|
Harold R. Keller is the Associate Dean for Academic
Affairs in the
College
of
Education. (Supervision
in school psychology; supervision of college teaching; parental
involvement and home-school collaboration)
Current research interests:
1) Effects of parental involvement and influences on home-school
collaboration
2) Family-School-Community Partnerships and student success
3) University and School/Community Engagement
4) Diffusion of research into practice
Courses Taught
Grants
Honors and Offices
Publications
more information
about Harold R. Keller (Community of Science profile)
Courses Taught
- EDF SPS 7090 Supervision
Processes in School Psychology
- EDF 7239 Supervised
Experiences in College Teaching
[Top of page]
Grants
Parent-child interaction and attachment. University
of South Carolina Faculty Research and Productive Scholarship Grant, 1974
($1000).
Observational approaches to assessment. Syracuse University
Faculty Set-up Grant, 1975 – 1977 ($3,000). School Psychology
Training Program. National Institute of Mental Health, 1979 – 1982
(’79 – ’80, $68,011; ’80 – ’81,
$65,691; ’81 – ’82, $65,691).
The System of Multicultural Pluralistic Assessment
(SOMPA): A study of generalizability and concurrent Validity of adaptive
behavior measures. Syracuse University Vice President for Research &
Graduate Affairs, 1981 – 1982 ($2,000).
Psychological services in the schools: Research and
practice. Syracuse City Schools, 1983 – 1984 ($10,400); 1984
– 1985 ($11,170); 1985 – 1986 ($12,068); 1986 – 1987
($12,764); 1987 – 1988 ($13,295); 1988 – 1989 ($14,729); 1989
– 1990 ($15,800).
Behavioral ratings of abused and nonabused children:
Measurement generalizability and change with Head Start intervention.
Syracuse University Senate Research Grant, 1985 – 1986 ($5,000).
Aggression Replacement Training. Onondaga County
Youth Bureau, New York State Division for Youth, 1986 ($34,100), 1987
($29,432). Harold R. Keller, Project Director;
Arnold
P. Goldstein (Co-PD).
Parent-Assisted Consumer Education with Disabled
Students (PACEDS). Virginia Board for People with Disabilities, 1995
– 1998 ($185,000).
Integrated Graduate Assessment Sequence. University
of Nebraska-Lincoln Teaching, Learning and Technology Roundtable, 2000
($5,000).
Retention Rate Survey: Graduates of Teacher
Education Programs in Nebraska. Nebraska Department of Education, 2000.
($13,800).
Teacher Shortage Survey. Nebraska Department of
Education, 2001. ($9,800).
Summer Tutoring and Parental Involvement: A partnership among Chiles Elementary,
University
Community
Center
, and the
University
of
South
Florida
, 2002 (with Co-PIs Renee Tapasak
& Kim Pietsch. ($8,433).
Building
a Culturally Competent University/Community Partnership with East
Tampa: Service Learning/Action
Research among the
College
of
Education
, FMHI, and CDC of
East
Tampa
, 2004, USF Collaborative for Children, Families and
Communities (with Richard Briscoe & Evangeline Best). Funded ($2000)
Building
a culturally competent university/ community partnership with
East Tampa
: Service learning/action research. 2005. USF Collaborative on
Children, Families, and Communities (with Richard Briscoe & Evangeline Best). Funded ($2000)
Central
Avenue area community impact assessment. USF Collaborative on Children, Families, and Communities. (with Susan Greenbaum & Beverly
Ward) Funded ($15,000).
[Top of page]
Honors and Offices
U.S. Public Health Stipend, 1964 – 1965.
NIMH Pre-Doctoral School Psychology Trainee, 1965
– 1968.
Psi Chi, Member (previously).
Sigma Xi, Member (previously).
Treasurer, South Carolina Psychological
Association, 1970 – 1971.
President, South Carolina Association of School
Psychologists, 1974 – 1975.
Treasurer, New York Association of School
Psychologists, 1978 – 1979.
President, School Psychology Educators Council of
New York State, 1980 – 1981.
Invited participant as elected representative of
APA Council of Directors of School Psychology Programs, National
Conference on Futures of Psychology in the Schools (Sponsored by APA
Division 16, NASP, & Office of Special Education), Milwaukee,
November 18 – 20, 1981.
Executive Council, Council of Directors of School
Psychology Programs, 1982 – 1984.
Fellow, APA, Division 16, (School Psychology).
Invited participant, National Conference on
Internships in Psychology, Gainesville, FL, February 28 – March 4,
1987.
School Bell Award, 1990 – 1991, Norfolk VA
Public Schools (Nominated by both Granby Elementary and Little Creek
Elementary Schools).
