About Educational Psychology & Instructional Technology
Enrolled Students Departmental Forms
Amy L. Reschly, Ph.D. 
I am an assistant professor of Educational Psychology & Instructional Technology. I have two primary research areas. The first is in student engagement at school and with learning and the promotion of high school completion. The other is in problem-solving and Curriculum Based Measurement (CBM), particularly in the areas of reading and early literacy. I serve as an associate editor of School Psychology Quarterly and on the editorial boards of the Journal of School Psychology and Journal of Early Intervention. I am a member of the American Psychological Association and Division 16 (School Psychology), the National Association of School Psychologists (NASP), and the Georgia Association of School Psychologists. Undergraduate and graduate courses: Prevention and Intervention in School (4060), Prevention and Remediation of Classroom Behavior Problems (4310/6310), Introduction to School Psychology (6300), Consultation (7310), and Critique of the Literature in Educational Psychology (9630).
Selected recent publications:
S.L. Christenson & A.L. Reschly (Eds). (2009). Handbook of School-Family Partnerships. New York: Routledge, Taylor and Francis
Reschly, A. L., Busch, T. W., Betts, J., Deno, S. L., & Long, J. (in press). Curriculum-Based Measurement Oral Reading as an indicator of reading achievement: A meta-analysis of the correlational evidence. Journal of School Psychology.
Sandberg, K. & Reschly, A. L. (in press). Curriculum Based Measurement and English Learners: A review of the literature. Remedial & Special Education.
Reschly, A. (in press). Reading and school completion: Critical connections and Matthew effects. Reading and Writing Quarterly.
Christenson, S.L., & Reschly, A.L. (in press). Check & Connect: Enhancing school completion through student engagement. In E. Doll, & J. Charvat (Eds.). Handbook of Prevention Science. Lawrence Erlbaum Associates, Inc.
Reschly, A.L. & Lovelace, M. (in press). Promoting Student Engagement to Enhance School Completion: Information and Strategies for Educators. Helping Children at Home and at School – 3rd Ed. Bethesda, MD: National Association of School Psychologists.
Reschly, A.L., & Glueck, C. (in press). Promoting Student Engagement to Enhance School Completion: Information and Strategies for Families. Helping Children at Home and at School 3rd Ed. Bethesda, MD: National Association of School Psychologists.
Deno, S., Reschly, A.L., Lembke, E, Magnussen, D., Callender, S., Windram, H., & Statchel, N. (2009). A school-wide model for progress monitoring. Psychology in the Schools, 46, 44-55.
Betts, J., Reschly, A.L., Pickart, M., Heistad, D., & Sheran, C. (2008). An examination of predictive bias for second grade reading outcomes from measures of early literacy skills in kindergarten with respect to ELL and ethnic subgroups. School Psychology Quarterly, 23, 553-570.
Reschly, A. L, & Christenson, S. L. (2009). Parents as essential partners for fostering students’ learning outcomes. In R. Gilman, E. S. Huebner, & M. Furlong (Eds). A handbook of positive psychology in schools (pp. 257-272). New York: Routledge.
Reschly, A.L., Huebner, E.S., Appleton, J.J., & Antaramian, S. (2008). Engagement as flourishing: The role of positive emotions and coping in student engagement at school and with learning. Psychology in the Schools, 45(5), 419-431.
Christenson, S.L., Reschly, A.L., Appleton, J.J., Berman, S., Spanjers, D., & Varro, P. (2008). Best practices in fostering student engagement. In A. Thomas & J. Grimes (Eds). Best Practices in School Psychology - 5th Ed (pp. 1099-1119). Bethesda, MD: National Association of School Psychologists.
Jimerson, S., Reschly, A.L., & Hess, R. (2008). Best practices in increasing the likelihood of school completion. In A. Thomas & J. Grimes (Eds). Best Practices in School Psychology - 5th Ed (pp. 1085-1097). Bethesda, MD: National Association of School Psychologists.
Current and former students:
Melissa Barry
Dissertation title: Early Identification of students at-risk for noncompletion.
Current position: Georgia Department of Education
Chandra Carter
Interests: measurement of student engagement in elementary school and dropout prevention
Courtney Glueck
Interests: student engagement and family-school partnerships
Kathleen King-Vogel
Interests: behavior screening and intervention in RTI
Dissertation title: The Use of Behavioral Screeners in Elementary Schools
Rebecca Landis
Interests: dropout prevention
Matthew Lovelace
Interests: student engagement and motivation
Karen Sandberg
Interests: English Learners and reading assessment; Summer learning loss
Thesis title: An Examination of Early Literacy Skills Across the School Year and Summer
Devin Waldrop
Interests: reading interventions
|
|
 |