UF
College of Education

Faculty John H. Kranzler

Return to Faculty Page

John H. Kranzler 

Irving and Rose Fien Endowed Professor in Education

Download CV
John H. Kranzler

Phone

352-273-4119

Email

jkranzler@coe.ufl.edu

Address

PO Box 117050
Gainesville, FL 32611

Connect

@john_kranzler

About

Dr. John H. Kranzler is an Irving and Rose Fien Endowed Professor in Education and the Director of the APA-accredited School Psychology Program in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. Dr. Kranzler’s major area of scholarly interest concerns the nature, development, and assessment of human cognitive abilities. He has received a number of awards for his teaching and research, including the University of Florida Teaching Incentive Program award for undergraduate teaching, the Mensa Education and Research Foundation Award for Excellence in Research, and Article of the Year awards from School Psychology Review and School Psychology Quarterly. In 1997 and 2017, Dr. Kranzler received the University of Florida Research Foundation Professorship award for distinguished scholarship and was recently named a University of Florida Term Professor in 2019. He is a Fellow of the American Psychological Association and an elected member of the Society for the Study of School Psychology. Dr. Kranzler, has served as Associate Editor of School Psychology Quarterly and the International Journal of School and Educational Psychology and currently serves on the editorial board of the Journal of School Psychology.

Affiliations

  • Fellow - American Psychological Association, Division 16; Member - Society for the Study of School Psychology

Research Interests

Assessment and Evaluation, Cognition, Quantitative Research, Research / Program Evaluation, School Psychology

Education

  • Ph.D. University of California at Berkeley, 1990. Department: Educational Psychology. Major: School Psychology/Human Development. Dissertation: The Nature of Intelligence: Unitary Process or Number of Independent Processes?
  • M.Ed. University of Arizona, 1985. Department: Educational Psychology. Major: School Psychology/Educational Psychology.
  • B.A. University of Oregon, 1982. Department: Psychology. Major: Psychology.

Professional Appointments

  • Affiliate Professor, Department of Pediatrics, University of Florida

Activities and Honors

  • 2021-23: Irving and Rose Fien Endowed Professor in Education, University of Florida.
  • 2019-21: Term Professor, University of Florida.
  • 2017-20: Research Foundation Professor, University of Florida Research Foundation, Inc.
  • 2016-17: Award for Excellence in Research (Senior Investigator Category), Mensa Education and Research Foundation and Mensa International, Ltd.
  • 1999-00: Article of the Year, School Psychology Quarterly. For: Kranzler, J. H., Miller, M. D., & Jordan, L. (1999). An examination of racial/ethnic and gender bias on curriculum-based measurement of oral reading fluency. School Psychology Quarterly, 14, 327-342.
  • 1999-00: Article of the Year, School Psychology Review. For: Kranzler, J. H., & Keith, T. Z. (1999). Independent confirmatory factor analysis of the Cognitive Assessment System (CAS): What does the CAS measure? School Psychology Review, 28, 117-144.
  • 1999-00: Award for Outstanding Research in School Psychology, Florida Association of School Psychologists.
  • 1998-99: Award for Excellence in Research (Senior Investigator Category), Mensa Education and Research Foundation and Mensa International, Ltd.
  • 1997-99: Research Foundation Professor, University of Florida Research Foundation, Inc.
  • 1997-98: Award for Research/Innovative Practice, Florida Association of School Psychologists.
  • 1993-94: Teaching Incentive Program (TIP) Award, University of Florida.

Selected Grants

Cognitive Profiles of Children

Role
  • Principal Investigator
Funding Agency
  • TEXAS WOMANS UNIVERSITY
Project Period
  • 2019-2022
Award Amount
  • $13,922

