Tiffany A Whittaker

Ph.D. in Educational Psychology (Quantitative Methods), The University of Texas at Austin, 2003

M.S. in Psychology, The University of Texas at San Antonio, 1998

B.A. in Psychology, Criminal Justice, The University of Texas at San Antonio, 1995

My principal methodological research interest deals with the various facets of model specification, including, but not limited to, model comparison/selection and model modification methods. With the use of simulation techniques, I examine the performance of these different model specification approaches under manipulated conditions. With the use of real data sets, I also provide illustrations and demonstrations of alternative model parameterizations for pedagogical purposes. There are numerous models that may be employed to explain the relationships among variables. I am interested in employing models within the structural equation modeling (SEM), multilevel modeling (MLM), and item response theory (IRT) arenas.

My other research interest deals with real-world data applications with these various modeling techniques. This is, in large part, due to requests from applied researchers to help with the methodological aspects of their study given my knowledge in quantitative methods. I enjoy these opportunities to collaborate with researchers in different disciplines because real-world data issues provide me with methodological research ideas as well as interesting examples to use in my courses when I am teaching.

Interim Chair, Department of Educational Psychology, The University of Texas at Austin(2022 - Present)

Member of the Harrington Graduate Fellow Selection Committee, The University of Texas at Austin(2019 - Present)

Member of the Editorial Board for the Structural Equation Modeling journal, (2019 - Present)

Whittaker, T. A. (2019). The comparison of latent variable propensity score models to traditional propensity score models under conditions of covariate unreliability. Multivariate Behavioral Research. https://www-tandfonline-com.ezproxy.lib.utexas.edu/doi/full/10.1080/00273171.2019.1663136.

Lee, K. & Whittaker, T. A. (2018). Statistical power of the multiple domain latent growth model for detecting group differences. Structural Equation Modeling, 25(5), 700–714. (View)

Whittaker, T. A. & Khojasteh, J.. (2017). Detecting appropriate trajectories of growth in latent growth model comparisons: The performance of information-based criteria. Journal of Experimental Education, 85(2), 215–230. (View)

Boyle, L. H., Whittaker, T. A., Eval, M. & McCarthy, C. J. (2017). What really happens in group research? Results of a content analysis of recent quantitative research in JSGW. Journal for Specialists in Group Work, 42(3), 243–252. (View)

Pituch, K. A., Whittaker, T. A., Chang, W., Lockhart, L. & McDougall, G. J. (2016). Multivariate models for normal and binary responses in intervention studies. American Journal of Evaluation, 37(2), 270–286. (View)

Sanchez, D., Whittaker, T. A. & Hamilton, E. (2016). Perceived discrimination, peer influence and sexual behaviors in Mexican American preadolescent boys and girls: An examination of gender differences. Journal of Youth and Adolescence, 45(5), 928–944. (View)

Whittaker, T. A., Pituch, K. A. & McDougall, G. J. (2014). Latent Growth Modeling With Domain-Specific Outcomes Comprised of Mixed Response Types in Intervention Studies. Journal of Consulting and Clinical Psychology, 82(5), 746–759. (View)

Whittaker, T. A., Beretvas, S. N. & Falbo, T. (2014). Dyadic curve-of-factors model: An introduction and illustration of a model for longitudinal nonexchangeable dyadic data. Structural Equation Modeling, 21(1), 303–313. (View)

Whittaker, T. A. & Khojasteh, J.. (2013). A comparison of methods to detect invariant reference indicators in structural equation modelling. International Journal of Quantitative Research in Education, 1(4), 426–443.

Judy Spence Tate Fellowship for Excellence, College of Education, The University of Texas at Austin (2018 - 2019)

Margie Gurley Seay Centennial Professorship in Education, College of Education, The University of Texas at Austin (2017 - 2018)

Excellence in Teaching Award, Department of Educational Psychology, The University of Texas at Austin (2015 - 2016)

Fellow in the H. E. Hartfelder/the Southland Corporation Regents Chair in Human Resource Development, College of Education, The University of Texas at Austin (2015 - 2016)

Elizabeth Glenadine Gibb Teaching Fellowship in Education, College of Education, The University of Texas at Austin (2014 - 2015)