Carol Sparber

-Designed and implemented an inquiry-based learning project to determine the impact of inquiry-based instruction 
-Analysis of evidence based practices for twice-exceptional students with Autism

-Survey research on the social emotional needs of gifted students in middle school

-Evaluation of the impact of school-based practices on employment and post-secondary education for students with disabilities

-Evaluation of a middle school gifted program

-Organized and presented at a regional conference for school leaders, teachers, families, and community.

-Conducted common belief surveys and analyzed data in order to better understand teacher attitudes and beliefs regarding teaching and instruction of all students served within the school

-Created a digital short to demonstrate understanding of the purpose of school vision, and mission from critical dialogue, collected data, and scholarly articles

-Conducted an equity audit to evaluate the effectiveness of a school in relationship to its ability to offer all students full and equal access to educational opportunities – especially those from marginalized groups.

-Conducted an inquiry-based instructional leadership project focused on an instructional challenge in my school

-Conducted a curriculum audit to provide my school with a deeper understanding of the influence of board policies, decision-making, curriculum, assessments, and productivity on improving student learning

-Conducted interviews of school administrators to determine steps used for teacher evaluations

-Created and conducted a staff development survey to determine teacher needs regarding implementation of a new math program

-Conducted a school-community audit to critically assess school-community perceptions, strengths, and challenges in an effort to strengthen school-community relations

-Analysis of evidence based practices for students with dual exceptionalities

-Analysis of evidence based practices for students with disabilities

-Pre/post analysis of the effects of college level coursework on the academic achievement of adolescents with cognitive disabilities

-Analysis of Ohio Longitudinal Transition Survey on the post-school goals for students with autism

-Secondary data analysis of NLTS2 data

-Qualitative research on critical social skills for transition to college for students with Autism

-Operationalized observable qualities of inquiry-based instruction

-Analysis of pre/post assessment data of students with intellectual disabilities in a college and community studies program.

-Analysis of Evidence-Based Course of Study predictors for Improving the Post-School Outcome of Post-secondary Education and Employment for Students with Autism

-Collaboration with UNC at Charlotte and San Diego State University, compiling a data base of evidence based interventions across disability categories

-Single subject research using video modeling to teach vocationally-based social skills to young adults with intellectual disabilities

-Meta-analysis of video modeling interventions for improving socially appropriate vocational skills

-Examining the efficacy of video modeling techniques using nonparametric measures

-Meta-Analysis of Video Modeling Interventions That Teach Employment Related Skills to Individuals with Autism.

-Analysis of Ohio Longitudinal Transition Study data for promoting positive outcomes for students with moderate/intensive disabilities

-Meta-analysis of Social Story Interventions for students with autism

-Meta-analysis on the Effects of Video Modeling, Created by the Researcher, on the Social Skills of Children with Autism.

-Evaluate nonparametric measures (e.g., PND, PEM, & IRD) to determine the effect of computer assisted instruction as an evidence based intervention for students with autism

-Conducted single subject research pilot study using video modeling to teach vocationally-based social skills to young adults with intellectual disabilities

-Analysis of Pre/Post Survey to measure changes in typical student's attitudes toward peers with intellectual disabilities in college classes.

-Developed an online math survey to establish content validity for an early childhood math assessment for children ages birth to six.

-Established content validity methods for developing a math assessment for children ages birth to six.

-Developed portfolio criteria for master’s level Transition Coordinators and evaluation methods (e.g., rubrics) to assess the portfolio.

-Developed evaluation rubric and criteria for master's level Transition Coordinators based on National competencies endorsed by the Council for Exceptional Children.

-Administered the Woodcock Johnson Achievement III, Tests of Achievement to young adults with disabilities to establish academic achievement baseline levels prior to commencing a four year college experience.