Dr. Timothy Cleary
Dr. Timothy J. Cleary is a professor and Chair of the Department of School Psychology in the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University. He earned his B.S. in Psychology from Manhattan College, his master's degree and professional certification in School Psychology from Queens College, and his Ph.D. in Educational Psychology from CUNY Graduate School and University Center. Dr. Cleary worked as a school psychologist during the first three years of his career. After serving as an Assistant and Associate Professor in the Department of Educational Psychology at the University of Wisconsin-Milwaukee from 2004 to 2012, he joined the faculty at GSAPP in the Fall of 2012. Dr. Cleary devotes most of his time to conducting research on SRL and motivation-related intervention and assessment issues as well as emerging trends and professional issues among school-based practitioners and educators. He has secured several research grants to support his research initiatives and has consulted at a national and international level. Throughout his career, Dr. Cleary has taught graduate level courses in cognitive-behavioral therapy, academic assessment and interventions, cognitive assessment, learning theory, and SRL assessment and intervention practices. In terms of service and leadership, Dr. Cleary serves on multiple editorial boards for top-tier journals, including The Journal of Educational Psychology, Journal of School Psychology, and Metacognition and Learning, and the Journal of Experimental Education. He has also served in a leadership capacity for numerous years on the executive board of the Studying and Self-Regulated Learning (SSRL) Special Interest Group for AERA from 2008-2014.
BOOKS & ARTICLES:
PEER-REVIEWED JOURNAL ARTICLES
Cleary, T. J., Dong, T., & Artino, A. R. (in press). Examining shifts in medical students’ microanalytic motivation beliefs and regulatory processes during a diagnostic reasoning task. Advances in Health Sciences.
Cleary, T. J., & Callan, G. L. (in press). Examining the level of convergence among self-regulated learning microanalytic processes, achievement, and a self-report questionnaire. Journal of Psychoeducational Assessment.
Chen, P. P., & Cleary, T. J. (in press). Parents’ ratings of middle school students’ academic self-regulation: Development of a rating scale. School Psychology Quarterly.
Cleary, T. J., & Callan, G. L. (2014). Student self-regulated learning in an urban high school: Predictive validity and relations between teacher ratings and student selfreports. Journal of Psychoeducational Assessment, 32, 295-305.
Artino, A. R., Cleary, T. J., Dong, T., Hemmer, P. A., & Durning, S. J. (2014). Exploring clinical reasoning in novices: A self-regulated learning microanalytic assessment approach. Medical Education, 48, 280-291.
Cleary, T. J., & Platten, P. (2013). Examining the correspondence between self-regulated learning and academic achievement: A case study analysis [Special Issue]. Educational Research International. doi: 10.1155/2013/272560
Cleary, T. J., Callan, G. L., & Zimmerman, B. J. (2012). Assessing self-regulation as a cyclical, context-specific phenomenon: Overview and analysis of SRL microanalytic protocols [Special Issue]. Education Research International. doi:10.1155/2012/428639.
Cleary, T. J. (in press). Applications of self-regulated learning interventions: An introductory overview. In T. J. Cleary (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being. APA Publication Press.
Peters-Burton, E., Cleary, T. J. & Forman, S. (in press). XXXXXX . In T. J. Cleary (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being. APA Publication Press.
Cleary, T. J., Durning, S., Gruppen, L., Hemmer, P., & Artino, A. (2014). Self- regulated learning in medical education. In K. Walsh (Ed.), Oxford Textbook of Medical Education (pp. 465-477). Oxford, UK: Oxford University Press.
Cleary, T. J., & Labuhn, A. (2013). Applications of cyclical self-regulation interventions in science-based contexts. In H. Bembenutty, T. J. Cleary, and A. Kitsantas (Eds.), Applications of Self-Regulated Learning across Diverse Disciplines: A Tribute to Barry J. Zimmerman (pp.89-124). Information Age Publishing.
Cleary, T. J., & Zimmerman, B. J. (2012). A cyclical self-regulatory account of student engagement: Theoretical foundations and applications. In S. Christenson, A. L. Reschly, & Wylie, C. (Eds.), Handbook of Research on Student Engagement (pp. 237-258). Springer-Verlag.
Cleary, T. J. (in progress). Applying self-regulated learning principles in classrooms: A teacher guide. Anticipated 2016 publication with Routledge Publications.
Bembenutty, H., Cleary, T. J., & Kitsantas, A. (Eds.). (2013). Applications of selfregulated learning across diverse disciplines: A tribute to Barry J. Zimmerman. Charlotte, NC: Information Age Publishing.
Cleary, T. J. (Ed.) (in press). Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being. Anticipated 2015 publication by APA Press Publications.
Learning and Academic Interventions
Psychoeducational Foundations of Learning Disabilities
Byrne Seminar: Success in schools: Why being smart is not always enough
Dr. Cleary is an expert in self-regulated learning (SRL) theory, assessment, and intervention. He has developed a multi-dimensional SRL assessment system and has conducted SRL research in athletic, academic, and medical education fields for over the past decade. Dr. Cleary has published close to 40 peer-reviewed journal articles, book chapters, and books related to self-regulated learning (SRL), serving as the lead or sole author on the majority of publications. He is a co-editor of an SRL book, Applications of Self-Regulated Learning across Diverse Disciplines: A Tribute To Barry J. Zimmerman (Information Age Publishing, 2013), and the sole editor of a book, Self-Regulated Learning Interventions with At-Risk Youth: Enhancing Adaptability, Performance, and Well-Being (APA Press, in press). Dr. Cleary has received several grant awards over the past few years to support his research initiatives, with his most recent award coming from the Spencer Foundation.
Dr. Cleary is involved in several current projects. As part of a Spencer Foundation grant, Dr. Cleary is examining the effectiveness of his Self-Regulated Empowerment Program (SREP) to improve the mathematics achievement, motivation, and self-regulated learning skills of academically at-risk youth at a local middle school in New Jersey. Dr. Cleary is also conducting a longitudinal study at a local middle school to examined the relations among contextual, motivation, and self-regulated learning (SRL) variables during the middle school years. Finally, Dr. Cleary is collaborating with Uniformed Services University on an innovative SRL assessment system with medical education students and has recently begun a collaboration with colleagues to study how SRL principles can be effectively applied with musicians.
Awards and Honors
- Outstanding Manuscript of 2014, Division I, AERA
- Review Recognition Award, Journal of School Psychology, 2011
- Finalist for Outstanding Teaching Award, University of Wisconsin Milwaukee, 2011
- Early Career Award, Society for the Study of School Psychology, 2005