Ph.D.	Educational Psychology, University of California, Los Angeles	1979
M.A.	Educational Psychology, University of California, Los Angeles	1973
B.A.	Psychology, University of California, Los Angeles	1970

• Associate Professor, Department of Educational Psychology, Texas A&M University, Current.
• Faculty Advisor, Cognition and Instructional Technologies Laboratory, Texas A&M University, Current.
• Distinguished Visiting Professor, Department of Behavioral Sciences and Leadership, United States Air Force Academy, 1990-1991.
• Assistant Professor, Department of Educational Psychology, Texas A&M University, 1982-1986.
• Director, Generic Special Education Research and Diagnostic Teaching Clinic, Texas A&M University, 1983-1987.
• Assistant Professor, Department of Special Education, University of Virginia, 1978-1982.
• Senior Research Analyst, Learning Disabilities Research Institute.

Professional Societies:

• Southwest Educational Research Association
• American Educational Research Association
• Association for the Advancement of Computing in Education:  Mathematics/Science Education & Technology
• International Academy for Research in Learning Disabilities

• Learning and Individual Differences
• Learning Disability Quarterly
• American Educational Research Association, program reviewer and program Chair (1985) (Division C-6)
• Southwest Educational Research Association, program reviewer
• Occasional reviewer for Child Development, Journal of Educational Measurement, Journal of Learning Disabilities

Related Publications:

• Hall, R. J., Gerber, M. M., Stricker, A. G. (1989).  Cognitive training: Implications for spelling instruction. In J. N. Hughes & R. J. Hall (Eds.), Cognitive behavioral psychology in the schools: A comprehensive handbook. (pp. 347-388). New York: Guilford Press.
• Hall, R. J., Goetz, E. T., & Fetsco, T. G. (1989).  Information processing and cognitive assessment II: Assessment in the schools. In J. N. Hughes & R. J. Hall (Eds.), Cognitive behavioral psychology in the schools: A comprehensive handbook. (pp. 116-135). New York: Guilford Press.
• Hall, R. J., & Gerber, M. M. (1990).  Cognition and academic performance: An introduction. In H. L. Swanson & B. K. Keogh (Eds.) Learning disabilities: Theoretical and research issues (pp. 233-245). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Goetz, E. T., Hall, R. J., & Fetsco, T. G. (1989).  Information processing and cognitive assessment I: Background and overview. In J. N. Hughes & R. J. Hall Eds.), Cognitive behavioral psychology in the schools: A comprehensive handbook. (pp. 87-115). New York: Guilford Press.
• Goetz, E. T., Hall, R. J., & Fetsco, T .G. (1990).  Implications of cognitive psychology for assessment of academic skill. In C. R. Reynolds & R. W. Kamphaus (Eds.), Handbook of psychological and educational assessment (Vol. 1). (pp. 477-503). New York: Guilford Press.

• Hall, R. J., Pilant, M. S., & Strader, R. A. (1999).  The impact of web-based performance on instruction in an applied statistics course. Conference Proceedings, International Conference on Mathematics/Science Education and Technology (M/SET 99).  Paper presented in San Antonio, TX, March 2, 1999.
• Hall, R. J., Goetz, E. T., Kwon, M. (April 9, 1996).  Changes in course learning and performance goals across the semester for male and female engineering math calculus students.  Paper presented to American Educational Research Association Annual Meeting, New York, New York.
• Goetz, E. T., Hall, R. J., & Kwon, M. (April 27, 1995).  Gender-based impact of student attitudes and beliefs on performance in calculus.  Paper presented to American Educational Research Association Annual Meeting, San Francisco, California.
• Stricker, A. G., & Hall, R. J. (1988).  Application of an Intelligent CAI tutoring system to spelling instruction for learning disabled students.  Paper presented to the annual meeting of the American Educational Research Association, SIG on Special Education Research, New Orleans, LA, April 5-9, 1988.
• Stricker, A. G., & Hall, R. J. (1988).  Enhancing an ICAI tutoring system in spelling with digital speech and a natural language parser: Technical and theoretical problems.  Paper presented at the 32nd Annual Meeting of the Human Factors Society, Anaheim, CA, October 24-28, 1988.

Funding Support:

• Hall, R. J.  Java-Based Instruction for Courses In Research, Measurement, and Statistics.  Electronic Learning Incentives Program--Fall 1997.  TAMU Academy for Advanced Telecommunications & Learning Technologies. ($4,850)
• Contributed to:  Booz-Allen & Hamilton, Design Robotics, Asymetrix, Texas A&M University, & Westinghouse.  Intelligent Tutoring System: Proposal F41624-96-R-1000.  United States Air Force.  ($1.25 million for year 1; $30 million total funding for 5 years; 2 year renewable option).  Submitted November, 1996; funded
• Ewing, R., Stiller, P., Pilant, M. S., Bogges, A., Armstrong, J. D., Furuta, R. K., & Hall, R. J.  A Center for Collaborative Research in Learning Technologies--Planning Proposal.  NSF Directorate for Computer and Information Science and Engineering. ($50,000).
• Hall, R. J., Goetz, E. T., Boggess, A., & Pilant, M. (15 March 1995). Development of an interactive learning environment for engineering calculus. Joint Education and Science Interdisciplinary Proposal. Submitted to: Associate Provost for Research and Graduate Studies Interdisciplinary Research Initiatives, Texas A&M University. Funded: $25.000.
• Hall, R. J., Goetz, E. T., Boggess, A., & Pilant, M. (15 March 1995). Development of an interactive learning environment for engineering calculus. Joint Education and Science Interdisciplinary Proposal. Submitted to: Associate Provost for Research and Graduate Studies Interdisciplinary Research Initiatives, Texas A&M University. Amount Requested: $25.000. Status: Funded.
• Hall, R. J., Goetz, E. T., Boggess, A., & Jessup, G.T. (15 March 1993). Computer-Supported Interactive Learning System: Reinforcing Core-Concept Ideas in the Calculus Sequence. Joint Education and Science Interdisciplinary Proposal. Submitted to: Associate Provost for Research and Graduate Studies Interdisciplinary Research Initiatives, Texas A&M University. $25,000

Doctoral Students:

Ph.D. Advisors:

• Barbara K. Keogh (Dissertation Chair), Educational Psychology, Learning Disabilities, University of California, Los Angeles
• Frank M. Hewett, Educational Psychology, Behavior Disorders, University of California, Los Angeles
• Ronald Gallimore, Anthropology, University of California, Los Angeles
• Steven R. Forness, College of Medicine, Psychiatry, University of California, Los Angeles
• Lewis Langness, Anthropology, University of California, Los Angeles
• Richard J. Shavelson, Research, Measurement, and Statistics, Stanford University

Postdoctoral Advisors:

• Daniel P. Hallahan, Learning Disabilities Research Institute, University of Virginia
• James Kauffman, Behavior Disorders, Learning Disabilities Research Institute, University of Virginia
• Richard Q. Bell, Child Development, Learning Disabilities Research Institute, University of Virginia