Methodologist, Statistician, Psychometrician, and Grant Writer
Brandon Helding received his PhD from Arizona State University in 2010. During and after a postdoctoral research fellowship he began work at Boulder Language Technologies. His research interests include hierarchical linear and nonlinear modeling, scalable research designs, modeling of complex systems, and program evaluation (with requisite measure development).
Co-PI: Institute for Educational Science grant; Comprehension SEEDING: Comprehension through Self Explanation, Enhanced Discussion, and Inquiry Generation; PI: Rodney Nielsen Co-PI ($1,600,000)
Co-PI: National Science Foundation grant; Understanding the Transformative Potential of Spoken Assessments of Science Understanding for Young Learners; PI: Wayne Ward ($1,000,000)
Co-PI: Institute for Educational Science grant; Goal 3 Replication and Efficacy study; PI: Wayne Ward ($3,500,000)
Lewis, E.B., Baker, D.R., & Helding, B.A. (early view, online 5/11/15). Science teaching reform through professional development: Teachers’ use of a scientific classroom discourse community model. Science Education.
Helding, B., Devers, C., & Kelly, E. (in press). Mo dimensions mo mooks: A sorting algorithm for content using large-scale, log data. In, E. Kelly (eds.), Book Stemming from international collaborations between Sweedish and American Researchers (Helsinki & Tallahassee).
Clark, C., Mathur, S., & Helding, B. (2011). Transition services for juvenile detainees with disabilities: Finds on recidivism. Education and Treatment of Children, 34(4), 511-529.
Helding, B. (2010). Measurement in the service of mathematics education research: The case of cognitively guided instruction. LAP Lambert Publishing: Saarbrücken, Germany.
Helding, B., Megowan-Romanowicz, M. C., Ganesh, T., & Fang, S. (2009). Interdisciplinary modeling instruction: Helping fifth graders learn about levers. In, R. Lesh, P. Galbraith, C. Haines, & A. Hurford (Eds.), Modeling Students’ Mathematical Modeling Competencies: ICTMA 13. New York, NY: Springer Science + Business Media, Inc.
Sloane, F., Helding B. & Kelly, A. (2008). Interrupted time series designs for design research in mathematics education. In A. Kelly & R. Lesh (Eds.). The handbook of design research in mathematics, science and technology education. New York, NY: Taylor Francis.