Associate Professor
Department of Educational Counselling and Psychology, and Special Education (ECPS)
Dr. Mercer’s research focuses on the development and use of brief, repeatable assessments of academic skills to inform decision making during academic interventions. His research has also focused on the ways that teachers can influence classroom peer relations.
Contributions:
Mercer, S. H., Lyons, A. F., Johnston, L., Millhoff, C. (in press, accepted 3-20-14). Robust regression for slope estimation in curriculum-based measurement progress monitoring. Assessment for Effective Intervention.
Mercer, S. H., Idler, A. M., & Bartfai, J. M. (2014). Theory-driven evaluation in school psychology intervention research: 2007-2012. School Psychology Review, 43, 119-131.
Mercer, S. H., McMillen, J., & DeRosier, M. E. (2009). Predicting change in children’s aggression and victimization using classroom-level descriptive norms of aggression and pro-social behavior. Journal of School Psychology, 47, 267-289.
Mercer, S. H., & DeRosier, M. E. (2008). Teacher preference, peer rejection, and student aggression: A prospective study of transactional influence and independent contributions to emotional adjustment and grades. Journal of School Psychology, 46, 661-685.
Keywords:
Curriculum-based measurement; Reading intervention; Teacher influence on student peer relations.
sterett.mercer@ubc.ca
Departmental profile page
Departmental profile page