| Thomas Oakland Professor Educational Psychology College of Education University of Florida 1410 Norman Hall PO Box 117047 Gainesville FL 32611 352-273-4283 Fax: 352-392-5929 |
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Research Biography Dr. Oakland maintains an active and diverse research program. His interests include: adaptive behavior and skills, their profiles for children with various disabilities, and interventional strategies to help promote the development of these behaviors and skills; children’s temperament, its impact on behavior, temperament-based values and learning styles, and its development in other countries (currently with data from 14 countries); international issues important to psychology, including school psychology; legal and professional issues important to the practice of psychology; and test development and use. He served as editor of the Journal of School Psychology. He currently serves as associate editor for two other scholarly journals and is on the editorial boards of more than 20 journals.
Degrees
Ph.D. - Indiana University, 1967, Educational Psychology
M.S. - Indiana University, 1965, Educational Psychology
B.A. - Lawrence College, 1962, History
Key Professional Appointments
University of Florida Research Foundation Professor, 2004-Present
Professor, University of Florida, Department of Educational Psychology, 1995-Present
Chair, University of Florida, Department of Educational Psychology, 1995-1997
Director, School Psychology Program, 1997-1999
Honorary Professor of Psychology, Iberoamerican University of Costa Rica, 1998-Present
External Examiner, University of Hong Kong, 2000-2002
Honorary Professor of Psychology, University of Hong Kong, 2002-Present
Activities & Honors
Founding Member: Society for the Study of School Psychology
2003 American Psychological Association’s Award for Distinguished Contributions to the International Advancement of Psychology
2003 Indiana University College of Education’s Distinguished Alumni Award
2004 Senior Faculty Distinguished International Educator of the Year Award from the University of Florida (in recognition of outstanding achievement in advancing internationalization of the University of Florida campus and curriculum through teaching, research, and service that promotes a global perspective)
2005 Willard Nelson Lifetime Achievement Award In Recognition of Lifetime Achievement in the Practice of School Psychology from the Florida Association of School Psychologists
Grants
Evaluation of Educational Changes in the State of Ceara (Brazil). Minister of Education, $17,036,424.
Efficacy of aggression replacement training with conduct disordered/aggressive youth. 1990-91, The Devereux Foundation, $31,960.
Temperament and temperamental children, 1990-92, The Cameron Foundation, $50,000.
Neurobiological Foundations of Reading Disabilities. 1996-97, Division of Sponsored Research, University of Florida, $54,000.
Development of Achievement Tests in Arab countries. Arab Council on Childhood and Development, Cairo, Egypt, $400,000.
Selected Publications
Recent Chapters
Jimerson, S., Oakland, T., & Farrell, P. (2007). Introduction to the handbook of international school psychology. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of international school psychology. Thousand Oaks, CA: Sage, 1-6.
Jimerson, S., & Oakland, T. (2007) School psychology in the United States. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of International School Psychology. Thousand Oaks, CA: Sage, 415-426.
Oakland, T., and Jimerson, S. (2007) School psychology internationally: A retrospective view and influential conditions. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of International school psychology. Thousand Oaks, CA: Sage, 453-462.
Oakland, T. (2007) The International School Psychology Association: Its formation, accomplishments, and future missions. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of international school psychology. Thousand Oaks, CA: Sage, 475-480.
Farrell, P., Jimerson, S., & Oakland, T. (2007). School psychology internationally: A synthesis of findings. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of international school psychology. Thousand Oaks, CA: Sage, 501-510.
Jimerson, S., & Oakland, T. (2007) School psychology in the United States. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of International School Psychology. Thousand Oaks, CA: Sage, 415-426.
Oakland, T., and Jimerson, S. (2007) School psychology internationally: A retrospective view and influential conditions. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of International school psychology. Thousand Oaks, CA: Sage, 453-462.
Oakland, T. (2007) The International School Psychology Association: Its formation, accomplishments, and future missions. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of international school psychology. Thousand Oaks, CA: Sage, 475-480.
Farrell, P., Jimerson, S., & Oakland, T. (2007). School psychology internationally: A synthesis of findings. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of international school psychology. Thousand Oaks, CA: Sage, 501-510.
Oakland, T. Preface to Haywood, W. C., & Lidz, C. S. (2007). Dynamic assessment in practice: Applications in clinical and educational settings: Cambridge, UK: Cambridge Press.
Oakland, T. (2007). International school psychology. In T. Fagan & P. Wise, School psychology: Past, present and future, 3rd edition. Bethesda, MD: National association of School Psychologists.
Oakland, T. & Jimerson, S. (2008). History and current status of school psychology internationally. A chapter to appear in Best practices in school psychology-Fifth Edition. Bethesda, MD: National Association of School Psychologists, Volume 6, 2053-2068 .
