Faculty and Staff Profiles

• B.S. Mathematics and Education - Mississippi State University - 1967
• M.Ed. Mathematics Education - University of Georgia - 1970
• Ph.D. Educational Research and Evaluation - Virginia Polytechnic Institute - 1985

• Professor, Couns., Ed. Psych & Res. - University of Memphis - 1996-pres.
• Associate Professor, Couns., Ed. Psych & Res. - University of Memphis - 1994-1996
• Associate Professor, College of Education - University of Illinois at Chicago - 1991-1994
• Assistant Professor, College of Education - University of Illinois at Chicago - 1985-1991
• Instructor, College of Education - Virginia Polytechnic Institute - Summer 85
• Consultant, Ed. Res. Lab., Dept. of Educ. Research - Virginia Polytechnic Institute - 1984-1985
• Consultant, Statistical Consul., Statistics Department - Virginia Polytechnic Institute - 1983-1984
• Consultant, Ed. Res. Lab., Dept. of Educ. Research - Virginia Polytechnic Institute - 1982-1983
• Assistant Professor, Mathematics Dept. - Danville Va. Community College - 1980-1982
• Instructor, Mathematics Dept. - Danville Va. Community College - 1975-1980

• Outstanding Teacher Award - College of Education, University of Illinois at Chicago - 1992
• Award for Excellence in Teaching - University of Illinois at Chicago - 1992
• Earl Crader Award for Outstanding Teaching, Service, and Research - College of Education, University of Memphis - 2002
• Alumni Association Distinguished Teaching Award - University of Memphis - 2003

• Masters -   -  
• Doctoral -   -  

• Sosniak, Lauren A., and Ethington, Corinna A. (1994).  When teaching problem-solving proceeds successfully in U.S. eighth grade classrooms.  In I. Westbury, C. A. Ethington, L. A. Sosniak, & D. P. Baker (Eds.), In Search of More Effective Mathematics Education:  Examining Data from the IEA Second International Mathematics Study.  Norwood, NJ:  Ablex Publishing Corporation.
• Sosniak, Lauren A., Ethington, Corinna A., and Varelas, Maria. (1994).  Teaching mathematics without a coherent point of view:  Findings from the Second International Mathematics Study.  In I. Westbury, C. A. Ethington, L. A. Sosniak, & D. P. Baker (Eds.), In Search of More Effective Mathematics Education:  Examining Data from the IEA Second International Mathematics Study.  Norwood, NJ:  Ablex Publishing Corp.  Previously published in The Journal of Curriculum Studies, 23, 119-131 (1991).
• Smart, John C., and Ethington, Corinna A. (1995).  Disciplinary and institutional differences in undergraduate education goals.  In N. Hativa and M. Marincovich (Eds.), Disciplinary Differences in Teaching and Learning:  Implications for Practice.  New Directions for Teaching and Learning, Number 64.  San Francisco:  Jossey-Bass.
• Ethington, Corinna A. (1997).  A hierarchical linear modeling approach to studying college effects.  In J. Smart (Ed.), Higher Education:  Handbook of Theory and Research, Volume 12.  New York:  Agathon Press.
• Ethington, Corinna A., Thomas, Scott T., and Pike, Gary R. (2002).  Back to the basics:  Regression as it should be.  In J. Smart (Ed.), Higher Education:  Handbook of Theory and Research, Volume 17.  Dordrecht, The Netherlands:  Kluwer Academic Publishers.
• Page, D. A., Wagreich, P., Chval, K., and Ethington, C. A. (1993).  Maneuvers with nickels and numbers, teacher sourcebook.  Dale Seymour Publications.
• Page, D. A., Wagreich, P., Chval, K., and Ethington, C. A. (1993).  Maneuvers with nickels and numbers, student lab book.  Dale Seymour Publications.
• Westbury, Ian, Ethington, Corinna A., Sosniak, Lauren A., and Baker, David P. (Eds.) (1994).  In search of more effective mathematics education:  Examining data from the IEA Second International Mathematics Study. Norwood, NJ:  Ablex Publishing Corporation.
• Lehman, P. W., Ethington, C. A., and Polizzi, T. B. (1995).  CCSEQ:  Test manual and comparative data, (second edition).  Memphis:  University of Memphis, Center for the Study of Higher Education.
• Smart, J. C., Feldman, K. A., and Ethington, C. A. (2000).  Academic disciplines:  Holland’s theory and the study of college students and faculty.  Nashville, TN:  Vanderbilt University Press.
• Ethington, C. A., Gutherie, A. M., and Lehman, P. W. (2001).  CCSEQ:  Test manual and comparative data, (third edition).

•                                                     SELECTED PUBLICATIONS 
• *Ethington, Corinna A., and Wolfle, Lee M. (1984).  Sex differences in a causal model of mathematics achievement.  Journal for Research in Mathematics Education, 15, 361-377.
• *Wolfle, Lee M., and Ethington, Corinna A. (1985).  SEINE: Standard errors of indirect effects. Educational and Psychological Measurement, 45, 161-166.
• *Wolfle, Lee M., and Ethington, Corinna A. (1985).  GEMINI:  Program for analysis of structural equations with standard errors of indirect effects.  Behavior Research Methods, Instruments, & Computers, 17, 581-584.
• *Smart, John C., and Ethington, Corinna A. (1985).  Early career outcomes of baccalaureate recipients:  A study of native four-year and transfer two-year college students.  Research in Higher Education, 22, 185-193.
• *Ethington, Corinna A., and Wolfle, Lee M. (1986).  A structural model of mathematics achievement for men and women.  American Educational Research Journal, 23, 65-75.
• *Pascarella, Ernest T., Smart, John C., and Ethington, Corinna A. (1986).  Long-term persistence of two-year college students.  Research in Higher Education, 24, 47-71.
• *Wolfle, Lee M., and Ethington, Corinna A. (1986).  Within-variable, between-occasion error covariances in models of educational attainment.  Educational and Psychological Measurement, 46, 571-583.
• *Ethington, Corinna A., and Smart, John C. (1986).  Persistence to graduate education.  Research in Higher Education, 24, 287-303.
• *Ethington, Corinna A., and Wolfle, Lee M. (1986).  Sex differences in quantitative and analytical GRE performance:  An exploratory study.  Research in Higher Education, 25, 55-67.

•                                                   SELECTED PRESENTATIONS 
• Latent Variable Modeling of Mathematics Achievement, Mathematics Department, University of Illinois at Chicago, February, 1986.
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• Test Construction, Department of Physical Therapy, Northwestern University, June, 1988.
• Confirmatory Factor Analysis:  Tests of Substantively Generated Models, Department of Occupational Therapy Center for Research, University of Illinois at Chicago, March, 1989.
• Pre-College SEM Programs Workshop, Committee on Institutional Cooperation’s Women in Science and Engineering Conference, Indiana University, October, 1992.
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• HLM and Methodological Advances for the Assessment of School Effectiveness, University of Missouri, August, 1994.
• Research in Higher Education, Vanderbilt University, October, 1994.
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• Hierarchical Linear Modeling Approaches to the Study of College Effects.  Institute of Higher Education, University of Georgia, April, 1997.
• Using Holland’s Theory to Study Change and Stability of College Students, Counseling, Educational Psychology and Research Brown Bag Seminars, University of Memphis, October 2000.
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• Experimental Design and Data Analysis for Small Samples, Audiology and Speech Pathology Graduate Student Seminar, University of Memphis, February 2001.
• Research Integrity:  Protecting Human Subjects and Promoting Responsible Research Panel, Health Science Center, University of Tennessee, March 2001.