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Yvonne Goddard

Associate Professor, Department of Educational Studies

(614) 688-1459
goddard.21@osu.edu

Personal Website

Biography

Yvonne L. Goddard is a Visiting Associate Professor in Educational Studies and Director of the First Education Experience Program (FEEP). Her current research involves examining connections between teachers’ collaborative practices, differentiated instruction, teacher efficacy, and instructional leadership. Past research projects have involved interventions designed to improve reading and writing outcomes for students with special needs. She enjoys teaching and is currently developing a course that will emphasize policy, research and practice related to collaboration across education settings. 

Education

  • Ph.D. in Special Education, The Ohio State University, 1998
  • M.Ed. in Mentally and Physically Handicapped, Birth through Adult, The University of Pittsburgh, 1991 
  • B.S. in Business Administration, Cum Laude with Honors, The Ohio State University, 1989
  • International Studies in the Liberal Arts as a component of B.S. program Completed at Webster College, London, England, 1989

Selected Grants

  • Goddard, Y. L. (co-PI, 2009-2012; PI for no cost extension, 2012-2014), Goddard, R. D. (PI, 2009-2012; co-PI for no cost extension, 2012-2014). & Jacob, R. (Co-PI) (2009). A Randomized Control Trial to Assess the Efficacy of the Balanced Leadership Program. U.S. Dept. of Education Institute of Education Sciences, CFDA: 84.305. Funded Jan. 1, 2009 – June 30, 2012. Total award - $2,753,650. No cost extension awarded to continue the grant through June 30, 2014.
  • Goddard, Y. L. (PI) & Goddard, R. D. (Co-PI) (2009). School Leadership Improvement Study. U.S. Dept. of Education Institute of Education Sciences, CFDA: 84.305. Supplementary award funded Oct. 1, 2009-June 30, 2012. Total award - $104,837.
  • Goddard, Y. L. (2003). Travel grant to present a paper at the Oxford Round Table, Oxford, England. University of Toledo, Faculty Small Grant for Travel. Funded for one term. Total award - $500.
  • Goddard, Y. L. (2003.) Travel grant to present a paper at the Oxford Round Table, Oxford, England. University of Toledo, Kohler International Travel Grant. Funded for one term. Total award - $1,000.
  • Goddard, Y. L. (2002). Developing and Teaching Two Graduate-Level Distance Learning Courses. University of Toledo, Distance Learning Summer Fellow. Funded for one summer. Total award - $6000. These funds were used to develop two fully online courses, one for early literacy, the other for adolescent literacy. 

Selected Presentations

  • Goddard, R. D., Goddard, Y. L. & Nichols, R. (pending). Why do teachers collaborate more in some schools than others? The central role leadership. Paper proposed to the Annual Conference of the American Educational Research Association, San Antonio, TX, April, 2017.
  • Goddard, R. D. & Goddard, Y. L. (pending). Knowledge is not enough: An inductive analysis of experimental evidence examining the relation between educator professional development and impacts on participant behavior. Paper proposed to the 2017 Spring Conference of the Society for Research on Educational Effectiveness. Washington: DC, March, 2017.
  • Goddard, R. D., Bailes, L. P., Nichols, R., & Goddard, Y. L. (2016). Instructional climate and student learning: An examination of the meaning, measure and impact of group norms for differentiated instruction. Paper presented at the annual conference of the American Education Research Association, Washington, DC.
  • Goddard, Y. L. & Kim, M. (2013). Connections between teacher collaboration, differentiated instruction, and teacher efficacy: Results from a statewide RCT. Paper presented at the annual conference of the American Education Research Association, San Francisco, CA.
  • Miller, R. J., Goddard, R. D., Kim, M., Jacob, R., Goddard, Y. L., & Schroeder, P. (2013). Balanced Leadership Professional Development training effects on principals’ school leadership practice: Results from a randomized control trial. Paper presented at the annual conference of the American Education Research Association, San Francisco, CA.
  • Miller, R. J., Goddard, R. D., Kim, M., Jacob, R., Goddard, Y. L., & Schroeder, P. (November 17, 2012). Professional development training effects on principals’ school leadership behavior: Results from a randomized control trial. Paper presented at the University Council for Educational Administration Annual Convention, Denver, CO.
  • Goddard, Y. L., Frosch, J., & Lott, K. L. (October 10, 2012). Improving the writing of a 4th grader with learning disabilities. Poster presented at the 34th International Conference on Learning Disabilities, Austin, TX. 
  • Miller, R. J., Goddard, R. D., Kim, E. S., Kim, M., Goddard, Y. L., & Schroeder, P.  (April, 2012).  Principals’ professional development learning:  Evaluation results from a longitudinal randomized control trial.  Paper presented at the annual conference of the American Education Research Association, Vancouver, BC, Canada.
  • Schroeder, P., Goddard, R., Miller, R., Kim, E.S., Goddard, Y. (April, 2012). Assessing the fidelity of a principal professional development program: Design, delivery, and receipt. Paper presented at the annual conference of the American Education Research Association. Vancouver, BC, Canada. 
  • Miller, R. J., Goddard, R. D., Kim, E.S., Goddard, Y. L., & Schroeder, P. (November 17, 2011). Evaluation of principals’ professional development learning: Results from a randomized control trial. Paper presented at the University Council for Educational Administration annual conference, Pittsburgh, PA.
  • Goddard, R. D., Goddard, Y. L., Kim, E. S., & Miller, R. (April 9, 2011). A social cognitive perspective on collective efficacy and goal attainment in schools: The role of principals’ instructional leadership and teacher collaboration. Paper presented at the American Education Research Association Annual Conference, New Orleans, LA. 