Oakland, T, & Harrison, P, (2008) Adaptive Behaviors and Skills: An Introduction. In T. Oakland & P Harrison Adaptive Behavior Assessment System-II: Behavior Assessment System-II: Clinical use and interpretation, Elsevier.
Oakland, T, & Harrison, P, (2008 Professional and legal issues associated with the use of the Adaptive Behavior Assessment System-II. In T. Oakland & P Harrison, Adaptive Behavior Assessment System-II: Clinical use and interpretation, Elsevier.
Oakland, T. (2008). International status of school psychology: Implications for school psychology in Romania. In M. Anitei, T. Cretu, N. Mitrofan, & V. Negovan (Eds). Modern trends and orientations in educational psychology. Bucharest, Romania: National Library of Romania.
Recent Articles
Leach. M. & Oakland, T. (2007). Ethics standards impacting test development and use: A review of 31 ethics codes impacting practices in 35 countries. International Journal of Testing 7, (1). 71-88.
Oakland, T., Mpofu, E., Gregoire, G., & Faulkner, M. (2007). An exploration of learning disabilities in four countries: Implications for test development and use in developing countries. International Journal of Testing, 7, (1). 53-70.
Oakland, T. & Joyce, D. (2007). Temperament-based learning styles and school based applications. Canadian Journal of School Psychology, 19 (1/2), 59-74.
Oakland, T. & Mata, A. (2007). Temperament styles of children from the Costa Rica and the United States. Journal of Psychological Type, 67, 91-102.
Oakland, T., Mpofu, E., & Sulkowski, M. (2007). Temperament styles of Zimbabwe and U.S. children. Canadian Journal of School Psychology, 21, 139-153.
Rossen, E., & Oakland, T. (2008). Graduate preparation in research methods: The current status of APA-accredited professional programs in psychology. Training and Education in Professional Psychology, 2, 42-49.
Wei, Y., Oakland, T., & Algina, J. (2008). Multigroup confirmatory factor analysis for the parent form, ages 5-21, of the Adaptive Behavior Assessment System-II. American Journal on Mental Retardation.
Lee, D. H., Oakland, T., Jackson, G., & Glutting, J. (2008). Estimated prevalence of attention-deficit/ hyperactivity disorder symptoms among college freshmen: gender, race, and rater effects. Journal of Learning Disabilities, 41, 371-384.
Ditterline, J., Banner, D., Oakland, T., & Becton, D. (2008). Adaptive behavior profiles of students with disabilities. Journal of Applied School Psychology, 24(2), 191-208.
Oakland, T. (2007). International school psychology. In T. Fagan & P. Wise, School psychology: Past, present and future, 3rd edition. Bethesda, MD: National association of School Psychologists.
Oakland, T. & Jimerson, S. (2008). History and current status of school psychology internationally. A chapter to appear in Best practices in school psychology-Fifth Edition. Bethesda, MD: National Association of School Psychologists, Volume 6, 2053-2068 .
Oakland, T, & Harrison, P, (2008) Adaptive Behaviors and Skills: An Introduction. In T. Oakland & P Harrison Adaptive Behavior Assessment System-II: Behavior Assessment System-II: Clinical use and interpretation, Elsevier.
Oakland, T, & Harrison, P, (2008 Professional and legal issues associated with the use of the Adaptive Behavior Assessment System-II. In T. Oakland & P Harrison, Adaptive Behavior Assessment System-II: Clinical use and interpretation, Elsevier.
Oakland, T. (2008). International status of school psychology: Implications for school psychology in Romania. In M. Anitei, T. Cretu, N. Mitrofan, & V. Negovan (Eds). Modern trends and orientations in educational psychology. Bucharest, Romania: National Library of Romania.
Recent Articles
Leach. M. & Oakland, T. (2007). Ethics standards impacting test development and use: A review of 31 ethics codes impacting practices in 35 countries. International Journal of Testing 7, (1). 71-88.
Oakland, T., Mpofu, E., Gregoire, G., & Faulkner, M. (2007). An exploration of learning disabilities in four countries: Implications for test development and use in developing countries. International Journal of Testing, 7, (1). 53-70.
Oakland, T. & Joyce, D. (2007). Temperament-based learning styles and school based applications. Canadian Journal of School Psychology, 19 (1/2), 59-74.
Oakland, T. & Mata, A. (2007). Temperament styles of children from the Costa Rica and the United States. Journal of Psychological Type, 67, 91-102.
Oakland, T., Mpofu, E., & Sulkowski, M. (2007). Temperament styles of Zimbabwe and U.S. children. Canadian Journal of School Psychology, 21, 139-153.
Rossen, E., & Oakland, T. (2008). Graduate preparation in research methods: The current status of APA-accredited professional programs in psychology. Training and Education in Professional Psychology, 2, 42-49.
