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Megan Rojo

Title: Assistant Professor

Department: Educational Psychology

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • MEd, University of Texas, 2021
    Major: Educational Psychology
    Specialization: Quantitative Methods and Research Design
  • PhD, University of Texas, 2021
    Major: Special Education
    Specialization: Learning Disabilities/Behavioral Disorders
    Dissertation: The Effects of a Rational Number Intervention for Students with Mathematics Difficulties
  • MEd, Texas State University, 2011
    Major: Curriculum and Instruction
    Specialization: Bilingual/Bicultural Eduation
  • BA, University of Texas, 2009
    Major: Spanish
    Specialization: Latin American Studies

Current Scheduled Teaching

EPSY 6950.726Doctoral DissertationSpring 2025
EDSP 5730.480Educational Aspects of Students with Mild to Moderate DisabilitiesSpring 8W1 2025
EDSP 6430.001Literacy Research for Special PopulationsSpring 2025
EPSY 6900.726Special ProblemsSpring 2025
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

EDSP 4350.001Disability as Diversity: Inclusive Pedagogies and Practices for Children and Youth with DisabilitiesFall 2024 Syllabus SPOT
EDSP 5750.490Learning Strategies for Promoting Proficiency in Math & Content Area Subjects for Excep LearnersFall 8W2 2024 SPOT
EPSY 6030.726Practicum, Field Problem or InternshipSummer 10W 2024
EDSP 5730.080Educational Aspects of Students with Mild to Moderate DisabilitiesSpring 8W1 2024 SPOT
EPSY 6122.001Single Subject Research MethodologySpring 2024 Syllabus SPOT
EPSY 6900.726Special ProblemsSpring 2024
EDSP 4350.023Disability as Diversity: Inclusive Pedagogies and Practices for Children and Youth with DisabilitiesFall 2023 Syllabus SPOT
EDSP 5750.090Learning Strategies for Promoting Proficiency in Math & Content Area Subjects for Excep LearnersFall 8W2 2023 SPOT
EDSP 4350.001Disability as Diversity: Inclusive Pedagogies and Practices for Children and Youth with DisabilitiesSpring 2023 Syllabus SPOT
EDSP 4350.001Disability as Diversity: Inclusive Pedagogies and Practices for Children and Youth with DisabilitiesFall 2022 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Gersib, J.A., Rojo, M., King, S.G., Doabler, C.T. (2024). Motivational interviewing for students in school settings: A meta-analysis. Journal of School Psychology. 107 101386. Elsevier BV. https://doi.org/10.1016/j.jsp.2024.101386
  • Rojo, M. (2024). A meta-analysis of mathematics interventions: Examining the impacts of intervention characteristics.. Educational Psychology Review.
  • Rojo, M., King, S.G., Gersib, J., Doabler, C.T. (2024). The Effects of Using Length Models to Teach Fraction and Decimal Translation. Learning Disability Quarterly. SAGE Publications. https://doi.org/10.1177/07319487241301408
  • Rojo, M., Doabler, C.T., Gersib, J., Fall, A., Longhi, M.A., Roberts, G., Kimmel, G.L., Uy, J., Ghafghazi, S., Powell, S.R., Lovette, G., Therrien, W.J. (2024). Challenging Educational Inequities in Early STEM Instruction. Other. 125 (2) 211-232. University of Chicago Press. https://doi.org/10.1086/732865
  • Doabler, C.T., Rojo, M., Gersib, J.A., Fall, A., Longhi, M.A., Lovette, G.E., Roberts, G., Uy, J., Johnson, K., Ghafghazi, S., Phelps, J.B., Powell, S.R., Therrien, W.J. (2024). Do Mathematics and Reading Skills Impact Student Science Outcomes?. Journal of Learning Disabilities. SAGE Publications. https://doi.org/10.1177/00222194241263646
  • Gersib, J.A., Rojo, M., Ghafaghazi, S., Uy, J., Doabler, C.T. (2024). Measuring Success: Integrating Number Lines Into Measurement Instruction for Students With Learning Disabilities. Other. 59 (3) 173-182. SAGE Publications. https://doi.org/10.1177/10534512231156883
  • Rojo, M., Doabler, C.T., Clarke, B. (2024). Number Lines to Support Mathematical Understanding. Other. 59 (3) 155-157. SAGE Publications. https://doi.org/10.1177/10534512231156877
  • Rojo, M., King, S.G., Doabler, C.T. (2024). Teaching Fraction-to-Decimal Translation Using the Number Line. Other. 59 (3) 183-190. SAGE Publications. https://doi.org/10.1177/10534512231156884
  • Rojo, M., Wakim, N. (2023). Teaching Whole Number Addition and Subtraction to Students With Learning Disabilities. Other. 58 (3) 190-197. SAGE Publications. https://doi.org/10.1177/10534512221081240
  • Rojo, M., Gorsky King, S., Gersib, J. (2022). Rational number interventions for students with mathematics difficulties: A meta-analysis. Remedial and Special Education. 58 (3) 190-197.
  • Rojo, M., Nozari, M., Bryant, D.P. (2021). Systematic progress monitoring of IEP goals in mathematics. Intervention in School & Clinic.
  • Rojo, M., Knight, B., Bryant, D.P. (2021). Teaching Place Value to Students With Learning Disabilities in Mathematics. Other. 57 (1) 32-40. SAGE Publications. https://doi.org/10.1177/1053451221994827

Contracts, Grants and Sponsored Research

    Grant - Research

  • Rojo, M. (Co-Principal), "Broadening participation in mathematics for English learners with mathematics difficulties.," sponsored by National Science Foundation, Federal, $84265 Funded. (2022 - 2025).
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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