Ben Clarke
Biography
Ben Clarke, PhD, is a Professor in the School Psychology Program at the University of Oregon. His research is broadly focused on the development of student’s mathematical thinking and how school systems can support the mathematical learning needs of all students. He has served as PI or Co-PI on 28 federal grants (totaling apx. 86 million dollars in federal funding) from the Institute of Education Science (IES), Office of Special Education Programs, US Department of Education and the National Science Foundation to develop and test the efficacy of mathematics intervention programs spanning the K-6th grade spectrum in both traditional and technology based formats. In addition, he has designed and validated screening and progress monitoring assessments in the area of early mathematics and number sense. Dr. Clarke has published 100 plus articles and book chapters in the area of mathematics instruction and assessment and developing multi-tiered instructional models including the IES practice guides “Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools” and Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades. He previously worked as a practicing school psychologist for three and led district efforts to implement RTI and multi-tier instructional models.
Education
Honors and Awards
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)
Publications
Clarke, B., Doabler, C. T., Sutherland, M., Kosty, D., Turtura, J., & Smolkowski, K. (2023). Examining the impact of a first grade whole number intervention by group size. Journal of Research on Educational Effectiveness, 16(2), 326–349. doi: 10.1080/19345747.2022.2093299
Clarke, B., Sutherland, M., Doabler, C. T., Lesner, T., Fainstein, D., Nolan, K., Landis, B., & Kosty, D. (2023). Developing and investigating the promise of early measurement screeners. School Psychology Review, 52(6), 696–708. doi: 10.1080/2372966X.2021.1919493
Clarke, B., Turtura, J., Lesner, T., Cook, M., Smolkowski, K., Kosty, D., & Doabler, C. T. (2022). A conceptual replication of a kindergarten math intervention within the context of a research-based core. Exceptional Children, 89(1), 42–59. doi: 10.1177/00144029221088938
Clarke, B., Cil, G., Smolkowski, K., Sutherland, M., Turtura, J., Doabler, C. T., Fien, H., & Baker, S. K. (2020). Conducting a cost effectiveness analysis of an early numeracy intervention. School Psychology Review, 40(4), 359–373. doi: 10.1080/2372966X.2020.1761236
Clarke, B., Doabler, C. T., Turtura, J., Smolkowski, K., Kosty, D., Sutherland, M., Kurtz Nelson, E., Fien, H., & Baker, S. K. (2020). Examining the efficacy of a kindergarten mathematics intervention by group size and initial skill: Implications for practice and policy. The Elementary School Journal, 121(1), 125–153. doi: 10.1086/710041
Clarke, B., Nelson, N. J., Ketterlin-Geller, L. R., Kosty, D., Smolkowski, K., Lesner, T., Furjanic, D., & Fien, H. (2020). Investigating the promise of a tier 2 sixth-grade fractions intervention. Learning Disabilities Quarterly, 45(4), 252–266. doi: 10.1177/0731948720972411