Grant B. Morgan, Ph.D
Assistant Professor, Educational Psychology
Campus Contact Information:
Ph.D. Educational Research & Measurement (2012) - University of South Carolina
M.S. Organization Development (2005) - Western Carolina University
B.S. Psychology (2003) - Clemson University
EDP 6337: Psychometric Theory (Graduate; Baylor University)
EDP 6365: Latent Variable Models in Education (Graduate; Baylor University)
EDP 6366: Item Response Theory (Graduate; Baylor University)
EDP 6360: Experimental Design I (Graduate; Baylor University)
EDP 5335: Research Methods in Education (Graduate; Baylor University)
Research Methods in Education (Graduate; University of South Carolina)
Statistics I (Graduate; University of South Carolina)
Statistics II (Graduate; University of South Carolina)
Educational Measurement (Graduate; University of South Carolina)
Advanced quantitative methods, latent variable models, clustering/classification, nonparametric statistics, psychometrics
2012 Bruce Thompson Outstanding Paper Award - Southwest Educational Research Association
2012 Distinguished Paper Award, State and Regional Educational Research Associations Special Interest Groups, American Educational Research Association
2011 Outstanding Doctoral Student Award - University of South Carolina
2011 Graduate Student Research Competition (1st Prize) - University of South Carolina
2010 Distinguished Paper Award, South Carolina Educators for the Practical Use of Research
2010 Distinguished Paper Award, State and Regional Educational Research Associations Special Interest Groups, American Educational Research Association
2010 SAS Institute Student Ambassador Finalist
Johnson, R. L., & Morgan, G. B. (under contract). Survey scales: The essentials. Guilford Press.
Hartlep, Nicholas, D., Morgan, G. B., & Hodge, K. J.* (in press). Vietnamese youth and the model minority stereotype: An examination of the National Asian American Survey of 2008. In N. D. Hartlep (Ed.). The model minority stereotype reader: Critical and challenging readings for the 21st century. San Diego, CA: Cognella.
Hartlep, N. D., McCubbins, S., & Morgan, G. B. (in press). Revealing the Myth of the "Fully Qualified" Bright Young Teacher: Using the Haberman Star Teacher Pre-Screener to Teach and Assess Professional Dispositions and Core Beliefs in Education. In J. A. Gorlewski, B. Porfilio, D. A. Gorlewski, & J. Hopkins (Eds.). Effective or Wise: Teaching and Assessing Professional Dispositions in Education. New York, NY: Peter Lang.
Johnson, R. L., & Morgan, G. B. (in progress). Item types, response formats and consequences for statistical investigations. In K. Schweizer & C. DiStefano (Eds.) Test construction: Standards and recent advancements. Boston, MA: European Association of Psychological Assessment and Hofgrefe Publishing.
Morgan, G. B., & Hodge, K. J.* (in press). A primer on research validity for conducting quantitative studies of the model minority stereotype. In B. Portfilio & N. D. Hartlep (Eds.). Killing the model minority stereotype: Asian American counter-stories and complicity. Charlotte, NC: Information Age Publishing.
Morgan, G. B., & Hodge, K. J.* (in press). Statistical procedures for addressing research fallacies such as model minority stereotype. In B. Portfilio & N. D. Hartlep (Eds.). Killing the model minority stereotype: Asian American counter-stories and complicity. Charlotte, NC: Information Age Publishing.
DiStefano, C., Morgan, G. B., & Motl, R. W. (2012). Detecting acquiescence underlying Rosenberg's Self Esteem scale using the Rasch Partial Credit model. In S. De Wals, & K. Meszaros (Eds.) Handbook on psychology of self-esteem. Hauppauge, NY: Nova Science Publishers.
Articles in Refereed Journals
McKay, M. T., Morgan, G. B., van Exel, N. J., & Worrell, F. C. (in press). Back to “the future": Evidence of a bifactor solution for the Consideration of Future Consequences Scale. Journal of Personality Assessment.
Morgan, G. B., & Beaujean, A. A. (in press). An investigation of growth mixture models for studying the Flynn Effect. Journal of Intelligence.
Morgan, G. B. (2014). Mixed mode latent class analysis: An examination of fit index performance for classification. Structural Equation Modeling.
