Educational Leadership and Policy Studies

ELPS Faculty

Gene V Glass
Regents' Professor

Educational Leadership & Policy Studies
Ph.D. Program Coordinator


Email: glass@asu.edu
Office: Farmer 144E
Personal Homepage 		Gene V Glass

Education Background

  • Ph.D., Educational Psychology, Minor in Statistics: University of Wisconsin, 1965
  • M.S., Educational Psychology: University of Wisconsin, 1963
  • B.A., Mathematics & German Cum laude, University of Nebraska, 1962

Academic Appointments

  • 1964-65: Visiting Lecturer, Univ of Wisconsin–Milwaukee
  • 1965: Visiting Lecturer, Univ of Wisconsin–Madison
  • 1965-67: Assistant Prof., University of Illinois, Urbana-Champaign
  • 1967-70: Associate Prof., University of Colorado, Boulder
  • 1970-86: Professor, University of Colorado, Boulder
  • 1986- : Arizona State University
  • 1976: Besuchender Forscher, Max-Planck Institute for Psychiatry, Munich
  • 1978: Scholar-in-Residence, Center for the Study of Evaluation, UCLA
  • 1981-84: Clinical Research Professor, Dept. of Psychiatry,
        University of Colorado Health Sciences Center.
  • 1984-85: Research Associate, New School for Social Research
        New York, New York.
  • Associate Dean for Research, ASU College of Education, 1997-2001

Editorial Service

Editor:

Executive Editor:

Co-editor:

Selected Publications

Books

  • Glass, G.V. & Stanley, J.C. (1970). Statistical Methods in Education and Psychology. Englewood Cliffs, NJ: Prentice-Hall.
  • Glass, G.V.; Willson, V.L. & Gottman, J.M. (1975). Design and Analysis of Time-series Experiments. Boulder, Colo.: Colorado Associated University Press.
  • Glass, G.V. (Ed.) (1976). Evaluation Studies Review Annual, Vol. 1. Beverly Hills: SAGE Publications.
  • Smith, M.L.; Glass, G.V.; & Miller, T. (1980). The Benefits of Psychotherapy. Baltimore, MD: Johns Hopkins Univ. Press.
  • Glass, G.V.; McGaw, B.; & Smith, M.L. (1981). Meta-analysis in Social Research. Beverly Hills, CA: SAGE.
  • Glass, G.V.; Cahen, L.S.; Smith, M.L. & Filby, N.N. (1982). School Class Size: Research and Policy. Beverly Hills, CA: SAGE.
  • Smith, M.L. & Glass, G.V. (1987). Research and Evaluation in Education and the Social Sciences. Englewood Cliffs, NJ: Prentice-Hall.
  • Hopkins, K.D.; Hopkins, B.R. & Glass, G.V (1996). Basic Statistics for the Behavioral Sciences, 3rd Edition. Boston: Allyn & Bacon.
  • Vrasidas, C. and Glass, G. V. (Eds.) (2002). Current Perspectives on Applied Information Technologies. Volume I: Distance Learning. Greenwich, CT: Information Age Publishing, Inc.
  • Vrasidas, C. and Glass, G. V. (Eds.) (2004). Online Professional Development for Teachers. Greenwich, CT: Information Age Publishing.
  • Vrasidas, C. and Glass, G. V. (Eds.) (2005). Preparing Teachers to Teach with Technology. Greenwich, CT: Information Age Publishing.