Leadership Associate, Nebraska Network for
Educational Renewal, representing UNL & TC, 1998 – 2001.
[Top of page]
Publications
Books
Chapters in Books
Reviews
Journal Articles (Refereed Journals)
[Top of page]
Books
Goldstein, A. P., Keller, H. R., & Erne, D.
(1985). Changing the abusive parent. Champaign, IL: Research Press.
Goldstein, A. P. & Keller, H. R. (1987).
Aggressive behavior: Assessment and intervention. New York: Pergamon.
[Top of page]
Chapters in Books
Keller, H. R. (1980). Working and parenting: The
male and father role. In S. N. Biklen & M. B. Brannigan (Eds.), Women
and educational leadership (pp. 197 – 207). Lexington,
MA:Lexington.
Keller, H. R. (1981). Behavioral consultation. In J.
C. Conoley (Ed.), Consultation in schools: Theory, research, technology (pp. 59 – 99). New York: Academic.
Keller, H. R. (1983). Assessment. In C. R. Smith,
Learning disabilities: The interaction of child, task, and setting (pp.
312 – 346). Boston: Little, Brown.
Keller, H. R., & Erne, D. (1983). Child abuse:
Toward a comprehensive model. In Center for Research on Aggression (Ed.),
Control and prevention of aggression (pp. 1 – 36). New York:
Pergamon.
Goldstein, A. P., & Keller, H. R. (1983).
Aggression prevention and control: Multi-targeted, multi- channel,
multi-process, multi-disciplinary. In Center for Research on Aggression
(Ed.), Control and prevention of aggression (pp. 338 – 350). New
York: Pergamon.
Keller, H. R. (1986). Behavioral observation
approaches to assessment of personality. In H. M. Knoff (Ed.), The
psychological assessment of child and adolescent personality (pp. 353
– 397). New York: Guilford.
Keller, H. R. (1987). Cognitive and intellectual
development. In P. Knoblock (Ed.), Understanding exceptional children and
youth (pp. 98 – 162). Boston: Little, Brown.
Keller, H. R., & Tapasak, R. C. (1997).
Classroom management. In A. P. Goldstein & J. C. Conoley (Eds.),
School violence intervention: A practical handbook (pp. 107 – 126).
New York: Guilford.
Keller, H. R. (1998). School psychology and schools:
Training and practice tracks with no ties? In E. Gaughan & E. Faherty
(Eds.), School psychology: Prospective and retrospective views on the
field (pp. 7-12).
Alfred
,
NY
: The Lea R. Powell Institute for Children and
Families at
Alfred
University
.
Keller, H. R., & Tapasak, R. C.
(2004). Classroom-based approaches. In A. P. Goldstein & J. C. Conoley
(Eds.), School violence intervention: A practical handbook (2nd ed.) (pp. 103 –
130).
New
York
:
Guilford
.
[Top of page]
Reviews
Keller, H. R. (1982). Review of Child abuse: An
agenda for action, edited by G. Gerbner, C. J. Ross, & E. Zigler, New
York: Oxford University Press, 1980. Aggressive Behavior, 8, 298 – 301.
Keller, H. R. (1988). Strategies for implementing
a blueprint. Review of Behavioral assessment in school psychology by E.
S. Shapiro, Hillsdale, NJ: Lawrence Erlbaum Associates, 1987.
Contemporary Psychology, 33, 610 – 611.
Keller, H. R. (1989). Review of Waksman Social
Skills Rating Scale. The tenth mental measurements Yearbook. Lincoln, NE:
Buros Institute of Mental Measurements. Included in Buros Institute
online computer database as: Accession number AN-10170100, Buros
Institute Database (Search Label MMYD), BRS Information Technologies,
1987.
Keller, H. R. (1989). Review of Personal Problems
Checklist for Adults. The tenth mental measurements Yearbook. Lincoln,
NE: Buros Institute of Mental Measurements. Included in Buros Institute
online computer database as: Accession number AN-10120074, Buros
Institute Database (Search Label MMYD), BRS Information Technologies,
1987.
Keller, H. R., & Tapasak, R. C. (1994).
Packaging, presentation, delivery – not; heuristics – yes.
Review of Handbook of school-based interventions: Resolving student
problems and promoting healthy educational environments by J. J. Cohen
& M. C. Fish, San Francisco: Jossey-Bass, 1993. Journal of School
Psychology, 32, 415 – 418.
Keller, H. R. (2001). Review of The Early
Childhood Attention Deficit Disorders Evaluation Scale. The Fourteenth
Mental Measurements Yearbook.
Lincoln
,
NE
: Buros Institute of
Mental Measurements.
