Yukiko Maeda
Associate Professor
Educational Psychology & Research MethodologyEducational Studies
- Ph.D. — Quantitative Methods in Education, University of Minnesota (2007)
- B.A. — Psychology, Okayama University, Japan (1995)
- 2015 – present
Associate Professor
Program in Educational Psychology and Research Methods
Department of Educational Studies, College of Education, Purdue University
- 2008 – 2015
Assistant Professor
Program in Educational Psychology and Research Methods
Department of Educational Studies, College of Education, Purdue University
- 2007 – 2008
Research Associate
Survey/Psychometric Specialist
Teacher Education Study in Mathematics (IEA/TEDS-M) International Study Center, Michigan State University
- 2005 – 2007
Statistical Consultant
Office of Research Consultation
College of Education and Human Development, University of Minnesota
- Discovery Award (Associate professor level), Department of Educational Studies, Purdue University (2016)
- Learning Award (Associate professor level), Department of Educational Studies, Purdue University (2016)
- Dean’s Award for Outstanding Faculty Scholarship, College of Education, Purdue University (2014)
Professor Maeda’s research promotes understanding, establishing and disseminating best practices in the use of data in educational research. She is expertise in meta-analysis and multilevel modeling. Her recent research contributions include understanding data use at school settings for decision making and identifying and presenting remedies for methodological issues for data analysis.
Selected Publications
- Maeda, Y., Caskurlu, S., Kenney, R. H., Kozan, K., & Richardson, J. C. (2022). Moving qualitative synthesis research forward in education: A methodological systematic review. Educational Research Review, 35, 100424.
- Lee, H., Gentry, M., & Maeda, Y. (2022). Validity Evidence of The HOPE Scale in Korea: Identifying Gifted Students From Low-Income and Multicultural Families. Gifted Child Quarterly, 66(1), 23-40.
- Caskurlu, S. Richardson, J.C., Maeda, Y., Kozan, K. (2021). Qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis. Computers & Education, 165, 104-111.
- Pereira, N., Tay, J., Desmet, O. A., Maeda, Y., & Gentry, M. (2021). Validity evidence for the revised classroom practices survey: An instrument to measure teachers’ differentiation practices. Journal for the Education of the Gifted. 44(1), 31-55.
- Li, Q., Cho, H., Cosso, M. J., & Maeda, Y. (2021). & Relations between students’ mathematics anxiety and motivation to learn mathematics: A meta-analysis. Educational Psychology Review.33, 1017-1049
- Lee, H., Karakis, N., Olcay Akce, B., Azzam Tuzgen, A., Karami, S., Gentry, M., & Maeda, Y. (2021). A meta-analytic evaluation of Naglieri Nonverbal Ability Test: Exploring its validity evidence and effectiveness in equitably identifying gifted students. Gifted Child Quarterly, 65(3), 199-219.
- Fiock, H., Maeda, Y., Richardson, J. C. (2021). & Instructor impact on differences in teaching presence scores in online courses. IRRODL, International Review of Research in Open and Distributed Learning, 22(3), 55-76.
- Roegman, R., Kenney, R., Maeda, Y. & Johns, G. (2021). & When data-driven decision making becomes data-driven test taking: A case study of a Midwestern high school. Educational Policy, 35(4) 535-565.
- Hurt, S. & Maeda, Y. & (2021).& Should students with advanced placement credit repeat coursework in college? A multilevel analysis.& NACADA Journal, 41(2) 5-17.
- Dongyao, T., & Maeda, Y., (2021 Perceptions of Science Teachers’ Growth Mindset Practices Predict U.S. High School Students’ Initial Science Identity and Its Development. International Journal of Science Education, 42(13) 2206-2225.
- Lv, J. & Maeda, Y. (2020). Evaluation of the efficacy of meta-analytic structural equation modeling with missing correlations. Structural Equation Modeling: A Multidisciplinary Journal, 27(3), 414-437
- Caskurlu, S., Maeda, Y., Richardson, J. C., & Lv, J. (2020). A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning. Computers & Education, 157, 103966.
- EDPS 55600 — Introduction to Quantitative Data Analysis Methods in Education I
- EDPS 55700 — Introduction to Quantitative Data Analysis Methods in Education II
- EDPS 63000 — Research Procedures in Education
- EDPS 63200 — Seminar in Research Procedures in Education
