Department of Education Sciences and Professional Programs

Dr. Cody Ding completed his Ph.D. in University of Minnesota, Minneapolis. He was trained as a psychologist with emphasis on developmental psychology, methodology, and measurement. Over years, he has been working as a professor at universities, teaching educational and psychological assessment, research designs, behavioral analysis, and other methodological related courses. In addition, he has been working with many school districts and the state educational agencies on various evaluation projects to improve student learning and school practices.

With expertise in quantitative research design, in particular experimental design and survey research, Dr. Ding focuses on multidimensional scaling, data visualization, and multilevel modeling. Psychometric expertise includes item response theory and multidimensional scaling applied to measurement and evaluation research. Dr. Ding has been actively involving in research on multidimensional scaling as latent growth model and cognitive measurement model in education and psychological assessment. His research interests include exploratory latent variable analysis via multidimensional scaling (MDS), applications of Item Response Theory (IRT) and Structural Equation Modeling (SEM) in studying psychosocial adaptation of adolescents and young adults.

Dr. Cody Ding has been conducting cutting-edge methodological research and providing high-level consulting services to quantitative researchers in the social and behavioral sciences, including several evaluation grants that investigate the program effectiveness on student learning.

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e-mail

dingc@umsl.edu

phone

(314) 516-6562

office

404 Marillac Hall

Dr. Cody Ding completed his Ph.D. in University of Minnesota, Minneapolis. He was trained as a psychologist with emphasis on developmental psychology, methodology, and measurement. Over years, he has been working as a professor at universities, teaching educational and psychological assessment, research designs, behavioral analysis, and other methodological related courses. In addition, he has been working with many school districts and the state educational agencies on various evaluation projects to improve student learning and school practices.


Research Areas:

With expertise in quantitative methodology and measurement as applied to human development, in particular with respect to learning, cognition, and adolescent psychosocial development, Dr. Ding focuses on multidimensional scaling as an analytical and visualization tool for studying growth and change, behavioral preferences, and mental health. In addition, he is very versed in other cutting edge quantitative methods and complex statistical modeling such as latent class analysis, latent transition analysis, multilevel model for changes, item response theory (IRT), and structural equation modeling (SEM), specially with regard to their applications in education and psychology.

 

 

Dr. Cody Ding has been conducting cutting-edge methodological research and providing high-level consulting services to quantitative researchers in the social and behavioral sciences, including several evaluation grants that investigate the program effectiveness on student learning.

 


Teaching:

Dr. Ding has developed and taught graduate courses in experimental research, survey research, evaluation research, statistics and measurement, advanced research methodology, and behavioral analysis. His teaching is based on the philosophy of active learning and cooperative learning models, with emphasis on student accountability in their own learning.


Selected Recent Publications:

