College of Education and Public Policy

Joe D. Nichols, Ph.D.Photo of Joe D. Nichols, Ph.D.

Professor

  • Office: Neff Hall, 240D
  • Phone: 260-481-6445
  • Fax: 260-481-5408
  • E-mail: nicholsj@ipfw.edu

Education

  • B.S.: Math Education, Southwestern Oklahoma State University, 1979
  • M.Ed.: School Counseling, University of Oklahoma, 1987
  • Ph.D.: Educational Psychology, University of Oklahoma, 1994

Professional Experience

  • 2004 to 2013 Indiana/Purdue University, Ft. Wayne, Indiana, Chair, Department of Educational Studies.
  • 2003 to present Indiana/Purdue University, Ft. Wayne, Indiana, Professor, School of Education
  • 2000 to 2003 Indiana/Purdue University, Ft. Wayne, Indiana, Associate Professor, School of Education
  • 1994 to 2000 Indiana/Purdue University, Ft. Wayne, Indiana, Assistant Professor, School of Education.
  • 1995 to present Editorial Advisory Board, International Journal of Educational Reform.
  • 1999 to 2001 Editorial Board, Contemporary Educational Psychology.
  • 1988 to 1994 University of Oklahoma, Norman OK., Adjunct Professor, Math Department.
  • 1988 to 1994 Oklahoma City Community College, Okla. City, OK, Adjunct Professor, Math Department.
  • 1988 to 1994 Moore Public Schools, Westmoore High School, Okla. City OK. Math Department.
  • 1979 to 1988 Moore Public Schools, Moore West Junior High, Okla. City OK. Math Department

Teaching Responsibilities

  • P250 Educational Psychology
  • P253-254 Educational Psychology
  • P570 Classroom Management
  • F500 Motivation Theory
  • P516 Advanced Adolescent Psychology

Research Interests

My current (although this is subject to change at practically any moment) areas of research interest and expertise are:

  • Motivational Theory
  • Adolescent Development
  • Elementary Looping Classrooms
  • Servant Leadership and Service Learning

Representative/Recent Publications

Nichols, G. W., & Nichols, J. D. (2012). An analysis of student and parent perceptions: School climate surveys for the public good. Scholarlypartnershipsedu, 6(1), 13-24.

Nichols, J. D. (2012). Book review of Understanding Minority-Serving Institutions. (Gasmen, M., Baez, B., & Turner, C. (Eds.). Diaspora, Indigenous, and Minority Education, 6(2), 117-119.

Nichols, J. D. & Zhang, G. (2011). Classroom environments and student engagement: An analysis of elementary and secondary teacher beliefs. Learning Environments Research, 14(3), 229-239.

Nichols, J. D. (2011). Teachers as Servant Leaders. Rowman and Littlefield Pub, Landham, MD.

Swim, T., Nichols, J. D., Murphey, K., Moss, G., Merz. A., Lindquist, D. & Kanpol, B. (2010). Teacher national accreditation as community dialogue: Transformative reflection. Hampton Press, Cresskill, NJ.

Nichols, J. D. (2010). NCATE, TEAC, Standards, and Accreditation: Are We Winning or Losing the Race or Just Playing Tag? In Swim, T., Nichols, J. D., Murphey, K., Moss, G., Merz. A., Lindquist, D. & Kanpol, B. (Eds.). Teacher national accreditation as community dialogue: Transformative reflections (pp 49-80). Hampton Press, Cresskill, NJ.

Nowak, J., Nichols, J. D. & Coutts, D. (2009). The impact of full-day vs. half-day kindergarten on student achievement of low socioeconomic status minority students. Scholarlypartnershipsedu, 4(1), 34-47.

Nichols, J. D., Agness, P. & Smith, D. (2008). Beliefs of classroom environment and student empowerment: A comparative analysis of pre-service and entry level teachers. NOVA Science Publishers Inc. (pp. 246-255).

Zehr, H., Moss, G. & Nichols, J. D. (2008). Amish teacher dialogues with teacher educators. In Crossing boundaries and building learning communities: Critical education and narrative research as praxis, Moss, G. Ed. Hampton Press, Cresskill, NJ. (pp. 141-172).

