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Craig Albers
Assistant Professor
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| Craig received his doctorate at Arizona State University in 2002 and is an Assistant Professor of Educational Psychology in the APA-accredited School Psychology Program at the University of Wisconsin – Madison. He is also an Affiliate Faculty Member / Executive Committee Member in the Interdisciplinary Prevention Sciences program at the UW. Craig teaches courses in Introduction to School Psychology; Social, Emotional, and Behavioral Assessment; Advanced Assessment and Intervention; Research Design and Methods; and Prevention and Intervention Sciences. He currently co-directs a United States Department of Education training grant concerning systemic school reform and response-to-intervention (RTI) techniques to improve the academic outcomes for all students. He is serving as the Principal Investigator and Project Director on a $1.3 million Enhanced Assessment Grant from the US Department of Education to further develop the Alternate ACCESS for ELLs http://alternateaccess.wceruw.org/, which is an English language proficiency (ELP) measure designed for use with ELLs with significant disabilities in the 23 state WIDA Consortium (www.wida.us). This ELP measure is considered to be groundbreaking research as the NCLB assessment and intervention requirements for ELLs with disabilities have not been previously considered or adequately addressed. Finally, Craig received a 4-year, $1.6 million IES grant in 2010 to examine universal screening and progress monitoring procedures for ELLs within RTI models.
Before joining the Wisconsin Center for Education Research as a postdoctoral research associate in August 2003 and the UW as a faculty member in August 2004, Dr. Albers worked as a school psychologist in the Kyrene School District in Phoenix, Arizona. His research focuses on (a) universal screening, prevention, and early intervention services; (b) the provision of school psychological services to ELL students; and (c) the measurement and resulting intervention implications of English language proficiency assessment. Craig recently initiated a program of research on the conceptualization, design, and evaluation of ELP measures for use with ELL students with significant disabilities that has required collaboration with national leaders across multiple disciplines (e.g., ELL, Curriculum and Instruction, Special Education, and Speech-Language Pathology).
Craig’s scholarly and professional contributions have been recognized by his colleagues as he was identified as an Early Career Scholar by the Society for the Study of School Psychology; as a Early Career Scholar by the National Institutes of Health; and he was selected as Co-Chair and Chair of the 2007 and 2009 School Psychology Research Collaboration Conferences, respectively. He serves on the Editorial Advisory Board and was recently appointed as an Associate Editor for the Journal of School Psychology, the Editorial Board of the Journal of Applied School Psychology, and as an Ad-Hoc Reviewer for the School Psychology Quarterly.
Craig appreciates that research contributions take many forms, and thus he takes particular pride in mentoring graduate students for future research careers. He currently has 8 Ph.D. advisees, and has mentored three students to the completion of their PhD’s, two of whom are currently working in higher education research positions. Craig’s advisees have received numerous awards and recognitions, including dissertation of the year, university-wide research fellowships, and a variety of research grant awards. He has Chaired three dissertations, currently is Chairing 5 dissertations (two should be completed Spring 2010), served on 16 PhD Dissertation Committees, Chaired 7 Master’s Thesis Committees, and served on 14 Master’s Thesis Committees. Additionally, Craig has Chaired 7 preliminary committees and served on 13 preliminary committees.
Craig blends his research with the needs of practitioners, as evidenced by the numerous consultations he conducts with schools located in various states. For the past 6 years, he has served as a mentor to schools identified as in need of improvement within the State of Wisconsin.
Craig has been active in service at the area, department, and university levels, including serving as a Senator for the University of Wisconsin-Madison Faculty Senate for 4 years. He has also been active in serving the profession of school psychology at the national level.
Contact Informationcaalbers@wisc.edu
Phone: (608) 262-4586
Office: 316E Ed Sciences
Current ProjectsAlternate ACCESS for ELLs™ AssessmentValidating Universal Screening and Progress Monitoring Instruments for Use with ELLs in response-to-Intervention Models WIDA: World-Class Instructional Design and Assessment Consortium Completed ProjectsCoordination, Consultation, and Evaluation Center for Implementing K-3 Behavior and Reading Intervention Models |
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