Dr. Glover is an educational psychologist and Research Professor in the Graduate School of Applied and Professional Psychology at Rutgers University with over 20 years of research experience in the areas of multi-tiered student supports (MTSS), behavioral consultation, school-based screening, academic and behavioral interventions, and job-embedded professional development for school personnel. He has been a Principal Investigator (PI) or Co-PI of numerous large-scale, federally-funded grants supporting the development of a national research center, a postdoctoral training program, scaling of MTSS in multiple states, and randomized controlled trials (RCTs) investigating the efficacy of school-based interventions for at-risk or underserved students. He is currently PI of the School Climate Transformation Project, a partnership between Rutgers University and the New Jersey Department of Education designed to support schools in data-driven school climate improvement. In addition, he is Co-PI of U.S. Department of Education-funded projects focusing on (a) implementing and evaluating MTSS in New Jersey schools, (b) investigating (via an RCT) training for paraprofessionals in supporting students with or at risk for disruptive behavior disorders, and (c) developing and refining an online platform to facilitate and evaluate instructional coaching. Dr. Glover’s research and scholarly writing focus on integrating evidence-based interventions and high-quality professional development into systems of support for students in school settings.
Books & Articles:
Select Journal Articles
Glover, T. A., Reddy, L. A., Kurz, A., Elliott, S. N. (2019). Use of an Online Platform to Facilitate and Investigate Data-Driven Instructional Coaching. Assessment for Effective Intervention, 44(2), 95-103.
Glover, T. A., Kettler, R. J., Reddy, L. A., & Kurz, A. (2019). Formative Assessment Approaches to Inform Teacher Practices: Key Considerations. Assessment for Effective Intervention, 44(2), 67-68.
Reddy, L. A., Glover, T. A., Kurz, A., Elliott, S. N. (2019). Assessing the effectiveness and interactions of instructional coaches: Initial psychometric evidence for the Instructional Coaching Assessments. Assessment for Effective Intervention, 44(2), 104-119.
Kettler, R. J., Reddy, L. A., Glover, T. A., & Kurz, A. (2019). Bridging-the-gap: Classroom Strategies Assessment System-Observer Form. Assessment for Effective Intervention, 44(2), 120-122.
Glover, T.A. (2017). A data-driven coaching model used to promote students’ response to early reading intervention. Theory Into Practice, 56, 13-20.
Glover, T., & Reddy, L.A. (2017). Instructional coaching: Consideration of key competencies from multiple models. Theory Into Practice, 56, 1-2.
Kurz, A., Reddy, L.A., & Glover, T. (2017). A multidisciplinary framework for instructional coaching. Theory into Practice, 56, 66-77.
Glover, T.A., Reddy, L.A., Kettler, R.J., Kurz, A., & Lekwa, A.J. (2016). Improving high stakes decisions via formative assessment, professional development, and comprehensive educator evaluation: The School System Improvement Project. Teachers College Record (Yearbook), 118(14). Retrieved August 22, 2016 from http://www.tcrecord.org ID Number: 221540.
Glover, T. A., Nugent, G. C., Chumney, Ihlo, T., Shapiro, E., Guard, K, & Bovaird, J.A. (2016). Investigating rural teachers’ professional development, instructional knowledge, and classroom practice. Journal for Research on Rural Education, 31(3), 1-16.
Sheridan, S. M., Bovaird, J. A., Glover, T. A., Garbacz, S. A., Witte, A., & Kwon, K. (2012). A randomized trial examining the effects of Conjoint Behavioral Consultation and the mediating role of the parent-teacher relationship. School Psychology Review, 41, 23-46.
Glover, T. A., & DiPerna, J. C. (2007). Service delivery systems for Response to Intervention: State of the science and directions for future research. School Psychology Review, 36, 521-525.
Glover, T. A., & DiPerna, J. C. (2007). Service delivery models for Response to
Intervention: Core components and directions for future research. School Psychology Review, 36, 526-542.
Glover, T. A., & Albers, C. A. (2007). Considerations for evaluating universal screening assessments. Journal of School Psychology, 45, 117-135.
Albers, C. A., & Glover, T. A. (2007). How can universal screening enhance educational and mental health outcomes? Journal of School Psychology, 45, 113-116.
Albers , C. A., Glover, T. A., & Kratochwill, T. R. (2007). Where are we and where do we go now? Universal screening for enhanced educational and mental health outcomes. Journal of School Psychology, 45, 257-263.
Gibson, D., Haeberli, F. B., Glover, T. A., & Witter, E. A. (2005). The use of recommended and provided testing accommodations. Assessment for Effective Intervention, 31, 19-36.
Evidence-Based Intervention Workgroup. (2005). Theories of change and adoption of innovations: The evolving evidence-based intervention movement in school psychology. Psychology in the Schools, 42, 475-494.
Book Chapters
Glover (2018). Response to intervention models and access to services for all students. In Elliott, S.N., Kettler, R.J., Beddow, P.A., & Kurz, A. (Eds.), Handbook of Accessible Instruction and testing practices: Issues, innovations, and applications. New York, NY: Springer Publishing.
Glover, T. A. (2017). Distance coaching for response to intervention and early reading supports. In Nugent, G.C., Kunz, G.M., Sheridan, S.M., Glover, T.A., Knoche, L.L. (Eds.), Rural education research: State of the science and emerging directions. New York, NY: Springer Publishing.
Parisi, D.M., Ihlo, T., Glover, T. A. (2014). Screening within a multi-tiered early prevention model: Using assessment to inform instruction and promote students’ response to intervention. In Kettler, R. J., Glover, T. A., Albers, C. A., & Feeney-Kettler, K. (Eds.), Universal screening in educational settings: Evidence-based decision making for schools. Washington, DC: American Psychological Association.
Kettler, R. J., Glover, T. A., Albers, C. A., & Feeney-Kettler, K. (2014). An introduction to universal screening in educational settings. In Kettler, R. J., Glover, T. A., Albers, C. A., & Feeney-Kettler, K. (Eds.), Universal screening in educational settings: Evidence-based decision making for schools. Washington, DC: American Psychological Association.
Glover, T. A. (2010). Supporting all students: The promise of Response to Intervention (RTI). In T. A. Glover & S. Vaughn (Eds.), The promise of Response to Intervention: Evaluating current science and practice (pp. 1-6). New York, NY: Guilford Press.
Glover, T. A. (2010). Key RTI service delivery components: Considerations for research-informed practice. In T. A. Glover & S. Vaughn (Eds.), The promise of Response to Intervention: Evaluating current science and practice (pp. 7-22). New York, NY: Guilford Press.
Edited Books
Nugent, G.C., Kunz, G.M., Sheridan, S.M., Glover, T.A., Knoche, L.L. (Eds.). (2017). Rural education research: State of the science and emerging directions. New York, NY: Springer Publishing.
Kettler, R. J., Glover, T. A., Albers, C. A., & Feeney-Kettler, K. (Eds.). (2014). Universal screening in educational settings: Evidence-based decision making for schools. Washington, DC: American Psychological Association.
Glover, T. A., & Vaughn, S. (Eds.). (2010). The promise of Response to Intervention: Evaluating current science and practice. New York, NY: Guilford Press.