Moore, L., Nichols, J. D. & Moss, G. (2008). Crossing educational boundaries: Text, technology, and dialogue as a critical pathway. Teacher Education and Practice. 21 (1), 16-32.

Nichols, J. D. (2006). Empowerment and relationships: A classroom model to enhance student motivation. Learning Environments Research, 9, 149-161.

Nichols, J. D. (2006) The Project Team Program: First year analysis on a regional campus. The Teacher Educator, 42(2), 122-139.

Nichols, J. D., & White, J. & Price, M. (2006). Beliefs of intelligence, knowledge acquisition and motivational orientation: A comparative analysis of Hispanic/Latino and Anglo youth. Multicultural Perspectives, 8(4), 39-48.

Zehr, H., Moss, G. & Nichols, J. D. (2005). Amish teacher dialogues with teacher educators: Research, culture, and voices of critique. The Qualitative Report, 10(3), 592-619.

Nichols, J. D. (2005). Block scheduled high schools: The impact on student achievement in English/language arts courses. The Journal of Educational Research, 98(5), 299-309.

Nichols, J. D. (2004). An exploration of suspension and discipline data. Journal of Negro Education, 73(4), 408-423.

Nichols, J. D. (2003). Prediction indicators for students failing the state of Indiana high school graduation exam. Preventing School Failure, 47(3), 112- 120.

Myers, M., Nichols, J. D. & White, J. (2003). Teacher and student incremental and entity views of intelligence: The effect on self-regulation and persistence activities. International Journal of Educational Reform, 12(2), 97-116.

Nichols, J. D. & Nichols, G. W. (2002). The impact of looping and non-looping classroom environments on parental attitudes, Educational Research Quarterly, 26(1), 23-40.

Nichols, J. D. (2002). The first year principal: A husband’s perspective, Principal, November/December, 60-62.

Nichols, J. D. (2002). Using longitudinal student data to construct a component configuration for block scheduling in local high schools. In R. Nata (Ed.), Progress in Education (Vol. 6., pp. 81-109). NOVA Science Publishers Inc.

Nichols, J. D. (2002). Summer Clubhouse Programs: A report on the effects on student motivation and self-esteem. International Journal of Educational Reform, 11(2), 125-157.

Moss, G. & Nichols, J. D. (2002, May 22). Reflective practitioner preparation: In the wake of 21st century terrorism. Current Issues in Education [On-line], 5 (3). Available: http://cie.ed.asu.edu/volume5/number3/index.html

Nichols, J. D. (2002). Schema theory: A new twist using DuploTM models. Teaching of Psychology, 29(2), 150-151.

Parke, B., Nichols, J. D. & Souligny-Brown, A (2002). Collegiate connection: A program to encourage the success of student participation in high school/university duel enrollment, Mid-West Educational Researcher, 15(2), 23-31.

Nichols, J. D. & Nichols, G.W. (2002). The impact of looping classroom environments on parental attitudes. Preventing School Failure, 47(1), 18-25.

Choi, S., Cranley, M.E. & J. D. Nichols (2001). Coming to America, becoming American: Narration of Korean immigrant young men. International Education Journal, 2(5), 47-60.

Nichols, J. D. & White, J. (2001). The impact of peer networks on achievement from lower and upper track algebra students. Journal of Educational Research, 94 (5), 267-273.

Nichols, J. D. & Sorg, S. (2001). A comparison of two dichotomous field experience sites: Perspectives of a pre-service teacher. Illinois Schools Journal, 80(2), 44 –56.

Nichols, J. D. (October, 2000). Using longitudinal student data to construct a component configuration for block scheduling conversions in local high schools. Published in the Indiana Journal of Political Science vol. 15, pp 1498-169. Proceedings of the Indiana Political Science Association.

Nichols, J. D. (2000). Scheduling reform: A longitudinal exploration of high school block scheduling structures. International Journal of Educational Reform, 9(2), 134 -147.