Susan Troncoso Skidmore, Ph.D.
quantitative methos in applied research, statistical assumption violations, effect sizes, measurement, and the recruitment, development, and retention of underrepresented groups in education
Academic Journal Publications
Skidmore, S.T., Zientek, L. R., & Lane, F. C. (2022). Profiles of undergraduate completers: Decontructing the heterogeneity. Journal of College Student Retention: Research, Theory & Practice, OnlineFirst, https://doi.org/10.1177/15210251221121327
Skidmore, S.T., Zientek, L. R., Hsu, H.-Y., & Edmonson, S. L. (2021). Profiles of undergraduate completers: Acknowledging alternative paths. Journal of Continuing Higher Education, Published Online, https://doi.org/10.1080/07377363.2021.1966921
Coleman, S. L., Skidmore, S.T., & Martirosyan, N. M. (2021). Dual credit and advanced placement students in developmental education: What happened? Journal of College Academic Support Programs, 3(2), 16-27. https://doi.org/10.36896/3.2fa1
Martirosyan, N., Saxon, D. P., & Skidmore, S. T. (2021). Online developmental education instruction: Challenges and instructional practices according to the practitioners. Journal of College Academic Support Programs, 4(1), 12-23. https://doi.org/10.36896/4.1fa1
Lawson, D. M., Skidmore, S. T., Akay-Sullivan, S. (2020). The influence of trauma symptoms on the therapeutic alliance across treatment. Journal of Counseling and Development, 98 (1), 29-40. https://doi.org/10.1002/jcad.12297
Poast, M., Skidmore, S. T., & Zientek, L. R. (Online First). Multiplication facts in the continuum of skills. Journal of College Reading and Learning. https://doi.org/10.1080/10790195.2020.1737595
Poast, M., Zientek, L.R., & Skidmore, S. T. (2020). An investigation of multiplication fact automaticity and grades in Intermediate Algebra. MathAMATYC Educator, 12(1), 44-50.
Hsu, H-Y., Lin, J-H., & Skidmore, S. T. (2019). Evaluating fit indices in a multilevel latent growth curve model: A Monte Carlo study. Behavior Research Methods, 51(1), 172-194. https://doi.org/10.3758/s13428-018-1169-6
Jones, B. E., Combs, J. P., & Skidmore, S. T. (2019). Admission criteria for educational leadership doctoral students in one U.S. doctoral program. International Journal of Doctoral Studies, 14, 351-365 https://doi.org/10.28945/4251
Hsu, H-Y., Lin, J-H., & Skidmore, S. T. (2018). Analyzing individual growth with clustered longitudinal data: A comparison between model-based and design-based multilevel approaches. Behavior Research Methods, 50(2), 786-803. https://doi.org/10.3758/s13428-017-0905-7
Skidmore, S. T., Hsu, H-Y., & Fuller, M. B. (2018). A person-centred approach to understanding cutlures of assessment. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2018.1447082
Coleman, S. L., Skidmore, S. T., & Martirosyan, N. M. (2017). A review of literature of online developmental mathematics: Research-based recommendations for practice. Community College Enterprise, 23(2), 9-26.
Coleman, S. L., Skidmore, S. T., & Weller, C. T. (2017). College success courses: Success for all, Community College Journal of Research and Practice, 42(5), 316-329. https://doi.org/10.1080/10668926.2017.1300110
Ellis, C., Skidmore, S. T., & Combs, J. P. (2017). The hiring process matters: The role of person-job and person-organization fit in teacher satisfaction. Educational Administration Quarterly. https://doi.org/10.1177/0013161X16687007
Martirosyan, N. M., Kennon, J. L., Saxon, D. P., Edmonson, S. L., & Skidmore, S. T. (2017). Instructional technology practices in developmental education in Texas. Journal of College Reading and Learning, 47, 3-25. https://doi.org/10.1080/10790195.2016.1218806.
Zhou, Y-Y., & Skidmore, S. T. (2017). A reassessment of ANOVA reporting practices: A review of three APA journals. Journal of Methods and Measurement in the Social Sciences, 8(1), 3-19.
Bustamante, R. M., Skidmore, S. T., Nelson, J. A., & Jones, B. E. (2016). Evaluation of a cultural competence assessment for preservice teachers. The Teacher Educator, 51, 297-313. https://doi.org/10.108008879730.2016.1186767
Fuller, M. B., Skidmore, S. T., Bustamante, R. M., & Holzweiss, P. (2016). Empirically exploring cultures of assessment in higher education: Results from the Administrators’ Survey of Assessment Culture. The Review of Higher Education, 39, 395-342. https://doi.org/10.1353/rhe.2016.0022
Skidmore, S. T. (2015). Teaching GLM concepts: Explicating the connections. Journal of Methods and Measurement in the Social Sciences, 6, 42-59.
