Timothy Cleary

Timothy J. Cleary is Professor and Chair of the Department of School Psychology in the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers, The State University of New Jersey. He obtained his PhD in Educational Psychology with a specialization in School Psychology from the Graduate School and University Center of the City University of New York, CUNY Graduate School in 2001. Dr. Cleary began his professional career working as a licensed school psychologist in the public...See more

Timothy J. Cleary is Professor and Chair of the Department of School Psychology in the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers, The State University of New Jersey. He obtained his PhD in Educational Psychology with a specialization in School Psychology from the Graduate School and University Center of the City University of New York, CUNY Graduate School in 2001. Dr. Cleary began his professional career working as a licensed school psychologist in the public and private sector. He began his academic career as a Visiting Professor at CUNY before serving as Assistant and Associate Professor at the University of Wisconsin--Milwaukee prior to moving to Rutgers University in 2012. Dr. Cleary's primary research interests include the development and application of self-regulated learning (SRL) and motivation assessment and intervention practices across academic, athletic, medical, and clinical contexts. Specifically, he has examined trends in school-based SRL assessment and intervention practices, developed and validated several types of SRL assessments (i.e., self-report, teacher rating scales, parent rating scales, microanalytic protocols), developed and tested academic intervention programs, and investigated links among SRL processes and performance indicators. He has published over 70 peer-review journal articles and book chapters specifically addressing SRL issues and applications, coedited a scholarly book on SRL, served as sole author on an edited volume targeting SRL intervention programs and a sole author for a research-to-practice book for K-12 teachers, The Self-Regulated Learning Guide: Teaching Students to Think in the Language of Strategies (2018). Most of his publications have appeared in top-tiered journals across multiple fields, including school psychology, educational psychology, medical education, teacher education, and sport psychology. His research productivity has been widely cited by others, with approximately 8,000 Google Scholar citations and 4,000 citations since 2018. He was the recipient of the 2021 Barry J. Zimmerman Award for Outstanding Contributions to the fields of studying and self-regulated learning research from the Studying and Self-Regulated Learning Special Interest Group of the American Educational Research Association (AERA). Dr. Cleary's extramural grant funding is significant in both its quantity and quality, and most of his projects have been collaborative in nature. He is serving or has served as a Principal Investigator (PI) or Co-PI on grants from the National Science Foundation, the Department of Education's Fund for the Improvement of Postsecondary Education (FIPSE), Institute for Educational Sciences (IES), and the Spencer Foundation. Over the course of his career, Dr. About the Authors xxix Cleary has served in a lead or collaborative scholarly role on grants totaling approximately $12 million. Dr. Cleary has also taken on several leadership roles at the university and national levels. Across institutions, he has served as Program Director, Director of Clinical Training, and Department Chair. He also participated as a Fellow in the inaugural Rutgers Leadership Academy in 2015. At a national level, Dr. Cleary has served on the executive board for the Studying and Self-Regulated Learning Special Interest Group (SSRL SIG) of the American Educational Research Association (AERA), performing roles of Chair, Program Chair, and Secretary. He also... See less