Articles

  • Glass, G.V. (1966). Testing homogeneity of variances. American Educational Research Journal, 3, 187-190.
  • Glass, G.V. (1966). Alpha factor analysis of infallible variables. Psychometrika, 31, 545-561.
  • Bracht, G.H. & Glass, G.V. (1968). The external validity of experiments. American Educational Research Journal, 5, 437-474.
  • Glass, G.V. & Hakstian, A.R. (1969). Measures of association in comparative experiments. American Educational Research Journal, 6, 403-414.
  • Glass, G.V.; Tiao, G.C.; & Maguire, T.O. (1971) Analysis of data on the revision of German divorce laws as a time-series quasi- experiment. Law and Society Review, 4, 539-62.
  • Glass, G.V. (1975). A paradox about the excellence of schools and the people in them. Educational Researcher, 4, 9-13.
  • Glass, G.V. (1976). Primary, secondary and meta-analysis of research. Educational Researcher, 5, 3-8.
  • Smith, M.L. & Glass, G.V. (1977). Meta-analysis of psychotherapy outcome studies. American Psychologist, 32, 752-60. Reprinted in Kiesler, C. & Cummings, N., Psychology and National Health Insurance. Washington D.C.: American Psychological Association, 1978.)
  • Glass, G.V. (1978). Standards and criteria. Journal of Educational Measurement, 15, 237-261.
  • House, E.R.; Glass, G.V.; McLean, L.D.; & Walker, D.C. No simple answer: A critique of the Follow-Through evaluation. Harvard Educational Review, 1978, 48, 128-160. (Shortened version appears in Educational Leadership, 1978, 35, 462-66.
  • Glass, G.V. (1978). Integrating findings: The meta-analysis of research. Review of Research in Education, 5, 351-79.
  • Glass, G.V and Smith, M.L. (1979). Meta-analysis of research on the relationship of class-size and achievement. Educational Evaluation and Policy Analysis, 1, 2-16.
  • Glass, G.V (1979). Policy for the unpredictable (uncertainty research and policy). Educational Researcher, 8(9), 12-14.
  • Glass, G.V. & Ellett, F.S. (1980). Evaluation research. Annual Review of Psychology, Vol. 31, 211-228.
  • Smith, M.L. & Glass, G.V. (1980). Meta-analysis of research on class-size and its relationship to attitudes and instruction. American Educational Research Journal, 17, 419-34.
  • Glass, G.V. (1982). Effectiveness of special education. Policy Studies Review, 2, 65-78.
  • Mumford, E.; Schlesinger, H.J.; Glass, G.V.; Patrick, C.; & Cuerdon, T. (1984). A new look at evidence about reduced cost of medical utilization following mental health treatment. The American Journal of Psychiatry, 141, 11451158.
  • Levin, H.M.; Glass, G.V. & Meister, G.R. (1985). Efficiencia de costes de cuatro intervenciones educativas. Revista de Educacion, No. 276, 61-102.
  • Levin, H.M. & Glass, G.V. (1987). Cost-effectiveness of Computer Assisted Instruction. Evaluation Review, 11, 50-72.
  • Glass, G.V. (1987). What Works: Politics and Research. Educational Researcher, 16, 5-10.
  • Levin, H.M.; Glass, G.V.; & Meister, G.R. (1987). Different approaches to improving performance at school. Zeitschrift fur Internationale Erziehungs und Sozial Wissenschaftliche Forschung, 3, 156-176.
  • Ellwein, M.C., Glass, G.V & Smith, M.L. (1988). Standards of competence: Propositions on the nature of testing reforms. Educational Researcher. Vol. 16, No. 8, 4-9.
  • Lynch, W.; Glass, G.V.; & Tran, Z.V. (1988). Diet, tobacco, alcohol and stress as causes of coronary heart disease: A longitudinal causal analysis. Yale Journal of Biology and Medicine. Vol. 61, 413-426.
  • Glass, G.V (Ed.) (1994). School choice: A discussion with Herbert Gintis. Education Policy Analysis Archives, 2(6), Entire Issue. Spanish translation published in Narodowski, Mariano; Andrada, Myrian y Nores Milagros (Eds.)(2001). Nuevas tendencias en polmticas educativas, Temas. Buenos Aires: Fundacisn Gobierno & Sociedad.
  • Cobb, C.D. and Glass, G.V (1999). Ethnic segregation in Arizona charter schools. Education Policy Analysis Archives, Vol. 7, No. 1. [Entire Issue] (Online at http://epaa.asu.edu/epaa/v7n1/).
  • MacSwan, J., Rolstad, K. & Glass, G.V (2002). Do some school-age children know no language? Some problems of construct validity in the Pre-LAS Espanol. Bilingual Research Journal, 26(2), 395-420.
  • Glass, G.V. (1972). Die Entwicklung einer Methodologie der Evaluation. In Wulf, C. (Ed.) Evaluation: Beschreibung und Bewertung von Unterricht, Curricula und Schulversuchen. Munchen: Piper & Co. Verlag.
  • Schlesinger, H.J.; Mumford, E.; & Glass, G.V. (1980). The effects of psychologically-informed intervention on recovery from medical crisis. In Guerra, F. & Aldrets, J.A. (Eds.) Emotional and Psychological Responses to Anathesia and Surgery. NY: Grune & Stratton.
  • Glass, G.V. (1986) Testing old, testing new: reflections on schoolboy psychology and the allocation of intellectual resources. In Plake, B. & Witt, J.C. (Eds.). Future Directions for Testing. Hillsdale, NJ: Lawrence Erlbaum.
  • Glass, G.V (1989). Using student test scores to evaluate teachers. In Millman, J. & Darling-Hammond, L. (Eds.) New Handbook of Teacher Evaluation. Beverly Hills, CA: SAGE.
  • Ellwein, M.C. & Glass, G.V (1989). Ending social promotion in Waterford: Appearances and Reality. Chapter 8, pp. 151-173 in Shepard, L.A. & Smith, M.L., Flunking Grades: Research and Policies on Retention. London: The Falmer Press.
  • Glass, G.V (1998). Ghosts and Reminisences: My last day on earth as a "quantoid." Pp. 277-89 in Davis, R. Stake Symposium on Educational Evaluation. Urbana, IL: Center for Instructional Research and Curriculum Evaluation, Univ. of Illinois.
  • Glass, Gene V. (2002). Teacher characteristics. Chapter 8 (Pp. 155-174) in Molnar, A. (Ed.) School Reform Proposals: The Research Evidence. Greenwich, CT: Information Age Publishing, Inc.

