Timothy Keith's research is focused on the nature and measurement of intelligence, including the validity of tests of intelligence and the theories from which they are drawn. A second focus is on understanding the influences on school learning and academic achievement. Keith also has a continuing interest in research methodology, with a particular focus multiple regression, confirmatory factor analysis, and structural equation modeling. His research has been recognized with awards from the three major journals in school psychology, and he was awarded the senior scientist distinction by the school psychology division of APA.
Note: Tim Keith is on phased retirement and is no longer accepting new graduate students.
Ph.D. in School Psychology (additional emphasis in research methodology), Duke University, 1982
M.A. in School Psychology, East Carolina University, 1978
B.A. in Psychology, University of North Carolina, Chapel Hill, 1974
Focuses on the nature and measurement of intelligence, including the validity of tests of intelligence, and understanding variables that influence school learning and academic achievement.
Keith, T. (2019). Multiple Regression and Beyond: An Introduction to Multiple Regression and Structural Equation Modeling (3ed.). New York: Routledge.
Caemmerer, J., Maddocks, D., Keith, T. & Reynolds, M. (2018). Effects of cognitive abilities on child and youth academic achievement: Evidence from the WISC-V and WIAT-III. Intelligence, 68, 6–20.
Reynolds, M. & Keith, T. (2015). Multi-group and hierarchical confirmatory factor analysis of the Wechsler Intelligence Scale for ChildrenFifth Edition: What does it measure?. Intelligence, 62, 31–47.
Reynolds, M., Keith, T., Flanagan, D. & Alfonso, V. (2013). A cross-battery, reference variable, confirmatory factor analytic investigation of the CHC taxonomy. Journal of School Psychology, 51, 535–555.
Oscar and Anne Mauzy Regents Professorship in Educational Research and Development, University of Texas at Austin (2017 - 2018)
Invited workshop on structural equation modeling, National Association of School Psychologists (2014)
Lightner Witmer Award, Honorable Mention, American Psychological Association, School Psychology Division to former student Matthew Reynolds (2014)
Senior Scientist Award, American Psychological Association, School Psychology Division (2004)
Excellence in Research Award, Mensa Education & Research Foundation (2001)
| Year | Semester | Course |
|---|
| 2019 | Fall | EDP 385C: 8-Law/Ethics/Hist Of Schl Psy |
| 2019 | Fall | EDP 483C: 4-Individual Testing |
| 2018 | Fall | EDP 385C: 8-Law/Ethics/Hist Of Schl Psy |
| 2018 | Fall | EDP 483C: 4-Individual Testing |
| 2018 | Spring | EDP 194: 6-School Psychology Colloquium |
| 2018 | Spring | EDP 383C: 6-Academic Assmnt & Interven |
| 2017 | Fall | EDP 194: 6-School Psychology Colloquium |
| 2017 | Fall | EDP 383C: 4-Individual Testing |
| 2017 | Spring | EDP 194: 6-School Psychology Colloquium |
| 2017 | Spring | EDP 383C: 6-Academic Assmnt & Interven |
| 2016 | Fall | EDP 194: 6-School Psychology Colloquium |
| 2016 | Fall | EDP 383C: 4-Individual Testing |
| 2016 | Spring | EDP 383C: 6-Academic Assmnt & Interven |
| 2016 | Spring | EDP 194: 6-School Psychology Colloquium |
| 2015 | Fall | EDP 194: 6-School Psychology Colloquium |
| 2015 | Fall | EDP 393N: Internship In School Psych |
| 2015 | Fall | EDP 383C: 4-Individual Testing |
| 2015 | Summer | EDP f382K: 6-Structural Equation Modeling |
| 2015 | Spring | EDP 394K: 3-Intshp Profesnl Prac Sch Psy |
| 2015 | Spring | EDP 194K: 3-Intshp Profesnl Prac Sch Psy |
| 2015 | Spring | EDP 389H: 2-Academic Assmnt & Interven |
| 2015 | Spring | EDP 384: 20-Rsch Method/Practitioners |
| 2014 | Fall | EDP 196: 4-School Psychology Colloquium |
| 2014 | Fall | EDP 480P: 3-Individual Testing |
| 2014 | Summer | EDP f382K: 6-Structural Equation Modeling |
| 2014 | Spring | EDP 382K: 2-Correlatn & Regression Meth |
| 2014 | Spring | EDP 384: Research Methodology For Pract |