Wei, Y., Oakland, T., & Algina, J. (2008). Multigroup confirmatory factor analysis for the parent form, ages 5-21, of the Adaptive Behavior Assessment System-II. American Journal on Mental Retardation.
Lee, D. H., Oakland, T., Jackson, G., & Glutting, J. (2008). Estimated prevalence of attention-deficit/ hyperactivity disorder symptoms among college freshmen: gender, race, and rater effects. Journal of Learning Disabilities, 41, 371-384.
Ditterline, J., Banner, D., Oakland, T., & Becton, D. (2008). Adaptive behavior profiles of students with disabilities. Journal of Applied School Psychology, 24(2), 191-208.
Recent Chapters
Jimerson, S., Oakland, T., & Farrell, P. (2007). Introduction to the handbook of international school psychology. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of international school psychology. Thousand Oaks, CA: Sage, 1-6.
Jimerson, S., & Oakland, T. (2007) School psychology in the United States. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of International School Psychology. Thousand Oaks, CA: Sage, 415-426.
Oakland, T., and Jimerson, S. (2007) School psychology internationally: A retrospective view and influential conditions. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of International school psychology. Thousand Oaks, CA: Sage, 453-462.
Oakland, T. (2007) The International School Psychology Association: Its formation, accomplishments, and future missions. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of international school psychology. Thousand Oaks, CA: Sage, 475-480.
Farrell, P., Jimerson, S., & Oakland, T. (2007). School psychology internationally: A synthesis of findings. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of international school psychology. Thousand Oaks, CA: Sage, 501-510.
Oakland, T. Preface to Haywood, W. C., & Lidz, C. S. (2007). Dynamic assessment in practice: Applications in clinical and educational settings: Cambridge, UK: Cambridge Press
Oakland, T. (2007). International school psychology. In T. Fagan & P. Wise, School psychology: Past, present and future, 3rd edition. Bethesda, MD: National Association of School Psychologists.
Oakland, T. & Jimerson, S. (2008). History and current status of school psychology internationally. A chapter to appear in Best practices in school psychology-Fifth Edition. Bethesda, MD: National Association of School Psychologists, Volume 6, 2053-2068.
Oakland, T, & Harrison, P, (2008) Adaptive Behaviors and Skills: An Introduction. In T. Oakland & P Harrison Adaptive Behavior Assessment System-II: Behavior Assessment System-II: Clinical use and interpretation, Elsevier.
Oakland, T, & Harrison, P, (2008 Professional and legal issues associated with the use of the Adaptive Behavior Assessment System-II. In T. Oakland & P. Harrison, Adaptive Behavior Assessment System-II: Clinical use and interpretation, Elsevier.
Oakland, T. (2008). International status of school psychology: Implications for school psychology in Romania. In M. Anitei, T. Cretu, N. Mitrofan, & V. Negovan (Eds). Modern trends and orientations in educational psychology. Bucharest, Romania: National Library of Romania.
Recent Articles
Leach. M. & Oakland, T. (2007). Ethics standards impacting test development and use: A review of 31 ethics codes impacting practices in 35 countries. International Journal of Testing 7, (1). 71-88.
Oakland, T., Mpofu, E., Gregoire, G., & Faulkner, M. (2007). An exploration of learning disabilities in four countries: Implications for test development and use in developing countries. International Journal of Testing, 7, (1). 53-70.
Oakland, T. & Joyce, D. (2007). Temperament-based learning styles and school based applications. Canadian Journal of School Psychology, 19 (1/2), 59-74
Oakland, T. & Mata, A. (2007). Temperament styles of children from the Costa Rica and the United States. Journal of Psychological Type, 67, 91-102.
Oakland, T., Mpofu, E., & Sulkowski, M. (2007). Temperament styles of Zimbabwe and U.S. children. Canadian Journal of School Psychology, 21, 139-153.
Rossen, E., & Oakland, T. (2008). Graduate preparation in research methods: The current status of APA-accredited professional programs in psychology. Training and Education in Professional Psychology, 2, 42-49
Wei, Y., Oakland, T., & Algina, J. (2008). Multigroup confirmatory factor analysis for the parent form, ages 5-21, of the Adaptive Behavior Assessment System-II. American Journal on Mental Retardation.
Lee, D. H., Oakland, T., Jackson, G., & Glutting, J. (2008). Estimated prevalence of attention-deficit/ hyperactivity disorder symptoms among college freshmen: gender, race, and rater effects. Journal of Learning Disabilities, 41, 371-384.
Ditterline, J., Banner, D., Oakland, T., & Becton, D. (2008). Adaptive behavior profiles of students with disabilities. Journal of Applied School Psychology, 24(2),191-208.
Articles
