Robert Bangert-Drowns

Dean
School of Education

Associate Professor

OFFICE : ED 110
PHONE : (518) 442-5022
FAX: (518) 442-5008
EMAIL: rbangert-drowns@albany.edu

Dr. Robert

Robert L. Bangert-Drowns is an associate professor in the Department of Educational Theory and Practice at the University at Albany and a project director in the National Research Center for English Learning and Achievement. He earned his joint Ph.D. in Education and Psychology from the University of Michigan in 1986 and joined the faculty of the University at Albany in 1987.

Dr. Bangert-Drowns is widely cited for his work in the areas of instructional technology, meta-analytic methodology, and educational programs designed for the prevention and rehabilitation of drug-related social problems. His work has appeared in such journals as Psychological Bulletin, Review of Educational Research, American Educational Research Journal, and Addiction. Dr. Bangert-Drowns is a member of the American Educational Research Association and its Instructional Technology special interest group, the American Psychological Association and its Educational Psychology division, and Sigma Xi, the scientific research society.

He was the recipient of the Harold E. Mitzel Award for Meritorious Contribution to Educational Practice Through Research from the Journal of Educational Research and the Hinsdale Scholar Award for Scholarship and Professional Promise from the University of Michigan's School of Education. Dr. Bangert-Drowns is currently investigating instructional programs for enhancing higher-order thinking, the effectiveness ofwriting across the curriculum programs, and the quality of students' thinking in interactions with instructional technologies. He directs the Albany Consortium for Research in Instructional Design and Theory (ACRIDAT), a forum and work group for students and faculty interested in research on instruction.

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Education

  • Ph.D., Psychology and Education, The University of Michigan, Ann Arbor, 1986
  • M.A., Psychology, The University of Michigan, Ann Arbor, 1981
  • B.S., Psychology, Georgetown University, 1979

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Field of Specialization

  • Meta-analytic and Literature Review Methodology
  • Instructional Design for Computer-based Instruction and Other Media
  • Instructional Strategies for Development of Higher-order Thinking and Literacy

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Selected Publications

Bangert-Drowns, R. L., Wells-Parker, E., & Chevillard, I. (1997) Assessing methodological quality in narrative reviews and meta-analyses. In Bryant, K., Windle, M., & West, S. G. (Eds.). The Science of Prevention: Methodological Advances from Alcohol and Substance Abuse Research, Washington, DC: American Psychological Association.

Bangert-Drowns, R. L. (1997) Some limiting factors in meta-analysis. In Bukoski, W. J. (Ed.). Meta-analysis of drug abuse prevention programs. National Institute on Drug Abuse Research Monograph 170, 234-252.

Bangert-Drowns, R. L. (1997, March). Thinking with technologies: A literature review. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Bangert-Drowns, R. L., & Pyke, C. (1997, March). A taxonomy of modes of student engagement with electronic literature. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Wells-Parker, E., Bangert-Drowns, R. L., & Williams, M. (1995). The past is prologue: Determining directions for research on DUI remediation from meta-analysis. Addiction, 90, 1595-1601.

Bangert-Drowns, R. L. (1995). Misunderstanding meta-analysis. Evaluation in the Health Professions, 18, 304-314.

Wells-Parker, E., & Bangert-Drowns, R. L. (1995). Final results from a meta-analysis of remedial interventions with drink/drive offenders. Addiction, 90, 907-926.

Bangert-Drowns, R. L. (1993). The word processor as an instructional tool: A meta-analysis of word processing in writing instruction. Review of Educational Research, 63, 69-93.

Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213-238.

Bangert-Drowns, R. L., Kulik, J. A., & Kulik, C.-L. C. (1991). Effects of frequent classroom testing. Journal of Educational Research, 85, 89-99.

Wells-Parker, E., & Bangert-Drowns, R. (1990). Meta-analysis of research on DUI remedial interventions. Alcohol, Drugs, and Driving, 6, 147-160.

Kulik, J. A., Kulik, C.-L., & Bangert-Drowns, R. L. (1990). Is there better evidence on mastery learning? Review of Educational Research, 60, 303-307.

Kulik, C.-L., Kulik, J. A., & Bangert-Drowns, R. L. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of Educational Research, 60, 265-299.

Kulik, J. A., & Bangert-Drowns, R. L. (1990). Computer-assisted learning. In N. Entwistle (Ed.). Handbook of Educational Ideas and Practices. London, England: Moray House.

