Directory » KAREN RAMBO-HERNANDEZ
362
475-4755
KAREN RAMBO-HERNANDEZ
Interim Head of Department and Associate Professor
Dr. Karen E. Rambo-Hernandez received her Ph.D. from the University of Connecticut in Educational Psychology in Measurement, Evaluation, and Assessment in 2011, and she joined Texas A&M as an associate professor in the College of Education and Human Development in the Department of Teaching Learning and Culture in 2019. She teaches courses related to statistics and research methods. Her research interests include novel applications of multilevel modeling and growth modeling, the assessment of educational interventions to improve STEM education, and access for all students— particularly high achieving and underrepresented students— to high quality education. She has authored over 50 peer-reviewed publications, over 30 conference proceedings, 4 book chapters, and 17 invited presentations. She serves on the editorial board of 6 journals. She has advised 12 PhD/EdD students and 11 master's students, and she has served on 20 Ph.D. committees and 2 Master's committees. She has received over $5 million in funding from organizations such as the National Science Foundation and U.S Department of Education.
Education
Ph.D., Educational Psychology: Measurement, Evaluation, and Assessment, University of Connecticut (2011)
COURSES TAUGHT
EDCI686. RSCH MTHDS IN EDCI I
2020C,2019C
EDCI687. RSCH MTHDS IN EDCI II
2020A
EDCI688. RSCH MTHDS IN EDCI III
2020C
FORMER DOCTORAL STUDENTS
Suzanna Ammenheuser, Ed.D. (Spring 2022)
Robin Ries Bova, Ed.D. (Spring 2022)
SELECTED PUBLICATIONS
Books and Monographs
Journal Articles
†Lockhart, M. E., Rambo-Hernandez, K. E., Kwok, O. (accepted for publication November 2024). Exploring engineering majors’ engineering identities utilizing a traditional identity framework: Validity evidence for the new EngID Scale. European Journal of Engineering Education. https://doi.org/10.1080/03043797.2024.2431083
Rambo-Hernandez, K.E., *Amin, S., *Wilkerson, N., Brigandi, C. (Accepted for Publication November 2024). Teacher Rating Scales Continue to be a Problematic Source of Identification: Evidence from Ratings of Primary Students in a Rural, Low Socioeconomic School. Gifted Child Quarterly. Preprint available at: https://osf.io/kg8em
*Sanders, M., Rambo-Hernandez, K. E., & Joswick, C. (in press). Comparing permanent and alternating teams in middle school mathematics: Impacts on student engagement and social connections. The Journal of Educational Research. DOI: https://doi.org/10.1080/00220671.2025.2473414
*Amin, S., Rambo-Hernandez, K. E., Nepal, B., Burnett, C., & Mendoza Diaz, N. (2024). First-Year Engineering Student Persistence Amidst COVID-19 Interruptions: Evidence from Two Diverse Institutions. Cogent Education. http://doi.org/10.21203/rs.3.rs-4014102/v1
Rambo-Hernandez, K.E., Makel, M., *Koehler, N. (2024). Millions of Students are (Still) Above Grade Level: Achievement and Achievement Variability in Mathematics and Reading Before and During COVID-19 in the United States. Journal for the Education of the Gifted. https://doi.org/10.1177/01623532241277840
*Sanders, M., **Mathew, M., **Petty, R., **Arredondo, S., & Rambo-Hernandez, K. E. (2024). Learning together: A mixed methods analysis of team-based learning in middle school mathematics. Journal of Educational Research. https://doi.org/10.1080/00220671.2024.2381475
Yuan, Y., Brigandi, C., Rambo-Hernandez, K. E., *Hebda, M., **McClanahan, Z. R. (2024). Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices. Computers and Education. https://doi.org/10.1016/j.compedu.2024.105174
Casper, A.M.†, Rambo-Hernandez, K. E., Park, S.*, Atadero, R.A. (2022). The impact of emergency remote learning on students in engineering and computer science in the United States: An analysis of four universities. Journal of Engineering Education. DOI: 10.1002/jee.20473
Rambo-Hernandez, K. E., Atadero, R. A., Paguyo, C., Morris, M., Park, S.*, Casper, A. M.† , Pedersen, B. A.*, Schwartz, J.*, Hensel, R. (2021). Valuing Diversity and Enacting Inclusion in Engineering (VDEIE): Initial Validity Evidence for a New Scale. International Journal of Engineering Education. www.ijee.ie/1atestissues/Vol37-5/19_ijee4112.pdf
Rambo-Hernandez, K. E., Makel, M., Peters, S., & Worley, C.*(2021). Differential return on investment: Academic growth in Mathematics and Reading based on initial performance. Stage 2 Registered Report. British Journal of Educational Psychology. http://doi.org/10.1111/bjep.12479
Roy, A., & Rambo-Hernandez, K. E. (2021). There’s so much to do and not enough time to do it! A case for sentiment analysis to derive meaning from open text using student reflections of engineering activities. American Journal of Evaluation. https://doi.org/10.1177/1098214020962576
Brigandi, C. B., & Rambo-Hernandez, K. E. (2020). Closing the excellence gap: Exploring the impact of an innovative high school program for high potential first generation students. Gifted and Talented International. https://doi.org/10.1080/15332276.2020.1774944
Dixon, D. D., Peters, S. C., Makel, M. M., Jolly, J. L., Matthews, M. S., Miller, E. M., Rambo-Hernandez, K.E., Rinn, A. N., Robbins, J. H., Wilson, H. E. (2020). A call to reframe gifted education as maximizing learning. Phi Delta Kappa. https://kappanonline.org/call-reframe-gifted-education-maximizing-learning-dixson-peters-makel/ Note: Authors four through ten are alphabetically listed.
Stewart, J., Henderson, R*., Michaluk, L., Deshler, J., Fuller, E., & Rambo-Hernandez, K. E. (2020). Using the Social Cognitive Theory Framework to Chart Gender Differences in the Developmental Trajectory of STEM Self-Efficacy in Science and Engineering Students. Journal of Science Teaching and Technology. https://doi.org/10.1007/s10956-020-09853-5 [published with student]
Lakin, J. M. & Rambo-Hernandez, K.E. (2019) Fidelity of Implementation: Understanding Why and When Programs Work. Gifted Child Today, 42, 205-214. https://doi.org/10.1177/1076217519862327
Peters, S., Rambo-Hernandez, K.E., Makel, M., Matthews, M., & Plucker, J., (online first, May 19, 2019). The Effect of Local Norms on Racial and Ethnic Representation in Gifted Education. AERA Open. https://doi.org/10.1177/2332858419848446
Rambo-Hernandez, K.E., Peters, S., Plucker, J. (2019). Quantifying and Exploring Excellence Gaps across Schools and Time. Journal of Advanced Academics, 30. 383-415. https://doi.org/10.1177/1932202X19864116