Keith Howard is currently an Associate Professor of Education. His research interests are technology use in education, ethical issues in K-12 education, and equity issues in mathematics. Dr. Howard previously worked as a mathematics teacher, computer science teacher, and a technology coordinator in the Los Angeles Unified School District. He earned his B.A. in Business Administration at California State University at Long Beach, his M.A. in Teaching and Curriculum at California State University at Dominguez Hills, and his Ph.D. in Educational Psychology and Technology at the University of Southern California. He has taught courses in Educational Psychology at USC, UCLA, and CSUDH, as well as courses in Teacher Education, Educational Technology, Technology Ethics, and Quantitative Statistics at Chapman University.
Dr. Howard previously worked as a Senior Research Associate in the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at UCLA. At CRESST he served as the co-lead of professional development for an Institute of Educational Sciences funded research study examining middle school mathematics achievement.; He has conducted professional development for elementary and middle school teachers in several school districts in Southern California and Arizona on topics addressing schema-based mathematics instruction, metacognition in mathematics, and working memory implications for mathematics performance.
Swim, T., Howard, K. E., & Kim, I.-H., editors (2012). The Hope for Audacity: Recapturing optimism and civility in education. New York, NY: Lang Publishers, Inc.
Howard, K. E. (2012) “Hybrid Technology Classrooms for Science and Mathematics Instruction,” in Book Three of the Trilogy: The Hope for Audacity: Recapturing optimism and civility in education, edited by Swim, T., Howard, K., and Kim, I.H. New York, NY: Lang Publishers, Inc.
Anderson, K. A., & Howard, K. E. (2012, April). Examining the Influence of School-based Collective Socialization for High-achieving Black Males in Mathematics. Paper presented at the Annual Meeting of the American Educational Research Association, Vancouver, BC.
Howard, K. E. & Anderson, K. A. (2010). Stereotype Threat in Middle School: The effects of prior performance on expectancy and test performance. Middle Grades Research Journal, 5(3), 119-137.
Anderson, K. A., Howard, K., & Graham, A. (2009). Reading achievement, suspensions, and African American males in middle school. In D. L. Hough (Eds.). Middle Grades Research: Exemplary studies linking theory to practice. Charlotte, NC: Information Age Publishing.
Howard, K., Vendlinski, T., Hemberg, B., Niemi, D., & Phelan, J. (2009). "Using Error Patterns Formatively: data driven outcomes." New Hampshire Journal of Education, 24-31.
Anderson, K. A., Howard, K., & Graham, A. (2007). Reading achievement, suspensions, and African American males in middle school. Middle Grades Research Journal, 2(2), 43-63.
Dembo, M., & Howard, K. (2007). Advice about the use of learning styles: A major myth in education. Journal of College Reading and Learning, 37(2), 101-109.
Clark, R. E., Howard, K. and Early, S. (2006). Motivational challenges experienced in highly complex learning environments. In J. Elen & R. E. Clark (Eds.). Handling complexity in learning environments: Theory and Research. Oxford, G.B.: Elsevier Science Ltd.
Clark, R. E., Feldon, D. F., Howard, K., & Choi, S. (2006). Five promising research directions for web-based instruction and assessment. In H. F. O’Neil, Jr., & R. S. Perez (Eds.), Web-based learning: Theory, research, and practice. Mahwah, NJ: Lawrence Erlbaum Associates