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Kranzler, John



KRANZLER2c-John-2015Professor
Director, School Psychology Program
Professor of School Psychology and Affiliate Professor of Pediatrics
School of Special Education, School Psychology, and Early Childhood Studies

College of Education
University of Florida
PO Box 117050
1403 Norman Hall
Gainesville, FL 32611
Phone: 352-273-4119
Fax: 352-392-2655
jkranzler@coe.ufl.edu

Research Biography

John H. Kranzler is Professor and Director of the School Psychology Program in the School of Special Education, School Psychology, and Early Childhood Studies. He has taught classes in school psychology, learning and cognition, measurement and evaluation, theories of intelligence, psychoeducational assessment, statistics, law and ethics in psychology, and individual differences. His main area of scholarly interest concerns the nature, development, and assessment of human cognitive abilities.

Degrees

Ph.D. – University of California at Berkeley, 1990

M.Ed. – University of Arizona, 1985

B.A. – University of Oregon, 1982

Key Professional Appointments

Member, Society for the Study of School Psychology

Fellow, American Psychological Association (Division 16, Division of School Psychology)

Selected Publications

Books

Kranzler, J. H., & Levy, M. P. (in press). Statistics for the terrified criminologist. New York, NY: Rowman & Littlefield.

Kranzler, J. H. (in press). Statistics for the terrified (6th ed.). New York, NY: Rowman & Littlefield.

Kranzler, J. H., & Floyd, R. G. (2013). Assessing intelligence in children and adolescents: A practical guide. New York, NY: Guilford.

Kranzler, J. H. (2011). Statistics for the terrified (5th ed.). Upper Saddle River, NJ:  Prentice Hall.

Edited Books

Grapin, S. L., & Kranzler, J. H. (Eds.) (in press). School psychology: Professional issues and practices. New York, NY: Springer.

Chapters

Grapin, S. L., & Kranzler, J. H. (in press). Introduction to school psychology. In S. L. Grapin & J. H. Kranzler (Eds.), School psychology: professional issues and practices. New York, NY: 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. New York, NY: Springer.

Floyd, R. G., & Kranzler, J. H. (in press). Remediating student learning problems: Aptitude by treatment interaction vs. skill by treatment interaction. In M. K. Burns (Ed.), Introduction to school psychology: Controversies and current practice. New York, NY: Oxford University Press.

Refereed Journal Articles

Benson, N., & Kranzler, J. H. (2017). Another look at the construct validity of the Gifted Rating Scales: Preschool/Kindergarten and School Forms. Journal of Psychoeducational Assessmenthttp://dx.doi.org/10.1177/0734282917710377

Grapin, S. L., Kranzler, J. H., Waldron, N., Joyce-Beaulieu, D., & Algina, J. (2017). Developing local oral reading fluency cut scores for predicting high-stakes test performance. Psychology in the Schools. http://dx.doi.org/10.1002/pits.22035

Kranzler, J. H. (2016). Current practices and future directions for the assessment of child and adolescent intelligence in schools around the world. International Journal of School and Educational Psychology. http://dx.doi.org/10.1080/21683603.2016.1166762

Kranzler, J. H., Benson, N., Floyd, R. G. (2016). Intellectual assessment of children and youth in the United States of America:  Past, present, and future. International Journal of School and Educational Psychology. http://dx.doi.org/10.1080/21683603.2016.1166759

Kranzler, J. H., Floyd, R. G., Benson, N., Zaboski, B., & Thibodaux, L. (2016). Cross-battery assessment pattern of strengths and weaknesses approach to the identification of specific learning disorders: Evidence-based practice or pseudoscience? International Journal of School and Educational Psychologyhttp://dx.doi.org/10.1080/21683603.2016.1192855

Kranzler, J. H., Floyd, R. G., Benson, N., Zaboski, B., & Thibodaux, L. (2016). Classification agreement analysis of cross-battery assessment in the identification of specific learning disorders in children and youth. International Journal of School and Educational Psychology. http://dx.doi.org/10.1080/21683603.2016.1155515

Benson, N., Kranzler, J. H., & Floyd, R. G. (2016). Examining the integrity of measurement of cognitive abilities in the prediction of achievement: Comparisons and contrasts across variables from higher-order and bifactor models. Journal of School Psychology, 58, 1-19. http://dx.doi.org/10.1016/j.jsp.2016.06.001

Kranzler, J. H., Benson, N., & Floyd, R. G. (2015).  Using estimated factor scores from a bifactor analysis to examine the unique effects of the latent variables measured by the WAIS-IV on academic achievement.  Psychological Assessment.

Farmer, R. L., Floyd, R. G., Reynolds, M. R., & Kranzler, J. H. (2014). IQs are very strong but imperfect indicators of psychometric g: Results from joint confirmatory factor analysis. Psychology in the Schools. doi: 10.1002/pits.21785

Peters, C. D., Kranzler, J. H., Algina, J., Smith, S. W., & Daunic, A. P. (2014). Understanding disproportionate representation in special education by examining group differences in behavior ratings. Psychology in the Schools, 51, 452-465.

Floyd, R. G., Reynolds, M. R., Farmer, R. L., & Kranzler, J. H. (2013). Are the general factors from different child and adolescent intelligence tests the same? Results from a five-sample, six-test analysis. School Psychology Review, 42, 383-401.

Grapin, S. L., Kranzler, J. H., Daley, M. L. (2013). Normative assessment of the research productivity and scholarly impact of faculty in APA-accredited school psychology programs: 2005-2009. Psychology in the Schools, 50, 87-101.

Floyd, R. G., & Kranzler, J. H. (2013). The role of intelligence testing in understanding students’ academic problems. R. Brown-Chidsey & K. Andren (Eds.), Assessment for intervention (2 ed., pp. 229-252). New York, NY: Guilford.

Floyd, R. G., & Kranzler, J. H. (2012). Processing approaches to interpretation of information from cognitive ability tests: A critical review. In D. P. Flanagan & P. Harrison (Eds.), Contemporary intellectual assessment (3rd ed., pp. 497-525). New York, NY: Guilford Press.

Kranzler, J. H., Grapin, S. L., & Daley, M. L. (2011). Research productivity and scholarly impact of APA-accredited school psychology programs: 2005-2009. Journal of School Psychology, 49, 721-738.

Selected Links

http://www.amazon.com/John-H.-Kranzler/e/B001IYV9WA