Timothy Keith

Timothy Keith

Professor & Program Director


School Psychology

Email
tzkeith@austin.utexas.edu

Office & Hours

Office: SZB 254B
Wednesday: 1:00-3:00 PM
Other times by appointment

Phone
(512) 471-0274

Fax
(512) 475-7641

Courses of Instruction
Fall Sememster:
EDP 480P: Individual Testing
EDP 389H: Practicum in Psychological Assessment
Spring Semester:
EDP 384: Research Methods in School Psychology
EDP 382K: Correlation & Regression
Summer:
EDP 382K: Structural Equation Modeling

Mailing Address
The University of Texas at Austin
Educ Psychol Dept
1 University Station D5800
Austin, TX 78712-1294
UT Mail Code: D5800

Full Vita
download vita (pdf)

Profile

The nature and measurement of intelligence; understanding the influences on school learning; using multiple regression analysis, structural equation modeling, and confirmatory factor analysis

Education

Duke University, Durham, N.C.

Ph.D., School Psychology (additional emphasis in research methodology), 1982

 

East Carolina University, Greenville, N.C.

M.A., Certificate of Advanced Study, School Psychology, 1978

 

University of North Carolina, Chapel Hill, N.C.

B.A., Psychology, 1974

Representative Publications

Keith, T. Z., Reynolds, M. R., Roberts, L. G., Winter, A. L. & Austin, C. A. (2011). Sex differences in latent cognitive abilities ages 5 to 17: Evidence from the Differential Ability Scales—Second edition. Intelligence, 39, 389-404.

Reynolds, M. R., Keith, T. Z., & Beretvas, S. N. (2010). Use of factor mixture modeling to capture Spearman’s law of diminishing returns. Intelligence, 38, 231-241.

Keith, T. Z., & Reynolds, M. R. (2010). CHC and cognitive abilities: What we’ve learned from 20 years of research. Psychology in the Schools, 47, 635-650.

Keith, T. Z., Low, J. A., Reynolds, M. R., Patel, P. G., & Ridley, K. P. (2010).  Higher-order factor structure of the Differential Ability Scales—II: Consistency across ages 4 to 17. Psychology in the Schools, 47, 676-697.

Keith, T. Z., & Reynolds, M. R. (in press). Using confirmatory factor analysis to aid in understanding the constructs measured by intelligence tests. In D. P. Flanagan, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues  (3rd ed.). New York: Guilford.

Keith, T. Z. (2006). Multiple regression and beyond. Boston: Allyn & Bacon. (conceptually-oriented introduction to multiple regression, confirmatory factor analysis, and structural equation modeling) www.ablongman.com/keith1e

Keith, T. Z., & Diamond-Hallam, C., & Fine, J. G. (2004). Longitudinal effects of in-school and out-of-school homework on high school grades. School Psychology Quarterly, 19, 187-211.

Recent Awards

  • Senior Scientist Award, American Psychological Association, School Psychology Division, 2004
  • Dean’s Fellow, Spring, 2010, College of Education, University of Texas at Austin
  • Excellence in Research Award, Mensa Education & Research Foundation and International Mensa Limited, 2001

Research Interests and Expertise

1. The nature and measurement of intelligence.

2. Understanding the influences on school learning.

3. Methodological interests in confirmatory factor analysis and structural equation modeling.

Boards, Committees and Associations

  • Fellow, American Psychological Association, Divisions 5, 15, & 16
  • Society for the Study of School Psychology
  • Senior Science Consultant, Journal of School Psychology