual and contextual factors and data sharing. This study improves on this literature by considering multiple such factors simultaneously among U.S. principal investigators in the social sciences…
In-Service Teacher Access to and Use of Non-Academic Data for Decision Making
Non-academic factors such as school climate, grit, and growth mindset are receiving much attention in recent education policy and practice. Within this context, this study (N = 425) describes the distribution of U.S. in-service teachers’ access to and use of 10 categories of non-academic data. Findings indicate that in-service teachers vary widely in their access to, and use of, these types of data. This study also indicates unambiguously that te…
Relationships between teacher education mechanisms and teacher practices, self-efficacy, and job satisfaction in the U.S
Decoding Item Fit Statistics in Generalized Partial Credit and Graded Response Models
Pedagogy (8 works) · Psychology (8 works) · Mathematics education (7 works) · Medicine (6 works) · Medical education (5 works) · Computer Science (4 works) · Educational Assessment and Improvement (4 works) · Political science (4 works) · Sociology (4 works) · Teacher education (4 works)