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Christian Doabler

Christian Doabler's picture

Contact Info

Office Location: 
1600 Millrace Dr Suite 108 5295 University Of Oregon Eugene, OR 97403-5295
Phone: 
(541) 346-8358
Faculty
Research Assistant Professor
Education: 
Ph.D., University of Oregon, Special Education, 2010
M.S., University of Oregon, Special Education, 2003
B.A., Rowan University, Elementary Education, 1995
Program(s): 
Research and Outreach Unit(s): 

Christian Doabler, Ph.D., is a Research Assistant Professor with the Center on Teaching and Learning at the University of Oregon. He specializes in curriculum design, observation systems, and the prevention of learning difficulties. He is a former general education and special education teacher. Currently, he serves as a Co-Principal Investigator on three IES-funded research projects focused on the development and efficacy testing of early mathematics interventions for students who are at-risk for learning difficulties in mathematics: (1) Project ROOTS - A Randomized Control Trial of a Tier 2 Kindergarten Mathematics Intervention,” (2) NumberShire Level-K – “Development of a Game-based Integrated Learning and Assessment System to Target Whole Number Concepts for Kindergarten Students,” and (3) NumberShire Level-2 -Foundations of Mathematical Understanding: Developing a Strategic Intervention on Whole Number.”

Publications: 

1.   Doabler, C. T., Baker, S. K., Kosty, D., Smolkowski, K., Clarke, B., Miller, S. J., & Fien, H. (in press). Examining the association between explicit mathematics instruction and student mathematics achievement. Elementary School Journal.

2.   Clarke, B., Doabler, C. T., Nelson, N., & Shanley, L. (in press) Effective instructional strategies for kindergarten and first grade students at-risk in mathematics. Intervention in School and Clinic.

3.   Doabler, C. T., Clarke, B., Fien, H., Baker, S., Kosty, D., & Strand Cary, M. (in press). The science behind curriculum development and evaluation: Taking a design science approach in the production of a tier 2 math curriculum. Learning Disability Quarterly.

4.   Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., & Strand Cary, M. (2014). Examining the efficacy of a tier 2 kindergarten intervention. Journal of Learning Disabilities. Advanced online publication. doi: 10.1177/0022219414538514

5.   Clarke, B., Doabler, C. T., Strand Cary, M., Kosty, D. B., Baker, S. K., Fien, H., & Smolkowski, K. (2014). Preliminary evaluation of a tier-2 mathematics intervention for first grade students: Utilizing a theory of change to guide formative evaluation activities. School Psychology Review, 43, 160–177.

6.    Sota, M., Clarke, B., Nelson, N., Doabler, C.T., & Fien, H. (2014). Identifying technology to support differentiation. Association for Supervision and Curriculum Development Express: Technology and Differentiated Instruction, 9(18). Retrieved from http://www.ascd.org/ascd-express/vol9/918-sota.aspx

7.    Doabler, C. T., Nelson, N., Kosty, D., Fien, H., Baker, S. K., Smolkowski, K., & Clarke, B. (2014). Examining teachers’ use of evidence-based practices during core mathematics instruction. Assessment for Effective Intervention, 39, 99–111.

8.    Doabler, C. T., & Fien, H. (2013). Explicit mathematics instruction: What teachers can do for teaching students with mathematics difficulties. Intervention in School and Clinic, 48, 276–285.

9.    Doabler, C. T., Fien, H., Nelson Walker, N. J., & Baker, S. K. (2012). Evaluating three elementary mathematics programs for presence of eight research-based instructional design principles. Learning Disability Quarterly, 35, 200–211.

10.  Doabler, C. T., Strand Cary, M., Jungjohann, K., Fien, H., Clarke, B., Baker, S. K., Smolkowski, K., & Chard, D. (2012). Enhancing core math instruction for students at-risk for mathematics disabilities. TEACHING Exceptional Children, 44(4), 48–57.

11.   Clarke, B., Smolkowski, K., Baker, S. K., Fien, H., Doabler, C. T., & Chard, D. J. (2011). The impact of a comprehensive tier 1 core kindergarten program on the achievement of students at-risk in mathematics. Elementary School Journal, 111, 1–24. doi: 10.1086/659033

12.   Baker, S. K., Chard, D. J., Ketterlin Geller, L., Apichatabutra, C., & Doabler, C. T. (2009).  Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development. Exceptional Children, 75, 303–320.

13.   Chard, D. J., Ketterlin Geller, L., Baker, S. K., Doabler, C. T., & Apichatabutra, C. (2009). Repeated reading interventions for students with learning disabilities: Status of the evidence. Exceptional Children, 75, 263–284.

14.   Doabler, C. T. (2008). What CEC students should know about effective reading instruction. Inspire and Inquire: The Council for Exceptional Children’s Resource for Student Professional Development, 2(2), 4–5.

 

Research: 

Co-Principal Investigator (2012-2016). Project ROOTS: A randomized control trial of a tier 2 kindergarten mathematics intervention. (USDE; Institute of Education Sciences; Special Education Research, awarded $3,338,552).

Co-Principal Investigator (2012-2016). NumberShire Level K: Development of a Game-based Integrated Learning and Assessment System to Target Whole Number Concepts for Kindergarten Students (R324A120071), July, 2012 – June 2015, IES, Development and Innovation Grant, July, 2012 – June, 2015, $1,500,000).

Co-Principal Investigator (2012-2014). Project NumberShire Level 2: Development of a second grade game-based integrated learning system to target whole numbers and operations in base ten and operations and algebraic thinking. (USDE: Institute of Education Sciences, Small Business Innovation Research Program, Phase I awarded $463,561).