J. Kyle Roberts

Associate Professor

Ph.D., Texas A&M University
3101 University Blvd, Ste.306,
Dallas, 75205
Box 750114
214-768-4494
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Dr. Roberts earned his Ph.D. in Educational Psychology from Texas A&M University. Dr. Roberts is well versed in teaching quantitative methods courses to novice learners and has previously taught courses on database management, advanced research design, and basic statistics. Further, Dr. Roberts has conducted numerous training sessions on multilevel analysis at annual meetings of the American Psychological Association, the American Educational Research Association, and the Southwest Educational Research Association. He has authored two book chapters on the multilevel analysis, continues to write articles on multilevel analysis, and has a contract for a book due in 2008 entitled “The Handbook of Multilevel Analysis” (Hox & Roberts, Taylor and Francis). Dr. Roberts has extensive experience in performing analysis with value-added models in work done with the Houston Independent School District in evaluating the Houston Urban Systemic Initiative grant from the National Science Foundation (HU-LINC).

Dr. Roberts was an assistant professor at Baylor College of Medicine (BMC) before joining the SMU faculty in 2007. During his tenure at BCM, he was the assistant director for research in the Center for Education Outreach and was the research coordinator on several grants from the National Institutes of Health, the National Science Foundation, the Howard Hughes Medical Institute, the National Space Biomedical Research Institute, and the U.S. Department of Education.

Publications:

Roberts, J. K. & McLeod, P. (2007).  Software options for multilevel models.  In A. O’Connell & B. McCoach (Eds.), Multilevel Analysis of Educational Data.  Greenwich, CT:  Information Age Publications.

Roberts, J. K. & Herrington, R. (2007).  Demonstration of software programs for estimating multilevel measurement model parameters.  In E. V. Smith & R. M. Smith (Eds.), Rasch and Multilevel Measurement Models.  Maple Grove, MN:  JAM Press

Henson, R. K. & Roberts, J. K. (2006).  Exploratory factor analysis reporting practices in published psychological research:  Common errors and some comment on improved practice.  Educational and Psychological Measurement, 66(3), 393-416.

Moreno, N. P., Roberts, J. K., Tharp, B. Z., Denk, J. P., Cutler, P. H., Thomson, W. A. (2005).  Increasing student learning through space life sciences education.  Acta Astronautica, 56, 783-791.

Roberts, J. K. & Herrington, R. (2005).  Demonstration of Software Programs for Estimating Multilevel Measurement Model Parameters.  Journal of Applied Measurement, 6(3), 255-272.

Onwuegbuzie, A. J., Roberts, J. K., & Daniel, L. G. (2005).  A proposed new what if reliability analysis for assessing the statistical significance of bivariate relationships.  Measurement and Evaluation in Counseling and Development, 37(4), 228-239.

Moreno, N. P., Denk, J. P., Roberts, J. K., Tharp, B. Z., Bost, M., Thomson, W. A. (2004).  A measure of knowledge and misconceptions regarding food and fitness among students in grades 3-7.  Cell Biology Education, 3, 122-130.

Roberts, J. K. & Fan, X. (2004).  Bootstrapping within the multilevel/hierarchical linear modeling framework:  A primer for use with SAS and S-PLUS.  Multiple Linear Regression Viewpoints, 30 (1), 23-34.

Roberts, J. K. (2004).  An introductory primer on multilevel and hierarchical linear modeling.  Learning Disabilities:  A Contemporary Journal, 2(1), 30-38.

Roberts, J. K. & Henson, R. K. (2003).  Not all effects are created equal:  A rejoinder to Sawilowsky.  Journal of Modern Applied Statistical Methods, 2(1), 226-230.

Roberts, J. K. & Onwuegbuzie, A. J. (2003).  Alternative approaches for interpreting alpha with homogeneous subsamples.  Research in the Schools, 10, 63-69.

Roberts, J. K. (2002).  The importance of the intraclass correlation in multilevel and hierarchical linear modeling designs.  Multiple Linear Regression Viewpoints, 28 (2), 19-31.

Roberts, J. K. & Henson, R. K. (2002).  Correction for bias in estimating effect sizes.  Educational and Psychological Measurement, 62(2), 241-253.

Smith, Q. W., Holcomb, J. D., Galvin, J., DeJong, G., DeLisa, J. & Roberts, J. K. (2001).  The effect of changes in the health care environment on rehabilitation research: A survey of rehabilitation physicians.  Archives of Physical Medicine and Rehabilitation, 82 (11), 1624-1629.

Smith, Q. W., Holcomb, J. D., Galvin, J. & Roberts, J. K. (2001).  The effect of changes in the U.S. health care system on rehabilitation research:  The results of a survey of rehabilitation health professionals.  Journal of Allied Health, 20(4), 207-214.

Moreno, N. P., Chang, K., Tharp, B. Z., Denk, J. P., Roberts, J. K., Cutler, P., & Rahmati, S. (2001).  Teaming up with scientists:  A two-year teacher-scientist partnership benefits all involved, especially students.  Science and Children, 39 (1), pp. 42-45.

Roberts, J. K., Henson, R. K., Tharp, B. Z., & Moreno, N. P. (2001).  An examination of change in teacher self-efficacy beliefs in science education based on the duration of inservice activities.  Journal of Science Teacher Education, 12(3), 199-213.

Roberts, J. K. (1999). Canonical redundancy (Rd) coefficients:  They should (almost never) be computed and interpreted.  In B. Thompson (Ed), Advances in Social Science Methodology (Vol. 5) (pp. 333-341).  Stanford, CT:  JAI Press.