» Dr. Keith E. Howard
Assistant Professor, Director, Donna Ford Attallah Academy for Teaching and Learning

College of Educational Studies
Dr. Keith E. Howard
Office Location:
Reeves Hall 207
Email:
Education
California State University, Long Beach, Bachelor of Arts
California State University, Dominguez Hills, Master of Arts
University of Southern California, Ph.D. in Educational Psychology
Biography

Keith Howard is currently an Assistant Professor and the Director of the Graduate Education program at Chapman University, as well as the inaugural Director of the Donna Ford Attallah Academy for Teaching and Learning.  His research interests are technology use in education, ethical issues in K-12 education, and equity issues in mathematics.  Dr. Howard previously worked as a mathematics teacher, computer science teacher, and a technology coordinator in the Los Angeles Unified School District.   He earned his B.A. in Business Administration at California State University at Long Beach, his M.A. in Teaching and Curriculum at California State University at Dominguez Hills, and his Ph.D. in Educational Psychology and Technology at the University of Southern California.  He has taught courses in Educational Psychology at USC, UCLA, and CSUDH, as well as courses in Teacher Education, Educational Technology, Technology Ethics, and Quantitative Statistics at Chapman University.

Dr. Howard previously worked as a Senior Research Associate in the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at UCLA.  At CRESST he served as the co-lead of professional development for an Institute of Educational Sciences funded research study examining middle school mathematics achievement.  He has conducted professional development for elementary and middle school teachers in several school districts in Southern California and Arizona on topics addressing schema-based mathematics instruction, metacognition in mathematics, and working memory implications for mathematics performance.

Publications/Presentations:

Swim, T., Howard, K. E., & Kim, I.-H., editors (2012). The Hope for Audacity: Recapturing optimism and civility in education. New York, NY: Lang Publishers, Inc.

Howard, K. E. (2012) “Hybrid Technology Classrooms for Science and Mathematics Instruction,” in Book Three of the Trilogy: The Hope for Audacity: Recapturing optimism and civility in education, edited by Swim, T., Howard, K., and Kim, I.H. New York, NY: Lang Publishers, Inc.

Anderson, K. A., & Howard, K. E. (2012, April). Examining the Influence of School-based Collective Socialization for High-achieving Black Males in Mathematics. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, BC.

Howard, K. E. & Anderson, K. A. (2010).  Stereotype Threat in Middle School: The effects of prior performance on expectancy and test performance.  Middle Grades Research Journal, 5(3), 119-137. 

Anderson, K. A., Howard, K., & Graham, A. (2009).  Reading achievement, suspensions, and African American males in middle school.  In D. L. Hough (Eds.). Middle Grades Research: Exemplary studies linking theory to practice.  Charlotte, NC: Information Age Publishing.

Howard, K., Vendlinski, T., Hemberg, B., Niemi, D., & Phelan, J. (2009). "Using Error Patterns Formatively: data driven outcomes." New Hampshire Journal of Education, 24-31.

Anderson, K. A., Howard, K., & Graham, A. (2007).  Reading achievement, suspensions, and African American males in middle school.  Middle Grades Research Journal, 2(2), 43-63. 

Dembo, M., & Howard, K. (2007). Advice about the use of learning styles: A major myth in education. Journal of College Reading and Learning, 37(2), 101-109.

Clark, R. E., Howard, K. and Early, S. (2006).  Motivational challenges experienced in highly complex learning environments.  In J. Elen & R. E. Clark (Eds.). Handling complexity in learning environments: Theory and Research.  Oxford, G.B.: Elsevier Science Ltd.

Clark, R. E., Feldon, D. F., Howard, K., & Choi, S.  (2006). Five promising research directions for web-based instruction and assessment.  In H. F. O’Neil, Jr., & R. S. Perez (Eds.), Web-based learning: Theory, research, and practice. Mahwah, NJ: Lawrence Erlbaum Associates

Recent Creative, Scholarly Work and Publications
Howard, K. E., Curwen, M. S., & Colon-Muniz, A. (2013). Evaluation of Anaheim High School Independent Learning Center Year One Data Report: 2011-2012. Orange, CA: Chapman University, College of Educational Studies.
Howard, K. E. (2013). Chapman-Orange High School iPad Program Evaluation Phase One Data Report: Spring 2013. Orange, CA: Chapman University, College of Educational Studies.
Howard, K. E. (2012) “Hybrid Technology Classrooms for Science and Mathematics Instruction,” in Book Three of the Trilogy: The Hope for Audacity: Recapturing optimism and civility in education, edited by Swim, T., Howard, K., and Kim, I.H. New York, NY: Lang Publishers, Inc.
Swim, T., Howard, K. E., & Kim, I.-H., editors (2012). The Hope for Audacity: Recapturing optimism and civility in education. New York, NY: Lang Publishers, Inc.
Howard, K. E., (2010, April). Computer-Based Math Concept Acquisition and Automaticity. Poster session at the American Educational Research Association. Denver, CO.
Howard, K. E. & Anderson, K. A. (2010). Stereotype Threat in Middle School: The effects of prior performance on expectancy and test performance. Middle Grades Research Journal, 5(3), 119-137.
Anderson, K. A., Howard, K., & Graham, A. (2009). Reading achievement, suspensions, and African American males in middle school. In D. L. Hough (Eds.). Middle Grades Research: Exemplary studies linking theory to practice. Charlotte, NC: Information Age Publishing.
Howard, K., (2009, March). Transfer Effects of Working Memory Capacity. Paper presented at the American Educational Research Association. San Diego, CA.
Howard, K., Vendlinski, T., Hemberg, B., Niemi, D., & Phelan, J. (2009). Using Error Patterns Formatively: data driven outcomes. New Hampshire Journal of Education, 24-31.