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Program Faculty

John M. Hintze (B.A., Psychology, Cortland State, 1982; M. A. School Psychology, Alfred University, 1984; Ph.D., School Psychology, Lehigh University 1994).

Dr. Hintze is an Associate Professor and Director of the School Psychology Program. Prior to entering university training he was a practicing school psychologist in New York and New Jersey for 10 years. He is known for his work in curriculum-based measurement, assessment, and data-based decision making. He is currently a consultant for the National Center for Student Progress Monitoring, an Office of Special Education funded project sponsored by the U.S. Department of Education. Dr. Hintze is an Associate Editor of School Psychology Review and is on the editorial board of 10 other journals in school psychology and special education. He was the 1999 recipient of the Lightner Witmer Award of Division 16 (School Psychology) of the American Psychological Association for outstanding early career research contributions to the field. His current research interests are in curriculum-based measurement, data-based decision making, research design and data analysis, program evaluation, education leadership, and school reform.

William J. Matthews (B.A., Psychology, University of Massachusetts, 1974; Ph.D., Clinical Psychology, University of Connecticut, 1980).

Dr. Matthews is a Professor of School Psychology and teaches courses in the history of psychology, research methods, school-based consultation, practica, and advanced approaches in consultation. Dr. Matthews has a wide range of research interests. In the intial part of his career, he had achieved international recognition for his research on hyponitic phenomena and their applications to the clinical setting. He continues as a research consultant for the American Journal of Clinical Hypnosis. Over the last 10 years Dr. Matthews has turned his research interests to the area of school psychology. He has done research on various aspects of curriculum-based measurement and behavioral observations. Currently he is working with a number of local school districts to help school staffs develop effective school-based intervention teams to improve both academic and behavioral outcomes for elementary school children.

Amanda M. Marcotte (B.A. Psychology, Providence College, 1996; Ph.D., School Psychology, University of Massachusetts Amherst, 2006).

Dr. Marcotte is currently an Assistant Professor at UMass teaching coursework in academic assessment, academic intervention, systems for the prevention of school-based problems and introduction to professional school psychology. In addition, Dr. Marcotte serves as the director of practicum training. Prior to joining the school psychology faculty, she worked as an educational consultant providing professional development and technical support to school personnel so as to build systems for Response-to-Instruction RTI), data-based decision-making, preventative instructional practices and positive behavior supports. Her research interests are in the areas of educational practices designed to prevent, reduce and manage academic and behavioral problems in schools. Dr. Marcotte investigates prevention from the broad perspective of assessment and screening measures for the early identification of students with risk factors for academic and social-emotional problems, as well as evaluation procedures to measure effective instructional programming. She has conducted research on methods of formative assessment for reading comprehension problems, and is currently investigating various measures of emergent literacy skills. In addition to her interests in assessment, she is interested in effective and efficient instructional programming from a preventative and response to instruction model.