|Title:||Instructor in Psychology|
|Office:||207 H Main Building|
Sue Giancola graduated from the University of Pennsylvania’s Graduate School of Education with a Ph.D. in education. Her graduate work focused on policy research, evaluation, and measurement. She received her B.S. in Systems Engineering from the University of Virginia and a Masters of Management in Business Administration from Penn State Great Valley. Her primary research interest is topically in adolescent behavior and methodologically in evaluation. She is particularly interested in the varied influences on adolescent behavior problems, including familial, peer, and institutional, as well as the associated risk and protective factors. She is also interested in interventions that foster resiliency during adolescence and into adulthood, including the impact of early childhood education on youth behavior.
Dr. Giancola has worked in both the private sector and academia, and has over 15 years of experience as an evaluator on numerous local, national, and international studies. Much of her research is on the evaluation of behavioral programs as well as programs intended to improve cognitive outcomes.
Dr. Giancola is currently conducting an evaluation examining the impact of full-day versus half-day kindergarten, including the effectiveness of each for English-language learners and students who begin kindergarten with reading deficiencies. She also recently worked with the U.S. Department of Education to write an evaluation guide for educators. The guide presents an embedded evaluation model and intends to help practitioners build evaluation into their programs and policies.
Giancola, S. (in press). Evaluation matters. U.S. Department of Education. Washington, DC: Office of Elementary and Secondary Education.
Giancola, S. (2009). Kennett Consolidated School District: Strategic Plan Evaluation. Kennett Square, PA: Giancola Research Associates.
Giancola, S. (2008). Kennett Consolidated School District: Strategic Plan 2009-2014. Kennett Square, PA: Giancola Research Associaties.
Bear, G., and Giancola, S. (2006). Beyond face fidelity: When less is more. In S. R. Jimerson and M. J. Furlong (Eds.), Handbook of School Violence and School Safety: From Research to Practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Giancola, S., and Bear, G. (2003). Face fidelity: Perspectives from a local evaluation of the Safe Schools/Healthy Students initiative. Psychology in the Schools, 40, 515-529.
Giancola, S. (2003). Using assessment to improve teacher education. In D. G. Brown (Ed.), Developing Faculty to Use Technology: Programs and Strategies to Enhance Teaching. Bolton, MA: Anker Publishing.
Giancola, S. (2001). Technology programs . . . For all or for some? Journal of Science Education and Technology, 10(4).
Giancola, S. (2001). Is peer pressure all it’s cracked up to be? In R. Hampel (Ed.), Education misconceptions: Youth at the margins in American schools (DPAR: 2000/#1, pp. 2-5). Newark, DE: University of Delaware.