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Dawn Decker, Ph.D.

  • Education
  • Ph.D. Educational Psychology with an emphasis in School Psychology
  • Doctoral minor in Child Psychology
  • Certificate in Disability Policy and Services University of Minnesota, June 2005
  • M.A. Educational Psychology University of Minnesota, December 2003
  • B.A. Psychology University of Michigan, April 2001
  • Courses Taught
  • SPE 324: Classroom-based assessment (6 credits, includes 150+ hour practicum)
  • SPE 550: Teaching culturally diverse students in special education (3 credits)
  • SPE 504: Teaching students in inclusive settings (3 credits)
  • SPE 785: Assessment in special education (3 credits)
  • CED 640: Standardized tests (3 credits)
  • SPE 689: Graduate practicum in special education (3 credits)
  • SPE 689: Graduate practicum in special education (3 credits)
  • ​Research Interests
  • My research agenda focuses on two lines of inquiry:
  • 1. Understanding how educational laws and policies affect historically “at-risk” student groups including students with disabilities, students who are English language learners, and students who are from racially and ethnically diverse student backgrounds
  • 2. Examining how educational assessment (e.g., curriculum-based measurement) may be used to promote positive educational outcomes for diverse student populations.
  • ​Publications
  • Decker, D. M. (in press). Law, rules, regulations that affect current practice. In M. Burns (Ed.), Introduction to School Psychology: Controversies and Current Practice. New York: Oxford University Press.
  • Jacob, S., Decker, D. M., & Lugg, E.T. (2016). Ethics and Law for School Psychologists (7th Edition). Hoboken, NJ: John Wiley & Sons, Inc.
  • Doty, S. J., Hixson, M. D., Decker, D. M., Reynolds, J. L., & Drevon, D. D. (2015). Reliability and validity of advanced phonics measures. Journal of Psychoeducational Assessment, 33, 1-19. DOI:10.1177/0734282914567870
  • Decker, D. M., Hixson, M. D., Shaw, A., & Johnson, G. (2014). Classification accuracy of oral reading fluency and maze in predicting large-scale reading assessments. Psychology in the Schools, 51, 625-635.

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