## Michael Harwell

### PROJECT AFFILIATION:

### PROFESSIONAL ROLES

- Higher Ed: Other

### BIO

Michael Harwell, Ph.D., Professor of Quantitative Methods, has degrees in psychology from the University of Pittsburgh and educational psychology from the University of Wisconsin-Madison. Dr. Harwell spent two years at Michigan State University and 16 years at the University of Pittsburgh before joining the Department of Educational Psychology at the University of Minnesota in 2000. His specific areas of research are methodological issues in educational data analysis, developing meta-analytic effect sizes and tests, and the role and impact of models of social class and how such measures should be constructed in education.### EXPERTISE

Statistical modeling, research design, measurement

### RECENT PUBLICATIONS

Harwell, M.R., Post, T.R., Medhanie, A., Dupuis, D.N., & LeBeau, B. A multi-institutional study of high school mathematics curricula and college mathematics achievement and course-taking. Journal of Research in Mathematics Education (in press).

Harwell, M.R. Multi-site studies and scaling up in educational research. Educational Research Quarterly. (in press)

LeBeau, B, Harwell, M, Monson, D, Dupuis, D, Medhanie, A, & Post, T. (2012). Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college. Research in Science & Technological Education 30 (1), 17-28.

Medhanie, A., Dupuis, D.N., LeBeau, B., Harwell, M., & Post, T.R. (2012). The role of the ACCUPLACER mathematics placement test on a student's first college mathematics course. Educational and Psychological Measurement, 72(2), 332-351.

Harwell, M.R., Medhanie, A., Post, T.R., Norman, K. & Dupuis, D. (2011). The preparation of students completing a Core-Plus or commercially developed high school mathematics curriculum for intense college mathematics coursework. Journal of Experimental Education, 80(1), 96-112.

Harwell, M.R. Research design: Qualitative, quantitative, and mixed methods. (2011). In C. Conrad & R.C. Serlin (Eds.), The Sage handbook for research in education: Pursuing ideas as the keystone of exemplary inquiry (Second Edition). Thousand Oaks, CA: Sage.