Keller, H. R. (2003). Review of the Gray Silent Reading Tests. The Fifteenth Mental Measurements
Yearbook.
Lincoln
,
NE
: Buros Institute of Mental measurements.
Keller,
H. R. (2003). Review of
Youth’s Inventory-4. The
Fifteenth Mental Measurements Yearbook.
Lincoln
,
NE
: Buros Institute of Mental measurements.
Keller,
H. R. (2005). Review of the Boehm
Test of Basic Concepts, Third Edition (Boehm-3). The Fifteenth Mental Measurements
Yearbook.
Lincoln
,
NE
: Buros Institute of Mental
Measurements.
Keller,
H. R. (2005). Review of the
Temperament and Atypical Behavior Scale. The Fifteenth Mental Measurements Yearbook.
Lincoln
,
NE
: Buros Institute of Mental Measurements.
[Top of page]
Journal
Articles—Refereed Journals
Stimbert, V. E., Frazier, J. R., Keller, H. R.,
& King, F. J. (1969). The effects of tangible reinforcement on the
learning and retention of programmed material in academically retarded
children. Journal of School Psychology, 6, 246 – 269.
Keller, H. R. (1971). Children’s acquisition
and reversal behavior in a probability learning situation as a function
of programmed instruction, internal-external control, and schedules of
reinforcement. Journal of Experimental Child Psychology, 11, 281 –
195.
Figurelli, J. C., & Keller, H. R. (1972). The
effects of training and socioeconomic class upon the acquisition of
conservation concepts. Child Development, 43, 293 – 298.
Keller, H. R., & Parker, R. K. (1972). Effects
of event schedules and external incentives on discrimination of
acquisition and extinction phases of learning under state instructions.
Psychological Reports, 30, 839 – 845.
Parker, R. K., & Keller, H. R. (1972). Effects
of event schedules, event values, and instructions on ability of college
males to discriminate acquisition from extinction. Psychological Reports,
30, 959 – 965.
Keller, H. R., & Hunter, M. L. (1973). Task
differences on conservation and transitivity problems. Journal of
Experimental Child Psychology, 15, 287 – 301.
Chaplin, M. V., & Keller, H. R. (1974).
Decentering and social interaction. Journal of Genetic Psychology, 124,
269 – 275.
Deysach, R. E., Keller, H. R., Ross, A. W., &
Hiers, T. G. (1975). Social decentering and locus of control in children.
Journal of Psychology, 90, 229 – 235.
Ballard, B., & Keller, H. R. (1976). Development
of racial awareness: Task consistency, reliability and validity. Journal
of Genetic Psychology, 129, 3 – 11.
Keller, H. R., Deysach, R. E., Hiers, T. G., Ross,
A. W., & Moore, L. L. (1976). Interrelationships among decentering
and behavioral ratings in a therapeutic camp setting. Journal of Genetic
Psychology, 129, 113 - 120.
Diamond, S. R., Keller, H. R., & Mobley, L. A.
(1977). Adults’ performance on formal operations: General ability
or scientific interest. Perceptual and Motor Skills, 44, 249 – 250.
Keller, H. R. (Ed.) (1980). Behavioral assessment.
School Psychology Review, 9, (1).
Keller, H. R. (1980). Preface to behavioral
assessment. School Psychology Review, 9, 3 – 4.
Keller, H. R. (1980). Issues in the use of
observational assessment. School Psychology Review, 9, 21 – 30.
Hiltonsmith, R. W., & Keller, H. R. (1983). What
happened to the setting in person-setting assessment: Current status and
future directions in the assessment of settings. Professional Psychology:
Research and Practice, 14, 419 – 434.
Martens, B. K., & Keller, H. R. (1987). Training
school psychologists in the scientific tradition. School Psychology
Review, 16, 329 – 337.
Costenbader, V. K., & Keller, H. R. (1990).
Behavioral ratings of emotionally handicapped, learning disabled and
nonreferred children: Scale and source consistency. Journal of
Psychoeducational Assessment, 8, 485 – 496.
Gross, A. B., & Keller, H. R. (1992). Long-term
consequences of childhood physical and psychological maltreatment.
Aggressive Behavior, 18, 171 – 185.
Tapasak, R. C., & Keller, H. R. (1995). A
reaction to “Where will…?” and suggestions for
“how to”: The need to address systems-level variables in
school psychology role/function change efforts. Journal of School
Psychology, 33, 201 – 208.
Sanger, D., Moore-Brown, B. J., Montgomery,
J., Rezac, C., & Keller, H. R. (2003). Female incarcerated adolescents with
language problems talk about their own communication behaviors and
learning. Journal of Communication Disorders, 36, 465-486.
[Top of page] |
