Dr. Ben Clarke is an Associate Professor in the School Psychology Program at the University of Oregon. He is interested in the development of mathematical and the role of assessment, instruction, and school systems to support that development. Across his work, there is an emphasis on understanding the variables that impact student achievement and their interaction with critical ecological and cultural factors. Dr. Clarke leverages his research interests to teach and work with school psychology and special education students to integrate an understanding of mathematics development within school based service delivery systems. He currently serves or has served as a Principal Investigator on twenty federally funded research grants (apx. 55 million in funding) in the area of mathematics instruction focused on the development and efficacy testing of intervention programs spanning the K-6thgrade spectrum in both traditional and technology based formats. In addition, Dr. Clarke’s work has focused on developing assessment materials examining early mathematics knowledge and number sense with a focus on identifying and preventing later mathematics difficulty. He has published articles and book chapters on mathematics instruction and assessment and developing multi-tiered instructional models including the IES practice guide “Assisting students struggling with mathematics: Response to Intervention for elementary and middle schools”. Dr. Clarke was a practicing school psychologist for three years where he led district efforts to implement multiple tier instructional models in reading and mathematics.
Special Education Special Interest Group Outstanding Student Research Award (American Educational Research Association)
Distinction Comprehensive Doctoral Candidacy Exams (University of Oregon)
Phi Beta Kappa (Wabash College)
Distinction Comprehensive Bachelors Exams (Wabash College)
Clarke, B., Doabler, C., Kosty, D., Kurtz Nelson, E., Smolkowski, K., Fien, H., & Turtura, J. (2017). Testing the efficacy of a kindergarten mathematics intervention by small group size. AERA Open, 3(2), 1–16. doi: 10.1177/2332858417706899
Shanley, L., Clarke, B., Doabler, C. T., Kurtz Nelson, E., & Fien, H. (2017). Early number skills gains and mathematics achievement: Intervening to establish successful early mathematics trajectories. Journal of Special Education, Advanced online publication. doi: 10.1177/0022466917720455
Shanley, L., Strand Cary, M., Clarke, B., Guerreiro, M. A., & Thier, M. (2017). Instructors’ technology experience and iPad delivered intervention implementation: A mixed methods replication study. Educational Technology Research and Development, 65, 815–830. doi: 10.1007/s11423-016-9488-8
Strand Cary, M., Clarke, B., Doabler, C. T., Smolkowski, K., Fien, H., & Baker, S. K. (2017). A practitioner implementation of a tier 2 first grade mathematics intervention: Promising results amid evaluation challenges Learning Disability Quarterly, Accepted for publication.
Clarke, B., Doabler, C., Smolkowski, K., Kurtz Nelson, E., Fien, H., Baker, S. K., & Kosty, D. (2016). Testing the immediate and long-term efficacy of a tier 2 kindergarten mathematics intervention. Journal of Research on Educational Effectiveness, 9, 607–634. doi: 10.1080/19345747.2015.1116034
Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., & Strand Cary, M. (2016). Examining the efficacy of a tier 2 kindergarten mathematics intervention. Journal of Learning Disabilities, 49, 152–165. doi: 10.1177/0022219414538514
Doabler, C. T., Clarke, B., Kosty, D. B., Baker, S. K., Smolkowski, K., & Fien, H. (2016). The effects of a core kindergarten mathematics program on the mathematics achievement of Spanish-speaking English learners. School Psychology Review, 45, 343–361. doi: 10.17105/SPR45-3.343-361