Bangert-Drowns, R. L., & Kozma, R. B. (1989). Assessing the design of instructional software. Journal of Research on Computing in Education, 21, 241-262.

Bangert-Drowns, R. L. (1988). The effects of school-based substance abuse education: A meta-analysis. Journal of Drug Education, 18, 243-264.

Kozma, R., & Bangert-Drowns, R. L. (1987). Design in context: A conceptual framework for the study of computer software in higher education. Ann Arbor, Michigan: The University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning. (ERIC Document Reproduction Service No. 287 436)

Kozma, R. B., Johnston, J., & Bangert-Drowns, R. L. (1987). Higher Education Software Awards. Academic Computing, 2 (2), 36-41.

Kozma, R. B., Bangert-Drowns, R. L., & Johnston, J. (1987). Rewarding innovation: 1987 EDUCOM/NCRIPTAL Higher Education Software Awards. EDUCOM Bulletin, 22, 18-26.

Bangert-Drowns, R. L. (1986). [Review of Computer-Based Instruction: Methods and Developments]. Computers in Human Behavior, 2, 235-238.

Bangert-Drowns, R. L., & von Saldern, M. (1986). Methoden der Meta-Analyse: Ein Uberblick. Zeitschrift fur erziehungswissenschaftliche Forschung, 20, 3-32.

Bangert-Drowns, R. L. (1986). A review of developments in meta-analytic method. Psychological Bulletin, 99, 388-399.

Reprinted In:

A. E. Kazdin (Ed.). (1992). Methodological Issues and Strategies in Clinical Research. Washington, DC: American Psychological Association.

W. R. Shadish, Jr. & Charles S. Reichardt (Eds.). (1988). Evaluation Studies Review Annual (Volume 12). Newbury Park, CA: Sage Publications.

Bangert-Drowns, R. L., Kulik, J. A., & Kulik, C.-L. C. (1985). Effectiveness of computer-based education in secondary schools. Journal of Computer-Based Instruction, 12, 59-68.

Kulik, J. A., Kulik, C.-L. C., & Bangert-Drowns, R. L. (1985). The importance of outcome studies: A reply to Clark. Journal of Educational Computing Research, 1, 381-387.

Kulik, J. A., Kulik, C.-L. C., & Bangert-Drowns, R. L. (1985). Effectiveness of computer-based education in elementary schools. Computers in Human Behavior, 1, 59-74.

Kulik, J. A., Kulik, C.-L. C., & Bangert-Drowns, R. L. (1984). Effects of practice on aptitude and achievement test scores. American Educational Research Journal, 21, 435-447.

Kulik, J. A., Bangert-Drowns, R. L., & Kulik, C.-L. C. (1984). Effectiveness of coaching for aptitude tests. Psychological Bulletin, 95, 179-188.

Bangert-Drowns, R. L., Kulik, J. A., & Kulik, C.-L. C. (1983). Effects of coaching programs on achievement test scores. Review of Educational Research, 53, 571-585.

Bangert-Drowns, R. L., Kulik, J. A., & Kulik, C.-L. C. (1983). Synthesis of research on the effects of coaching for aptitude and achievement tests. Educational Leadership, 41, 80-82.

Kulik, J. A., & Bangert-Drowns, R. L. (1983). Effectiveness of technology in precollege mathematics and science teaching. Journal of Educational Technology Systems, 12, 137-158.

Kulik, J. A., Bangert, R. L., & Williams, G. W. (1983). Effects of computer-based teaching on secondary school students. Journal of Educational Psychology, 75, 19-26.

Reprinted in: D. F. Walker & R. D. Hess (Eds.). (1984). Instructional software: Principles and perspectives for design and use. Belmont, CA: Wadsworth.

Bangert, R. L., Kulik, J. A., & Kulik, C.-L. C. (1983). Individualized systems of instruction in secondary schools. Review of Educational Research, 53, 143-158.

Reprinted in translation: (1984, April). L'Enseignement individualise a l'ecole secondaire. Vie pedagogique, 4-9.

Bangert, R., & Burke, M. (1980). Annotated review. Journal of Personalized Instruction, 4, 57-63.

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Courses Taught

ETAP 623: Systematic Design of Instruction

ETAP 628: Computer-Based Instruction

ETAP 743: Meta-analysis and Literature Review in Educational Research

ETAP 820: Seminar in Instructional Design

ETAP 821: Theories and Models of Instructional Design

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