Amy Golightly

Amy Golightly

Professor of Education
Cross Icon

Educational Background

  • B. A., Psychology, University of Saint Thomas, St. Paul, Minnesota, 1992
  • Ph.D., School Psychology, University of Iowa, Iowa City, Iowa, 2002

Research Interests

  • Systems-level consultation
  • Diversity and multicultural issues
  • Assessment of teaching and learning
  • Poverty and education

Current Courses

  • Educational Psychology
  • Family and Community Partnerships
  • Child and Adolescent Development
  • What Ails Thee? Illness and Wellness from Cross-Cultural Perspectives

Selected Publications

Nottis, K. E. K., Vigeant, M., Prince, M., Golightly, A. F., & Gadoury, C. (2018). Computer simulations versus physical experiments: A gender comparison of implementation methods for inquiry-based heat-transfer activities. Prepared for American Society for Engineering Education summer 2018 conference. Martin Award for Best Paper in ASEE Chemical Engineering division.

Vigeant, M., Prince, M., & Golightly, A. (2018). Curious about student curiosity: Implications of pedagogical approach for students? mindset. Prepared for American Society for Engineering Education summer 2018 conference.

Golightly, A. F. (2018). The case for functional pedagogical skills in school psychology training: An empirical investigation. In R. Cnaan & C. Milofsky (Eds.) Handbook of Community Movements and Local Organizations (2nd ed.)

Golightly, A. F., & Nottis, K. E. K. (2017). Assessing undergraduates? understanding of diversity using concept maps. Education 138 (2), 190-204.

Snyder, E., & Golightly, A. F. (2017). The effectiveness of a balanced approach to reading intervention in a second grade student: A case study. Education 138 (1), 53-67.

Rave, K., & Golightly, A. F. (2014). The effectiveness of the Rocket Math program for improving basic multiplication fact fluency in fifth-grade students: A case study. Education, 134, 537-547.

Carney, A. G., & Nottis, K. E. K. (2008). No vacation from bullying: A summer camp intervention pilot study. Education, 129, 163-184.

Carney, A. G., Fry, S., Gabriele, R., & Ballard, M. (2008). Reeling in the big fish: Changing pedagogy to encourage the completion of reading assignments. College Teaching, 55, 1-6.

Carney, A. G., & Gerken, K. C. (2007). A Review of the Literature on Teachers' Knowledge of ADHD and its Implications for Trainers of School Psychologists. Trainers' Forum, 26, 21-27.

Carney, A. G. & Merrell, K. W. (2005). Teacher ratings of young children with and without ADHD: Construct validity of two child behavior rating scales. Assessment for Effective Intervention, 30, 65-75.

Carney, A. G. & Merrell, K. W. (2002). Reliability and comparability of a Spanish-language form of the Preschool and Kindergarten Behavior Scales. Psychology in the Schools, 39, 367-373.

Carney, A. G. & Merrell, K. W. (2001). Bullying in schools: perspectives on understanding and preventing an international problem. School Psychology International, 22, 364-382.

Contact