Morgan, G. B., Hodge, K. J.*, Trepinski, T. M.*, & Anderson, L. W. (2014). The stability of teacher performance and effectiveness: Examining some fundamental assumptions of teacher evaluation systems. Educational Policy & Analysis Archives, 22(95).
Umstattd Meyer, M. R., Walsh, S. M.*, Sharkey, J. R., Morgan, G. B., & Nalty, C. C. (in press). Physical and social environmental characteristics of physical activity for Mexican-origin children: Examining differences between school year and summer perceptions. BMC Public Health.
D’Amico, M. M., Morgan, G. B., Robertson, S., & Houchins, C. (in press). Enrollment patterns in noncredit education: Exploring a critical workforce development function in the community college. Journal of Continuing Higher Education.
Morgan, G. B., Zhu, M., Johnson, R. L., & Hodge, K. J.* (2014). Interrater reliability indices commonly used in scoring student essays: A Monte Carlo investigation of index accuracy. Language Assessment Quarterly, 11(3), 302-324.
DiStefano, C., & Morgan, G. B. (2014). A Comparison of Diagonal Weighted Least Squares Robust Estimation Techniques for Ordinal Data. Structural Equation Modeling, 21(3), .425-438.
Morgan, G. B., D'Amico, M. M., & Hodge, K. J.* (2013). Major differences: Modeling profiles of community college persisters in career clusters. Quality & Quantity. Advance online publication. Impact factor: 0.728
Bell, B. A., Morgan, G. B., Schoeneberger, J. A., Kromrey, J. D., Ferron, J. M., & Loudermilk, B. L. (2013). How low can you go?: An investigation of the influence of sample size and model complexity on point and interval estimates in two-level linear models. Methodology. Impact factor: 0.935
D'Amico, M. M., Morgan, G. B., Robertson, T., & Rivers, H. E. (2013). The persistence of dually enrolled students continuing at technical/community colleges. Community College Journal of Research and Practice.
Hartlep, N. D., & Morgan, G. B. (2013). An exploratory study of the restricted-use ELS:2002 dataset: Using finite mixture modeling as a way to problematize the "model minority stereotype." International Journal of Research in Education Methodology.
Kettler, R. J., Dickenson, T. S., Bennett, H. L., Morgan, G. B., Gilmore, J. A., Beddow, P. A., ... Palmer, P. W. (2012). Enhancing the accessibility of high school science tests: A multi-state experiment. Exceptional Children. Impact factor: 2.060
Valerio, W., Reynolds, A., Morgan, G. B., & McNair, A. (2012). Construct validity of the parent-completed children's Music-Related Behavior Questionnaire. Journal of Research in Music Education, 60(2), 186-200.
DiStefano, C., Morgan, G. B., & Motl, R. W. (2012). An examination of personality characteristics related to acquiescence. Journal of Applied Measurement, 13(1).
DiStefano, C., & Morgan G. B. (2011). Examining classification criteria: A comparison of three cut score methods. Psychological Assessment, 23(2), 354-363. Impact factor: 2.994
D'Amico, M. M., Morgan, G. B., & Rutherford, G. (2011). The timing of pre-enrollment activities and predicting technical/community college student success. Journal of Applied Research in Community Colleges, 19(1), 35-41.
D'Amico, M. M., Morgan, G. B., & Robertson, T. (2011). Student achievement in identified workforce clusters: Understanding factors that influence student success and retention. Community College Journal of Research and Practice, 35, 773-790.
Bell, B. A., DiStefano, C., & Morgan, G. B. (2010). A primer on disseminating applied quantitative research. Journal of Early Intervention, 32(5), 370-383. Impact factor: 0.722
DiStefano, C., & Morgan, G. B. (2010). Evaluation of the BESS TRS-CA using the Rasch Rating Scale Model. School Psychology Quarterly, 25(4), 202-212. Impact factor 1.209
Morgan, G. B., Sherlock, J. J., & Ritchie, W. J. (2010). Job satisfaction in the home health care context: Validating a customized instrument for application. Journal of Healthcare Management, 55(1), 11-21. Impact factor: 1.036
* Denotes Baylor Graduate Student
South Carolina SAS User's Group
American Educational Research Association
National Council on Measurement in Education
Structural Equation Modeling Special Interest Group (AERA)
Hierarchical Linear Modeling Special Interest Group (AERA)
South Carolina Educators for the Practical Use of Research
American Evaluation Association
North Carolina Association for Research in Education