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Mari Strand Cary

Mari Strand Cary's picture

Contact Info

Office Location: 
1600 Millrace Dr., Suite 108B 5292 University of Oregon Eugene, OR 97403-5292
Phone: 
(541) 346-8357
Faculty
Research Associate
Education: 
Ph.D., University of Minnesota, Child Psychology, 2004
B.S., University of Puget Sound, Biology, 1996
Program(s): 
Research and Outreach Unit(s): 

Drawing upon her expertise in child development, Mari Strand Cary, Ph.D., develops and maximizes the implementation and effects of educational technology for PreK-Gr12 students. Improving early elementary mathematics instruction - especially for students with or at risk for mathematics learning difficulties - is a current goal. As Principal Investigator on an IES-funded Development and Innovation grant and an OSEP-funded Stepping Up Technology grant, she is currently working with colleagues to develop and refine the KinderTEK system of iPad-based individualized math instruction. She is involved in a number of other federally-funded research grants to develop and test research-based instructional approaches and interventions in the areas of elementary mathematics and evaluating existing middle school reading and engagement interventions in major Oregon districts.

Documents: 
Publications: 

(Selected)

Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., & Strand Cary, M. (In press) Examining the efficacy of a tier 2 kindergarten intervention. Journal of Learning Disabilities.

Clarke, B., Doabler, C. T., Strand-Cary, M., Kosty, D., Baker, S., Fien, H., & Smolkowski, K. (in press). 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.

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 mathematics curriculum. Learning Disability Quarterly.

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.

Clarke, B., Doabler, C. T., Baker, S. K. Fien, H., Jungjohann, K., & Strand Cary, M. (2011). Pursuing instructional coherence: Can strong tier 1 systems better meet the needs of the range of students in general education settings? In R. M. Gersten & R. Newman-Gonchar (Eds.), Understanding RTI in mathematics: Proven methods and applications (pp. 49–64). Baltimore, MD: Brooke Publishing.

Silk, E., Schunn, C., & Strand Cary, M. (2009). The impact of an engineering design curriculum on science reasoning in an urban setting. Journal of Science Education and Technology, 18(3), 209–223. doi: 10.1007/s10956-009-9144-8

Strand Cary, M. (2009). Navigating institutional review boards when conducting school-based research. In L. M. Dinella (Ed.), Conducting science-based psychology research in schools (pp. 33–50). Washington, DC: American Psychological Association.

Klahr, D., Triona, L., Strand-Cary, M., & Siler, S. (2008). Virtual vs. physical materials in early science instruction: Transitioning to an autonomous tutor for experimental design In J. Zumbach, N. Schwartz, T. Seufert & L. Kester (Eds.), Beyond knowledge: The legacy of competence. Meaningful computer-based learning environments (pp. 163–172). Amsterdam: Springer Netherlands. doi: 10.1007/978-1-4020-8827-8_23

Strand Cary, M., & Klahr, D. (2008). Developing elementary science skills: Instructional effectiveness and path independence. Cognitive Development, 23(4), 488–511. doi: 10.1016/j.cogdev.2008.09.005

Bauer, P. J., van Abbema, D. L., Wiebe, S. A., Strand Cary, M., Phill, C., & Burch, M. M. (2004). Props, not pictures, are worth a thousand words: Verbal accessibility of early memories under different conditions of contextual support. Applied Cognitive Psychology, 18(4), 373–392. doi: 10.1002/acp.1006

Bauer, P. J., Cheatham, C. L., Strand Cary, M., & Van Abbema, D. L. (2002). Short-term forgetting: Charting its course and its implications for long-term remembering. In S. P. Shohov (Ed.), Perspectives on cognitive psychology (pp. 55–74). Hauppauge, NY: Nova Science Publishers. [Reprint].

Bauer, P. J., Cheatham, C. L., Strand Cary, M., & van Abbema, D. L. (2001). Short-term forgetting: Charting its course and its implications for long-term remembering. In S. P. Shohov (Ed.), Advances in psychology research (Vol. 9, pp. 93–112). Huntington, N.Y.: Nova Science.

Research: 

Current federally-funded projects and roles

Project Director / Principal Investigator (2014-19). Stepping Up KinderTEK: Expanding Early Math Instruction for Students with Disabilities. (Office of Special Education and Rehabilitative Services, Stepping Up Technology, awarded $2,498,503). PI: Strand Cary, M. & Clarke, B.

Research Manager (2013–2015). The middle school intervention project. (U.S. Department of Education; Institute for Educational Sciences, 2010-2015,  awarded $7,247,713). PI: Hank Fien, Nancy Nelson, Scott Baker, and Deanne Crone. (http://ctl.uoregon.edu/research/projects/middle-school-intervention-project)

Project Director / Principal Investigator (2011-2014). KinderTEK: Teaching early knowledge of whole number concepts through technology. (Institute of Education Sciences, Special Education Research, awarded $1,784,094). PI: Mari Strand Cary and Ben Clarke (http://ctl.uoregon.edu/research/projects/teaching-early-knowledge-whole-...)

Past federally-funded projects

Lead Evaluation Specialist (2012–2015) & Evaluation Specialist (2010–2012). The middle school intervention project. (U.S. Department of Education; Institute for Educational Sciences, 2010-2015,  awarded $7,247,713). PI: Scott K. Baker, Deanne A. Crone, and Hank Fien.

Research Coordinator (2009-2012). FUSION: Foundations of mathematical understanding: developing a strategic intervention on whole number concepts (Institute of Education Sciences,  awarded $1,455,851). PI: Scott K. Baker, Ben Clarke, & Hank Fien.

Research Coordinator (2009-2012). ELM: Early learning in mathematics: Efficacy in kindergarten classrooms. (U.S. Department of Education, Institute for Education Science, awarded $4,219,430). PI: Scott K. Baker, David J. Chard, Ben Clarke, Keith Smolkowski, and Hank Fien.

Co-Principal Investigator (2006-2009). Training in Experimental Design (TED): Developing scalable and adaptive computer-based science instruction. (Institute of Education Science, National Center for Education Research, Cognition and Student Learning, Development, 2006–2009,  $1,485,318).