Profile

Spyros Konstantopoulos Assistant Professor, Human Development and Social Policy Assistant Professor, Learning Sciences Annenberg Hall Room 315 2120 Campus Drive Evanston, IL 60208-0001 Phone: (847) 467-7258 Fax: (847) 491-8999

Biography

Spyros Konstantopoulos is a research methodologist by training. Konstantopoulos’ research interests include the extension and application of statistical methods to issues in education, social science, and policy studies. His current methodological work involves applications of hierarchical models in the design of experimental or non-experimental studies. This work focuses on power analysis in designs with complicated nested structures. In addition, his methodological work includes applications of hierarchical models in developing computational algorithms that model meta-analytic data with nested structures. Konstantopoulos’ substantive work encompasses research on the effects of educational interventions such as class size, school and teacher effects, and the social distribution of academic achievement.

Curriculum Vitae

View Spyros Konstantopoulos's CV.

Research/Scholarship
Education

Year		Degree		Institution
2003		PhD., Research Methodology		University of Chicago
1999		MS, Statistics		University of Chicago
1995		MS, Educational Psychology and Research Methodology		Purdue University
1992		BA, Primary Education and Educational Psychology		University of Athens Greece

Selected Publications

Konstantopoulos, S., & Hedges, L. V. (2008). How large an effect can we expect from school reform?. Teachers College Record.
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Konstantopoulos, S., & Constant, A. (2008). The Gender Gap Reloaded: Are School Characteristics Linked to Labor Market Performance?. Social Science Research.
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Konstantopoulos, S. (2008). Do Small Classes Reduce the Achievement Gap between Low and High Achievers? Evidence from Project STAR. Elementary School Journal: 275-291.
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Konstantopoulos (2006). Trends of School Effects on Student Achievement: Evidence from NLS:72, HSB:82, and NELS:92. Teachers College Record, 108: 2550-2581.
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Konstantopoulos, S., & Hedges, L.V. (2004). Meta-Analysis in Kaplan, D. (Ed.), Handbook of Quantitative Methodology for the Social Sciences: 281–297.
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Nye, B., Hedges, L.V., & Konstantopoulos, S. (2004). Do minorities experience larger lasting benefits from small classes? Evidence from a five-year follow-up of the Tennessee class size experiment. Journal of Educational Research 98: 94-100.
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Nye, B., Konstantopoulos, S, & Hedges, L.V. (2004). How Large are Teacher Effects?. Educational Evaluation and Policy Analysis, 26: 237-257.
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Constant, A., & Konstantopoulos, S. (2003). School effects and labor market outcomes for young adults in the 1980s and 1990. Applied Economics Quarterly: 49, 5-22.
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Nye, B., Hedges, L.V., & Konstantopoulos, S. (2002). Do low achieving students benefit more from small classes? Evidence from the Tennessee class size experiment. Educational Evaluation and Policy Analysis: 24, 201-217.
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Konstantopoulos S., Modi, M., & Hedges L.V. (2001). Who are America’s gifted?. American Journal of Education: 109, 344-382.
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Nye, B., Hedges, L.V., & Konstantopoulos, S. (2000). Effects of small classes on academic achievement: The results of the Tennessee class size experiment. American Educational Research Journal: 37, 123-151.
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Nye, B., Hedges, L.V., & Konstantopoulos, S. (1999). The long-term effects of small classes: A five-year follow-up of the Tennessee class size experiment. Educational Evaluation and Policy Analysis: 21, 127-142.
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Projects

Distributed Leadership Study
IOPD: Impact of Online Professional Development

Other Research/Scholarship

Work accepted for conference presentations:

Computing statistical power for three-level designs. Annual Meeting of the American Educational Research Association, San Francisco, 2006.

 

 

 

The gender gap reloaded: Do schools matter? Annual Meeting of the Population Association of America, Los Angeles, 2006 (with A. Constant)

 

Research Interests

Multilevel Models; Statistical Power; Teacher and School Effects; Class Size Effects; Meta-Analysis; Group Differences in Achievement.

Teaching/Advising
Courses

		Education and social science research often involves the use of quantitative (statistical) methods. The purpose of this course is to provide an introduction to the methods of quantitative inquiry that are most commonly used in education and related social sciences. The idea is to help students apply fundamental statistical methods to education and social science data, and facilitate critical reading and interpretation of education and social science research. Specifically, this course will provide an introduction to the concept of probability, sampling theory, elementary statistical methods for estimation and hypothesis testing, and prediction models such as ANOVA and regression. The emphasis is on conceptual understanding, not technical detail. The class will involve lectures, discussions, homework assignments, and a final project.
LRN_SCI 463		Topics in Research Methods Methodological approaches to research on learning-teaching environment implementation. Methods for examining processes of change and adoption of educational interventions in various settings.
LRN_SCI 451		Topics in Learning Sciences Current research topics in the learning sciences. Topics vary. May be repeated for credit with change in topic.
HDSP 451		Topics in Human Development and Social Policy Topics vary. May be repeated for credit with change of topic.
HDSP 463		Regression Analys Hum Dev Res Applied Regression for Ed Research

Committees (PhD)

Start		End		Name		Position		Description
				Dissertation Committee		Member		Member of the dissertation committee of Amber Pareja, Vandna Sinha, Lawrence Brenninkmeyer.

Service/Recognition
Editorial Boards

Year		Journal Name		Position
2005		psychological methods		reviewer
2005		educational evaluation and policy analysis		reviewer