Selected Publications

  • Goddard, Y. L. & Kim, M. (In press). Examining connections between teacher perceptions of collaboration, differentiated instruction, and teacher efficacy. Teachers College Record.
  • Miller, R. J., Goddard, R. D., Kim, M., Jacob, R., Goddard, Y. L. & Schroeder, P. (2016). Can professional development improve school leadership? Results from a randomized control trial assessing the impact of McREL’s Balanced Leadership program on principals in rural Michigan schools. Educational Administration Quarterly, 52(4), 531-566.
  • Goddard, Y. L., Goddard, R. D., & Kim, M. (2015). School instructional climate and student achievement: An examination of group norms for differentiated instruction. American Journal of Education, 122(1), 111-131.
  • Goddard, R. D., Goddard, Y. L., Kim, E. S. & Miller, R. J. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration and collective efficacy beliefs in support of student learning. American Journal of Education, 121(4), 501-530. 
  • Jacob, R., Goddard, R. D., Kim, M., Miller, R. & Goddard, Y. L. (2015). Exploring the causal impact of the McREL Balanced Leadership program on leadership, principal efficacy, instructional climate, educator turnover, and student achievement. Educational Evaluation and Policy Analysis, 37, 314-332.
  • Goddard, Y. L., Numerski, C , Goddard, R. D., Salloum, S. & Berebitsky, D. (2010). A multilevel exploratory study of the relationship between teachers’ perceptions of principals’ instructional support and group norms for instruction in elementary schools. Elementary School Journal, 111, 336-357. 
  • Goddard, Y. L., & Rinderknecht, L. (2009). Using basic reading skills instruction and formative assessments to teach an adult with traumatic brain injury to read: A case study. Remedial and Special Education, 30, 283-299.  
  • Goddard, Y. L., & Sendi, C. (2008). Effects of self-monitoring on the narrative and expository writing of four fourth-grade students with learning disabilities. Reading and Writing Quarterly: Overcoming Learning Difficulties, 24, 408-433.
  • Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109, 877-896.
  • Heron, T. E., Welsch, R., and Goddard, Y. L. (2003). Applications of tutoring systems in specialized subject areas: An analysis of skills, methodologies, and results. Remedial and Special Education, 24, 288-300. 
  • Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17, 807-818. 
  • Wolfe, L. H., Heron, T. E., & Goddard, Y. L. (2000). Effects of self-monitoring on the on-task behavior and written language performance of elementary students with learning disabilities. Journal of Behavioral Education, 10, 49-73. 
  • Goddard, Y. L., & Heron, T. E. (1998). Please teacher, help me learn how to spell better: Teach me self-correction. Teaching Exceptional Children, 30(6), 38-43.
  • Okyere, B. A., Heron, T. E., & Goddard, Y. L. (1997). Effects of self-correction on the acquisition, maintenance, and generalization of the written spelling of elementary school children. Journal of Behavioral Education, 7, 51-69.