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Craig Darch, Ph.D.
Humana Foundation-Germany-Sherman Distinguished Professor, Special Education
email | homepage
3064 Haley Center
Phone (334) 844-2104
Ph.D.(1982), Special Education, University of Oregon
M.A. (1974).Special Education, University of Wisconsin, Oshkosh
B.S. (1972). Sociology, University of Wisconsin, Madison | |
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Assistant (1982),Associate (1987), Full Professor (1991), Auburn University
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Director (1982-), RSED's Learning Disabilities Program, Auburn University
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Mortor Board Professor of the Year, (2002-2003), Auburn University
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Humana Foundation-Germany-Sherman Distinguished Professor (1999-2004),
College of Education, Auburn University
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Outstanding Graduate Faculty Award (2000 - 2001), Auburn University
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Outstanding Special Educator of the Year (1999), Alabama CEC
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Outstanding Research Award (1993), College of Education, Auburn University
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Instructor (1980-1982), Special Education, University of Oregon, Eugene, OR
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Teacher (1974-1979), Learning Disabilities, Oshkosh Public Schools, Oshkosh, WI
PUBLICATIONS (recent)
Darch, C., & Eaves, R. C. (in Press). Dependent variable. In N.J. Salkind (Ed.), Encyclopedia of Measurement and Statistics. Thousand Oaks, CA: Sage Publications, Inc.
Darch, C., & Eaves, R. C. (in Press). Teaching spelling to students with learning disabilities: The relative effectiveness of rule-based strategies versus traditional instruction. Journal of Direct Instruction.
Darch, C., & Eaves, R. C. (2006). Instructional Classroom Management. in International Handbook of Behavior Modifications and Therapy. Editors: Alan S. Bellack, Michael Hersen, and Alan E. Kazdin. Plenum Press. New York.
Eaves, R. C., Williams, P., Winchester, K., & Darch, C. (2005). Using teacher judgement and IQ to estimate reading and mathematics achievement in the remedial-reading program. Psychology in the Schools, 31, 261-272.
Darch, C., & Eaves, R.C. (in press). Teaching spelling to students with learning disabilities: The relative effectiveness of rule-based strategies versus traditional instruction. Journal of Direct Instruction.
Darch, C., & Eaves, R.C. (in press). Dependent variable. In N.J. Salkind (Ed.), Encyclopedia of Measurement and Statistics. Thousand Oaks, CA: Sage Publications, Inc.
Williams. T. O., Jr., Eaves, R. C., Darch, C., Fall, A.M., & Woods-Groves, S. (in press). Factor Analysis of the KeyMath-Revised Normative Update Form A. Assessment for Effective Intervention.
Darch, C. & Eaves, R. (2005). Classroom management. In: Encyclopedia of Behavior Modification & Therapy: Educational Applications (Vol. lll). M. Herson, Editor.
Darch, C. & Kameenui, E. (2004). Instructional classroom management: A proactive approach to behaviormManagement. (2nd Edition). Upper Saddle River, NJ: Pearson-Merrill Prentice Hall.
Darch, C. & Kameenui, E. (2004). Instructional classroom management instructors guide. (2nd Edition). Upper Saddle River, NJ: Pearson-Merrill Prentice Hall.
Darch, C. Miao, Y., & Shippen, P. (2004). A model for involving parents of children with learning and behavior problems in the schools. Preventing School Failure.48, 24-34.
Eaves, R., Darch, C., & Williams, T. (2004). Attention to novelty, fear, anxiety, and age: Their effects on conduct problems. Journal of Genetic Psychology, 165, 425-449.
Darch, C. & Kameenui, E. (2004). Instructional classroom management: A proactive approach to behavior management. (2nd Edition). Upper Saddle River, NJ: Pearson-Merrill Prentice Hall.
Maio, Y., Darch, C., Rabren, K. (2002). Use of precorrection strategies to enhance reading performance of students with learning and behavior problems. Journal of Instructional Psychology, 29, 162-36.
Darch, C., Kim, S., Johnson, S., & James, H. (2000) The strategic spelling skills of children with learning disabilities: The results of two studies. Journal of Instructional Psychology. 27(1), 15-27.
Rabren, K., Darch, C., & Eaves, R. (1999). Teaching character motives to LD students. Journal of Learning Disabilities, 28, 15-36.
Kim, S., & Darch, C. (1998). Academic effects of a direct instruction implementation. Korean Journal of Special Education, 15, 1-15.
Darch, C., (1998). Instructional classroom management: A proactive model. Beyond Behavior, 9(3), 18-27.
Kameenui, E., Jintendra, J., & Darch, C. (1995). Direct instruction reading as contronym and eonomie. Reading and Writing Quarterly
Eaves, R., Williams, P., Winchester, K., & Darch, C. (1994). Using teacher judgment and IQ to estimate reading and mathematics achievement in a remedial-reading program. Psychology in the Schools, 31, 261-272.
Kameenui, E., & Darch, C. (1994). Instructional Classroom Management. Whiteplains, NY: Longman Publishing Company.
Kameenui, E., & Darch, C. (1994). Direct instruction. Journal of Reading and Writing, 15, 84-95.
Darch, C. (1993). Direct instruction: A research-based approach for designing instructional programs. In R. Eaves & P. McLaughlin (Eds.), Recent advances in special education and rehabilitation (pp. 88-106). Reading, MA: Andover Medical Publishers.
Darch, C., Rabren, K., & Dyas, J. (1991). Preparing LD teachers to work in rural settings: A direct instruction model. Journal of California Association for Supervision & Curriculum Development, 5, 16-24.
Gersten, R., Darch, C., Davis, G., & George, N. (1991). Apprenticeship and intensive training of consulting teachers: A naturalistic study. Exceptional Children, 57, 226-236.
Darch, C. (1990). Research on direct instruction. In D. Carnine, J. Silbert, & E. Kameenui (Eds.), Direct instruction reading. (pp. 23-33). New York: Charles Merrill Publishing Co.
Darch, C., & Simpson, R. (1990). Effectiveness of visual imagery versus rule-based strategies in teaching spelling to learning disabled students. Research in Rural Education, 7, 61-70.
Eaves, R., Darch, C., Mann., L., & Vance, B. (1990). Cognition and academic achievement: The relationship of the Cognitive Levels Test with the KeyMath and Woodcock Reading Mastery Tests. Psychology in the Schools, 27, 22-28.
Darch, C. (1990). Review of Basic Skills Screener. Diagnostique, 15, 5-15. | |