  • Ding, C., & Yang, D. (2013). Multidimensional perceptual unfolding of coping behaviors: A developmental perspective on preference assessment. Journal of Psychology: Interdisciplinary and Applied. 147(4), 369-389.
  • Ding, C., & Xia, L. (2013). Posttraumatic reactions to an earthquake: Multidimensional scaling profile analysis of adolescent survivors. Journal of Health Psychology, Online First. doi: 1359105313483644.
  • Qi, S., Ding, C., & Li, H. (2013). Neural correlates of inefficient filtering of emotionally neutral distractors from working memory in trait anxiety. Cognitive Affect & Behavioral Neuroscience, Online first. doi: 10.3758/s13415-013-0203-5.
  • Ding, C., & Dong, Y. (2013). Assessment of grade level differences in coping behavior among adolescents using multidimensional scaling single-ideal point model. Measurement and Evaluation in Counseling and Development, 46, 101-113.
  • Yao, S., Ding, C., Qi, S., & Yang, D. (2013). The “anger superiority effect” in the discrimination task is independent of temporal task demands. Neuroscience Letter, 548, 275-279.
  • Zhang, L., Ding, C., Li, H., Zhang, Q., & Chen, A. (2013). The influence of attentional control on stimulus processing is category specific in Stroop tasks. Psychological Research. 77, 599-610. doi: 10.1007/s00426-012-0457-5.
  • Liu, Y., Ding, C.*, Berkwozi, M., & Bier, M. (in press). A psychometric evaluation of a revised school climate teacher survey. Canadian Journal of School Psychology.
  • Ding, C. (2012). Studying children's early literacy development: Confirmatory multidimensional scaling growth modeling. International Journal of Educational Research, 53, 278-288, doi: 10.1016/j.ijer.2012.04.002.
  • Yang, D., & Ding, C.*. (2012). Adolescent risk behaviors: Studying typical and atypical individuals via multidimensional scaling profile analysis. Journal of Adolescence, 35,197-205. doi: 10.1016/j.adolescence.2011.02.006.
  • Ding, C. (2011). A note on the interpretation of scale values in multidimensional scaling growth analysis. Journal of Methods and Measurement in the Social Sciences, 2(2), 102-106.
  • Ding, C, Liu, Y., & Berkowitz, M. (2011). The study of factor structure and reliability of abbreviated school climate survey. Canadian Journal of School Psychology,26, 241-256. doi: 10.1177/0829573511414005.
  • Ding, C. S. (2008). Variations in academic performance trajectories during high school transition: Exploring change profile via multidimensional scaling growth profile analysis. Educational Research and Evaluation: An International Journal on Theory and Practice, 14(4), 305-320.
  • Ding, C. S. & Zhang, J. (2008). Maximizing organizational effectiveness: Using mixture modeling in improvement of person-organization fit. In S. Zhao, J. Glassman, & H. Liu, (ed), Enterprise management and change in a transitional economy (pp. 109-119). Nanjing: JiangShu: Nanjing University Press
  • Ding, C. S. (2008). Enhancing accuracy in research using regression mixture analysis. In J. Osborne (ed), Best Practices in Quantitative Methods. Thousand Oaks, CA: Sage Publications
  • Ding, C. S. (2007). Studying growth heterogeneity with multidimensional scaling profile analysis. International Journal of Behavioral Development,31(4), 347-356
  • Ding, C. S., & Young, M. (2007). Using prototype theory to examine prototypical patterns of risk behaviors among US adolescents. American Journal of Health Education, 38(3), 129-138.
  • Ding, C. S. (2007). Modeling growth data using multidimensional scaling profile analysis. Quality & Quantity: International Journal of Methodology, 41(6), 891-903
  • Ding, C. S., & Song, K. (2007). Perception of competence: Multidimensional scaling profile analysis of certification standards perceived by teacher candidates. New Horizons in Education: The Journal of Education, 55(1), 1-12.
  • Ding, C. S, & Hall, A. (2007). Gender, ethnicity, and grade differences in perceptions of
    school experiences among adolescents. Studies in Educational Evaluation, 33(2), 159-174.
  • Ding, C. S (2006). Multidimensional scaling modeling approach to latent profile analysis in psychological research. International Journal of Psychology, 41, 226-238.
  • Ding, C. (2006). Using regression mixture analysis in educational research. Practical Assessment, Research & Evaluation, 11(11), Available online: http://pareonline.net/getvn.asp?v=11&n=11.
  • Ding, C. S., & Sherman, H. (2006). Teaching effectiveness and student achievement: Examining the relationship. Education Research Quarterly, 29, 39-49.
  • Ding, C. S. (2005). Determining the significance of scale values from multidimensional scaling profile analysis using a re-sampling method. Behavior Research Methods, Instruments, & Computers, 37(1), 37-47.
  • Ding, C. S., & Hershberger, S. (2001). Assessing content validity and content equivalence using structural equation modeling. Structural Equation Modeling, 2, 283-297.
  • Ding, C. S. (2001). Profile analysis: Multidimensional scaling approach. Practical Assessment, Research, and Evaluation [On-line serial], 7(16). Available: http://ericae.net/pare/Articles.htm
  • Ding, C. S., Nelsen, E. A., & Lassonde, C. T. (2002). Correlates of gun involvement and aggressiveness among adolescents. Youth and Society, 34, 195-213.
  • Davison, M. L., Gasser, M., & Ding, S. (1996). Identifying major profile patterns in a population: An exploration study of WAIS, GATB, CPI and MMPI-2 patterns. Psychological Assessment, 8, 26-31.


Reviewer for Tier 1 journals:

  • Multivariate Behavioral Research
  • International Journal of Behavioral Development
  • Psychological Methods
  • Educational and Psychological Measurement
  • The Career Development Quarterly
  • Health Education & Behavior
  • Bulletin of the World Health Organization


Editorial Board Member:

Practical assessment, research, & evaluation
PsychCritique: APA book review