Zientek, L. R., Skidmore, S. T., Saxon, & Edmonson, S. L. (2015). Technology priorities and preferences of developmental mathematics instructors. Community College Enterprise, 27-46.
Fuller, M. B., & Skidmore, S. T. (2014). An exploration of factors influencing institutional cultures of assessment. International Journal of Educational Research, 65, 9-21. https://doi.org/10.1016/j.ijer.2014.01.001
Hsu, H.-Y., Skidmore, S. T., Li, Y., & Thompson, B. (2014). Forced zero cross-loading misspecifications in measurement component of structural equation models. Methodology, 10, 138-152. https://doi.org/10.1027/1614-2241/a000084
Skidmore, S. T., Zientek, L. R., Saxon, D. P., & Edmonson, S. L. (2014). The impact of generational status on instructor's reported technology usage. Contemporary Educational Technology, 5, 179-197.
Skidmore, S. T., Zientek, L. R., Combs, J. P., Fuller, M. B., Hirai, M., Price, D. P., & Moore, G. W. (2014). Empirical reporting practices in Community College Journal of Research and Practice and Journal of Developmental Education from 2002 to 2011; A systematic review. Community College Journal of Research and Practice, 38, 927-946. https://doi.org/10.1080/10668926.2013.843478
Hagan-Burke, S., Coyne, M. D., Kwok, O.-M., Simmons, D. C., Kim, M., Simmons, L. E., Skidmore, S. T., Hernandez, C. L., & Ruby, M. M. (2013). The effects and interactions of student, teacher, and setting variables on reading outcomes for kindergarteners receiving supplemental reading intervention. Journal of Learning Disabilities, 46, 260-277. https://doi.org/10.1177/0022219411420571
Skidmore, S. T., & Thompson,B. (2013). Bias and precision of some classical ANOVA effect sizes when assumptions are violated. Behavior Research Methods, 45, 536-546. https://doi.org/10.3758/s13428-012
Hirai, M., Skidmore, S. T., Klum, G. A., & Dolma, S. (2012). An investigation of the efficacy of online expressive writing for trauma-related psychological distress in Hispanic individuals. Behavior Therapy, 43, 812-824. https://doi.org/10.1016/j.beth.2012.04.006
Rogers, D. L., Skidmore, S. T., Montgomery, G., Reidhead, V. A., & Reidhead, M. A. (2012). Spiritual integration predicts self-reported mental and physical health. Journal of Religion and Health, 51, 1188-1201. https://doi.org/10.1007/s10943-010-9425-9
Skidmore, S. T., & Thompson, B. (2012). Propagation of misinformation about frequencies of RFTs/RCTs in education: A cautionary tale. Educational Researcher, 41, 163-170. https://doi.org/10.3102/0013189X12441998
Skidmore, S. T., & Thompson, B. (2012). Things (we now believe) we know: Response to comments by Petrosino and Robinson. Educational Researcher, 41, 177-178. https://doi.org/10.3102/0013189X12441998
Hirai, M., Vernon, L. L., Clum, G. A., & Skidmore, S. T. (2011). Psychometric properties and administration measurement invariance of social phobia symptom measures: Paper-pencil vs. internet administrations. Journal of Psychopathology and Behavioral Assessment, 33, 470-479. https://doi.org/10.1007/s10862-011-9257-2
Skidmore, S. T., & Thompson, B. (2011). Choosing the best correction formula for the Pearson r2 effect size. Journal of Experimental Education, 79, 257-278. https://doi.org/10.1080/ 00220973.2010.484437
Skidmore, S. T., Slate, J.R., & Onwuegbuzie, A. J. (2010). Developing effective presentation skills: Evidence-based guidelines. Research in the Schools, 17(2), xxv-xxxvii.
Skidmore, S. T., & Thompson, B. (2010). Statistical techniques used in published articles: A historical review of reviews. Educational and Psychological Measurement, 70, 777-795. https://doi.org/10.1177/0013164410379320
Skidmore, S. T. (2009). What confidence intervals really do and why they are so important for middle grades research. Middle Grades Research Journal, 4, 35-55.
Stuessy, C. L., & PRISE Research Group. (2007). Literature review as an invitation to inquiry: Beginning research on teacher professional continuum. School Science and Mathematics, 107(2), 42-43. https://doi.org/10.1111/j.1949-8594.2007.tb17766.x