Awards, Offices, Honors

  • Member of Delta Phi Alpha, German Honorary Society, 1962
  • Winner of Creative Talent Award of American Institutes for Research for Best Dissertation in Psychometrics in 1964-65
  • Winner of the Palmer O. Johnson Award (for best article in yearly volume of the American Educational Research Journal; award won in 1968 and in 1970)
  • President, American Educational Research Association, 1975
  • Award for Best Contracted Evaluation Study of Division H of the Amer. Educ. Res. Assoc., 1977
  • Cattell Award of Society of Multivariate Experimental Psychology, 1980
  • Lazarsfeld Award; Evaluation Research Society, 1984
  • Alumni Achievement Award, School of Education, University of Wisconsin–Madison, 1990
  • Lifetime Achievement Award of the Arizona Educational Research Organization, 1998
  • Distinguished Alumni Award, Teachers College, University of Nebraska, 1998
  • Member, Phi Delta Kappa, Education Honorary Society, 1998
  • Honorary Member of the Centre for Evidence-Based Mental Health, Dept. of Psychiatry, Oxford University, England, 1999
  • Fellow, Education Policy Project, Center for Educational Research, Analysis & Innovation, University of Wisconsin, Milwaukee, 1999-2001
  • Fellow, Education Policy Project, Education Policy Studies Laboratory, Arizona State University, 2001-
  • Member, National Academy of Education, 2000-
  • Work on meta-analysis of psychotherapy outcomes (with M.L. Smith) was named as one of the Forty Studies that Changed Psychology in the book of the same name by Roger R. Hock (1999; 0-13-922725-3; Prentice Hall Publishers).
  • Distinguished Contributions to Research in Education Award of the American Educational Research Association, 2005.