Jeff Braden is Professor of Psychology at North Carolina State University. Prior to teaching at NC State, Jeff taught and directed school psychology programs at the University of Wisconsin—Madison, San Jose State University, and the University of Florida. Jeff is a Fellow of the American Psychological Association, executive board member of the Society for the Study of School Psychology, has chaired the American Psychological Association’s Committee on Psychological Tests and Assessments (2006), been a Fulbright Scholar, and has worked internationally as a keynote speaker, researcher, and expert witness. He has also been an investigator and consultant on numerous state and federally funded projects. His efforts in extension earned him the 2001 Van Hise Distinguished Faculty Teaching Award for outreach teaching from the University of Wisconsin—Madison.
His experiences with education include guidance and assessment services at residential schools for the deaf, teaching in general and special elementary education classrooms in the US and the UK, professional interpreting in American Sign Language, and experiences with a variety of populations (e.g., first grade students without disabilities, deaf-blind adults) and species (e.g., teaching American Sign Language to chimpanzees).
Jeff’s most recent research compares an adaptive learning online course in introductory psychology to traditional methods of course delivery. He also concluded multi-year collaborations with Baltimore City Public School System and Chicago Public Schools to build capacity to address linguistic and learning differences in early primary grades. Prior to becoming a dean, Jeff produced an evaluation of Response to Intervention/Problem-Solving efforts in North Carolina, inclusion of youth with disabilities in school reform/improvement, and helping schools and districts build capacity for Response to Intervention models to deliver assessment, consultation, and prevention services.
Extension and Community Engagement
Recent international collaborations include work to improve inclusion of students with disabilities in authentic pedagogies/teaching paradigms with the ministries of education in New South Wales and Queensland, the University of Newcastle, and Griffith University in Australia, providing a keynote address at the 2006 Irish National Educational Psychology Services annual meeting, and a 2002 appointment as a Fulbright Scholar to study high stakes testing in Greece at the University of Athens. Additionally, he has been a keynote speaker or consultant in Cyprus (where he addressed a consortium of 29 European countries in Fall, 2008), Queensland and New South Wales (Australia), Dublin (Ireland), Athens (Greece), Istanbul (Turkey), and Amman (Jordan).
Jeff also worked to develop capacity for large-scale problem-solving programs (more than 500 schools) to prevent academic failure with inner-city urban youth in Chicago Public Schools, and to improve inclusion of students with disabilities in educational accountability systems with Wisconsin, Mississippi, and many urban (e.g., Milwaukee) and rural (e.g., Lancaster, SC) school districts. He continues to provide in-service training for educators on educational accountability programs and inclusion of students with disabilities in these programs throughout the United States, including a large-scale program to enhance success of urban, minority youths in Baltimore City Public Schools.
Jeff has published more than 175 articles, books, book chapters, and other products on assessment, school psychology, intelligence, and deafness (see vita for a list).
Jeff has presented more than 300 papers, symposia, and workshops at state, national, and international meetings (see vita for complete list).
B.A. Psychology Beloit College 1976
MAT Elementary Education Beloit College 1977
M.A. Developmental Psychology Gallaudet University 1979
CAGS School Psychology Gallaudet University 1980
Ph.D. Education/School Psychology University of California at Berkeley 1985
Area(s) of Expertise
Jeff's research interests lie primarily in the intended and unintended consequences of assessment, deafness and cognition, assessment of cognitive abilities in students with disabilities, and prevention of academic failure. He has also evaluated online education in higher education settings, but his primary current focus is on building capacity and leadership in higher education.