College of Education Faculty & Staff
Associate Professor of Education
Dr. Twyman teaches courses in applied human development, research methods, assessment, and Social Studies Teaching Methods. His research focuses on developing classroom-based assessment to increase K-12 student achievement. Current projects include developing and validating curriculum-based measures (CBM) for middle/secondary students and validating concept-based instruction as a means of increasing student learning in inclusive settings. He is a member of the American Educational Research Association (AERA) and the American Association of Colleges for Teacher Education (AACTE).
- PhD - University of Oregon
- MEd - The George Washington University
- BA- University of California, San Diego
Twyman, T., Tedesco, M., & Duesbery, L. (2012). Monitoring student progress in social studies. Manuscript in review.
Lockhart, J., & Twyman, T. (2012, January 22). Invest in kids, not test scores. The Oregonian. http://www.oregonlive.com/opinion/index.ssf/2012/01/tinvest_in_kids_just_not_test.html
Duesbery, L., Werblow, J., & Twyman, T. (2011). The Effect of the Seeds of Science/Roots of Reading Curriculum (Planets and Moons Unit) for developing Literacy through Science in Fifth Grade. University of California, Lawrence Hall of Science. Berkeley, CA.
Twyman, T. (2010-2011). 21st Century Community Learning Centers: Annual program evaluation. International Society for Technology in Education. Eugene, OR.
Twyman, T. (2010). Mixed-methods analyses of the GK-12 STEM Fellows Program: A program evaluation. International Society for Technology in Education. Eugene, OR.
Girod, M., Twyman, T., & Wojcikiewicz, S. (2010). Teaching and learning science for transformative, aesthetic experience. Journal of Elementary Science Education, 1-24.
Duesbery, L., & Twyman, T. (2010). SEEDs/ROOTs secondary subsample analyses for English Language Learners. University of California, Lawrence Hall of Science. Berkeley, CA.
Girod, M., & Twyman, T. (Summer 2009). Comparing the added value of blended science/literacy curricula to inquiry based science curricula in two 2nd grade classrooms. Journal of Elementary Science Education (21)3, 13-32.
Twyman, T., & Tindal, G. (2007). Extending curriculum-based measurement into middle/secondary schools: The technical adequacy of the concept maze. Journal of Applied School Psychology, (24)1, 49-67.
Twyman, T., McCleery, J., & Tindal, G. (2006). Using concepts to frame history content. Journal of Experimental Education, 74(4), 331 - 352.
Twyman, T., & Tindal, G. (2006). Using a computer adapted, conceptually based history text to increase comprehension and problem-solving skills for students with disabilities. Journal of Special Education Technology, 21(2), 5 – 16.
Hollenbeck, K., Twyman, T., & Tindal, G. (2006). Determining the exchangeability of concept map and problem-solving essay scores. Assessment for Effective Intervention, 32(2), 51-68.
Ketterlin-Geller, L. R., McCoy, J. D., Twyman, T., & Tindal, G. (2006). Using a concept maze to assess student understanding of secondary content. Assessment for Effective Intervention, 32(2), 39-50.
Twyman, T., & Tindal, G. (2005). Reaching all of your students in social studies. TEACHING Exceptional Children Plus, 1(5) Article 1.
Ketterlin-Geller, L. R., McCoy, J. D., Twyman, T., & Tindal, G. (2003). How do critical thinking measures fit within standards-based reform? Assessment for Effective Intervention, 28(3 & 4), 37 - 45.
Twyman, T., Ketterlin-Geller, L., McCoy, J., & Tindal, G. (2003). Effects of concept-based instruction on an English language learner in a rural school: A descriptive case study. Bilingual Research Journal, 27(2), 333 – 348.