Dr. Nicole Barned, Ph.D.
About Dr. Nicole Barned, Ph.D.
Dr. Barned is a Quantitative Research Analyst Consultant at ILC. She has a Master’s and a Ph.D. in Educational Psychology from the University of Georgia and specializes in mixed methods research, specifically quantitative research methods.
Dr. Barned is knowledgeable about qualitative procedures and the statistical techniques to include ANOVA and ANCOVA testing. She has experience working on several longitudinal studies, including an Institute of Education Sciences funded longitudinal study on exploring 3-D spatial skills and mathematics development in elementary school children.
She has specialized expertise in the following a) Performing descriptive and inferential statistical analysis of surveys administered to measure students’ pre/post motivation, efficacy, attitudes, beliefs and perceptions, b) Performing descriptive analysis of demographic data; c) Performing inferential analysis (ANOVA) of students’ pre/ post-test performance, d) Conducting regression analysis across variables identified; e) Conducting site based observations, f) Preparing a qualitative report of observations and interviews; and g) Preparing a quantitative report of findings.
Carr, M., Barned, N., & Otumfuor, B. (2016). Peers Influence Mathematics Strategy Use in Early Elementary School. International Journal of Educational Psychology, 5(1), 27-55. doi: 10.17583/ijep.2016.1861.
Barned, N. E., Knapp, N. F., & Neuharth-Pritchet, S. (2011): Knowledge and Attitudes of Early Childhood Preservice Teachers Regarding the Inclusion of Children With Autism Spectrum Disorder, Journal of Early Childhood Teacher Education, 32:4, 302-321.
Barned, N. E. (2009). Attitudes of preservice teachers towards the inclusion of children with autism spectrum disorders. University of Georgia, Athens.