Selected Publications

Articles
  • Calderón-Tena, C. O., Styck, K. M., Vega, D., & Kranzler, J. H. (2022): Evaluating cultural and linguistic load of IQ scores for English language learners, International Journal of School and Educational Psychology, 10, 46-62.
  • Maki, K., E., Kranzler, J. H., & Moody, M. E. (2022). Dual discrepancy/consistency pattern of strengths and weaknesses method of specific learning disability identification: Classification accuracy when combining clinical judgment with assessment data. Journal of School Psychology, 92, 33- 48.
  • Dombrowski, S. C., McGill, R. J., Farmer, R. L., Kranzler, J. H., & Canivez, G. L. (2021). Beyond the rhetoric of evidence- based assessment: A framework for critical thinking in clinical practice. School Psychology Review. DOI: 10.1080/2372966X.2021.1960126.
  • Gilbert, K., Kranzler, J. H., & Benson, N. (2021). An independent examination of the equivalence of the standard and digital administration formats of the Wechsler Intelligence Scales for Children-5th Edition. Journal of School Psychology, 85, 113-124.
  • Schrack, A. P., Joyce-Beaulieu, D., MacInnes, J. W., Kranzler, J. H., Zaboski, B. A., McNamara, J. P. H. (2021). Intelligence and academic achievement in in-patient adolescents with comorbid anxiety and depression. Bulletin of the Menninger Clinic, 85, 23-41.
  • Benson, N. F., Floyd, R. G., Kranzler, J. H., Eckert, T. L., Fefer, S. A., & Morgan, G. B. (2020). On the declining use of projective techniques in school psychology: A response to Piotrowski (2019). Journal of Projective Psychology & Mental Health, 27, 57-60.
  • Benson, N., Kranzler, J. H., & Floyd, R. G. (2020). Exploratory and confirmatory factor analysis of the Universal Nonverbal Intelligence Test-Second Edition: Testing dimensionality and invariance across age, gender, race, and ethnicity. Assessment, 27, 996-1006.
  • Benson, N. F., Maki, K. E., Floyd, R. G., Kranzler, J. H., Eckert, T. L., & Fefer, S. A. (2020). A national survey of school psychologists' practices in identifying specific learning disabilities. School Psychology, 35, 146–157.
  • Kranzler, J. H., Floyd, R. G., Bray, M. A., & Demaray, M. K. (2020). Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework. School Psychology, 35, 419-427.
Books / Book Chapters
  • Kranzler, J. H., & Anthony, C. J. (in press). Statistics for the terrified (7th Ed.). Rowman & Littlefield.
  • Kranzler, J. H., & Floyd, R. G. (2020). Assessing intelligence in children and adolescents: A practical guide for evidence- based assessment (2nd ed.). Rowman & Littlefield.
  • Kranzler, J. H., & Levy, M. P. (2019). Statistics for the terrified criminologist. Rowman & Littlefield.
  • Kranzler, J. H. (2018). Statistics for the terrified (6th Ed.). Rowman & Littlefield.
  • Kranzler, J. H., & Floyd, R. G. (2013). Assessing intelligence in children and adolescents: A practical guide. Guilford.
  • Grapin, S. L., & Kranzler, J. H., (Eds.) (in preparation). School Psychology: Professional Issues and Practices (2nd Ed.). Springer.
  • Grapin, S. L., & Kranzler, J. H. (Eds.) (2018). School Psychology: Professional Issues and Practices. Springer.
  • Grapin, S. L., & Kranzler, J. H. (in preparation). Introduction to school psychology. In S. L. Grapin & J. H. Kranzler (Eds.), School psychology: Professional issues and practices. Springer.
  • Kranzler, J. H., & Floyd, R. G. (in press). Intellectual assessment of children and youth. In S. L. Grapin & J. H. Kranzler (Eds.), School psychology: Professional issues and practices. Springer.
Presentations
  • Maki, K. E., Kranzler, J. H., & Moody, M. E. (2022). Clinical judgment and SLD classification accuracy. Paper presented at the annual convention of the National Association of School Psychologists, Boston, MA.
  • Gilbert, K., Benson, N., & Kranzler, J. H. (2022). What does the digital administration of the WISC-V measure? Paper presented at the annual convention of the National Association of School Psychologists, Boston, MA.
  • Benson, N. F., Floyd, R. G., Kranzler, J. H., Tipton, R. J., & Lewis, E. K. (2020, February). Do interventions based on intelligence tests improve academic outcomes? Paper presented at the annual convention of the National Association of School Psychologists, Baltimore, MD.
  • Floyd, R. G., Benson, N. F., Kranzler, J. H., Maki, K. E., Eckert, T. L., & Fefer, S. A. (2020, February). A national Survey of intelligence test interpretation in school psychology. Poster presented at the annual convention of the National Association of School Psychologists, Baltimore, MD.
  • Gilbert, K., Kranzler, J. H., Benson, N., Matthews, K., & Boss, D. (2020, February). Effect of WISC-V type of administration on test performance. Poster presented at the annual convention of the American Psychological Association, Baltimore, MD.
  • Kranzler, J. H., Yaraghchi, M., Matthews, K., & Otero-Valles, L. (2020, February). Does the RTI Model alter the traditional conceptualization of SLD? Poster presented at the annual convention of the American Psychological Association, Baltimore, MD.
  • McNulty, R., Floyd, R., McNicholas, P., Lewis, E., Gong, R., Benson, N., & Kranzler, J. H. (2019, August). Evaluating the treatment utility of the Cognitive Assessment System. Poster presented at the annual convention of the American Psychological Association, Chicago, IL.
  • Zaboski, B. A., Joyce-Beaulieu, D., Kranzler, J. H., McNamara, J. P., Gayle, C., & MacInnes, J. (2019, July). Group exposure and response prevention for college students with social anxiety: A randomized clinical trial. Poster presented at the 4th Annual Research Symposium at the 26th Annual International OCD Foundation Conference, Austin, TX.
Other Publications
  • Colón, E. P., & Kranzler, J. H. (2003). The effects of the manipulation of instructions on reading performance for curriculum-based measurement. Florida School Psychologist, 30, 18-20.
  • Kranzler, J. H., Taylor, G. S., & Ross, D. (2001, October). Use of CBM to predict performance on the FCAT. Florida School Psychologist, 28, 20-24.
  • Kranzler, J. H., & Keith, T. Z. (1999, December). Does the Cognitive Assessment System measure processing speed? NASP Communiqué, 28, 21.
  • Kranzler, J. H. (1997, February). Understanding Individual Differences: Contributions of the differential model to school psychology. Florida School Psychologist, 23, 4-6.