Suzanne E. Graham, Ed.D., is Professor of Education Statistics, Education Department Chair, and the John & H. Irene Peters Professor of Education in the College of Liberal Arts at the University of New Hampshire, Durham. <br><br>Dr. Graham's research focuses on the application of quantitative methods, such as individual growth modeling, survival analysis, and multilevel modeling, to research in education and the social sciences. She also conducts research on equity and access issues in mathematics education. Dr. Graham received her doctorate in human development and psychology, with a focus on quantitative research methods, from the Harvard Graduate School of Education. She has taught courses in applied statistics and research design at both Harvard and the University of New Hampshire, and has presented numerous workshops on longitudinal data analysis both nationally and internationally. Dr. Graham was the recipient of a College of Liberal Arts Excellence in Teaching Award in 2014, she was the Department of Education Kimball Fellow in 2015, and she received the University Graduate Faculty Mentor Award in 2018.
Courses Taught
- EDUC 881: Stats/Inqury, Anal, & Dec Mkng
- EDUC 978: Appl Regressn Analy Ed Resrch
- EDUC 979: Applied Multilevel Modeling
- EDUC 981: Quant Inq/Mthd &Tech Edc Rsrch
- EDUC 999: Doctoral Research
Research Interests
- Longitudinal data analysis
- MultilevelModeling and Mathematics Education
- Quantitative methodology
Selected Publications
Marsh, D. D., Sharpe, S. T., & Graham, S. E. (2024). The Role of Mathematics and Science Expectancy-Value Attitudes in Students’ STEM Course-Taking and Major Choices. Journal for STEM Education Research, 7(3), 362-397. doi:10.1007/s41979-024-00125-0
Shirilla, P., Solid, C., & Graham, S. E. (2022). The Benefits of Longitudinal Data and Multilevel Modeling to Measure Change in Adventure Education Research. JOURNAL OF EXPERIENTIAL EDUCATION, 45(1), 88-109. doi:10.1177/10538259211027595
Chang, T. -H., & Graham, S. (2022). Development of an instrument measuring student-teacher caring relationships using Nel Noddings’ conception of care. Education Journal, 50(2), 123-150.
Dion, S., & Graham, S. (2022). How does New Hampshire’s mandated college entrance exam affect four-year college enrollment?. Teachers College Record.
Evans, C. M., Graham, S. E., & Lefebvre, M. L. (2019). Exploring K-12 Competency-Based Education Implementation in the Northeast States. NASSP Bulletin, 103(4), 300-329. doi:10.1177/0192636519877456
Tucker, A. R., Combs, K. M., Bettmann, J. E., Chang, T. -H., Graham, S., Hoag, M., & Tatum, C. (2018). Longitudinal Outcomes for Youth Transported to Wilderness Therapy Programs. RESEARCH ON SOCIAL WORK PRACTICE, 28(4), 438-451. doi:10.1177/1049731516647486
Graham, S. E., & Kurlaender, M. (2011). Using Propensity Scores in Educational Research: General Principles and Practical Applications. JOURNAL OF EDUCATIONAL RESEARCH, 104(5), 340-353. doi:10.1080/00220671.2010.486082
Graham, S. E. (2010). Using Propensity Scores to Reduce Selection Bias in Mathematics Education Research. JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, 41(2), 147-168. Retrieved from https://www.webofscience.com/
Bempechat, J., Graham, S. E., & Jimenez, N. V. (1999). The socialization of achievement in poor and minority students - A comparative study. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY, 30(2), 139-158. doi:10.1177/0022022199030002001
Singer, J. D., Davidson, S. M., Graham, S., & Davidson, H. S. (1998). Physician retention in community and migrant health centers: who stays and for how long?. Med Care, 36(8), 1198-1213. doi:10.1097/00005650-199808000-00008
