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Faculty & Research

Terrence Tivnan

Lecturer on Education
Co-Director, Writing and Research Center

Terrence Tivnan

Degree:  Ed.D., Harvard University, (1980)
Email:  [javascript protected email address]
Office:  Larsen 415
Office Hours Contact:  Email the Faculty Assistant to set up the appointment
Faculty Assistant:  Jonathan Whichard


Terrence Tivnan teaches courses on research methods and data analysis. He has helped thousands of students get off to a good start in learning about statistics and research in education. He received his M.A.T. in reading from the Harvard Graduate School of Education and was a first-grade teacher for several years before returning to graduate study. His current interests are in quantitative research and data analysis as well as in developmental and educational psychology. He has been involved in a wide variety of research projects, including evaluating new educational programs, studies of employment discrimination, and several studies of early literacy programs. His work in educational psychology examines how new skills are acquired by elementary school children. He is currently working on a study of writing development among elementary schools, following students from six school districts in Massachusetts.

Click here to see a full list of Terrence Tivnan's courses.

Areas of Expertise
Sponsored Projects

Assessing Literacy Models: Looking at the Consolidation of Literacy Skills in the Second Grade, Noyce Foundation and U.S. Department of Education, Planning and Evaluation Service (2002-2003) (2001-2003)
Noyce Foundation

Lecturer Terry Tivnan works with Lowry Hemphill, now a faculty member at Wheelock College, to assess the various literacy models employed by the Boston Public Schools (BPS). Tivnan and Hemphill evaluate the effectiveness of four early literacy models being implemented in the BPS: Success for All, Literacy Collaborative, the Mondo Balanced Early Literacy Professional Development Program and Developing Literacy First. More specifically, the researchers 1) examine possible differences by classroom, school, and literacy models; 2) explore the relationship between observable features of the classroom literacy environment and children's literacy growth during the first grade year; 3) characterize the variability in the levels of teacher understanding of the chosen literacy model and of early literacy development; and 4) assess whether there are qualitative differences in children's oral discourse skills and writing skills with the school's chosen model of literacy instruction.

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