Faculty Research Profiles: Thomas Anderson

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Professor Emeritus

Cognitive Science of Teaching and Learning
Educational Psychology
341 Armory Building
505 E. Armory MC 539
217 333-7201
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Research Biography

My past research has focused on how children learn to read and study expository text, especially science text.

I am currently investigating the techniques, especially peer mediation, that students and teacher can use to resolve interpersonal and intragroup conflict in the school setting.

My goal is to develop and implement and evaluate the effects of a "peaceable" school, e.g., one that is eager to get beyond the restrictions of a discipline system which emphasizes punishment and various other sanctions.

Degrees

  • Ed.D., Education, University of Illinois at Urbana-Champaign, 1970
  • M.A., Education, University of Illinois at Urbana-Champaign, 1968
  • B.A., Education, Antioch College, Yellow Springs, Ohio, 1963

Key Professional Appointments

  • Assistant, Associate, Full Professor, Educational Psychology, University of Illinois at Urbana-Champaign, 1970--

Activities & Honors

  • Mediator, Victim-Offender Reconciliation Program, 2000- present
  • Field Reviewer, Edwards, C. H., (2000). Classroom Discipline and Management, John Wiley & Sons, Inc, New York, NY, McGraw-Hill, 1998- present
  • Field Reviewer, Mayer, R. E. (2003). Learning and Instruction, Merrill, Prentice-Hall, Upper Saddle River, NJ, Prentice Hall, 1995- present
  • Editorial Board Member, Forum for Reading, 1987-2007

Selected Publications

  • Guenther, J. W., & Anderson, T. H. (2003). Studying hard for a college level geography course: A case study. In E. Paulson, M. Laine, S. Biggs, & T. Bullock (Eds.), College reading research and practice, (pp. 102-117). Newark, DE: International Reading Association.
  • Anderson, T., West, C. K., Beck, D. P., Macdonell, E. S., & Frisbie, D. S. (1997). Integrating reading and science education: On developing and evaluating WEE science. Journal of Curriculum Studies, 29, 711-733.
  • Anderson, T. H., Beck, D. P. & West, C. K. (1993). A text analysis of two pre-secondary science activities. Journal of Curriculum Studies, 26(2), 163-186.
  • Anderson, T. H. & Armbruster, B. B. (1990). The value of taking notes during lectures. In R. Flippo & D. C. Caverly (Eds.), Teaching reading and study strategies at the college level. Newark, Delaware: International Reading Association Publications.
  • Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1989). Teaching text structure to improve reading and writing. The Reading Teacher, 43, 130-137.