School Psychology Research Teams

Graduate students in the School Psychology doctoral program are accepted into the program and then choose a major professor near the end of their first year in the program. Participation in the major professor’s research team allows students to develop methodological and statistical skills, to become active in research early in their doctoral studies, and to develop a professional identity within the field of school psychology. Additionally, students frequently work with other faculty in the School Psychology Program.

Center for Diversity, Equity, and Well-Being in Schools (DRAGONS)

Join the DRAGONS at the University of Memphis, a hub for applied research committed to improving PK-12 education. Our interdisciplinary team includes researchers and practitioners in the fields of school and counseling psychology and addresses key issues in educational equity, school climate, and positive psychological practices in schools. We invite graduate applicants passionate about developing culturally-relevant interventions and promoting inclusive educational environments to apply and contribute to our impactful research and outreach initiatives. Find out more at our lab website.

Dr. Srisarajivakul is not accepting students for the 2024-2025 academic year.

Laboratory Investigating Elementary Readers (LIGER)

The Laboratory InvestigatinG Elementary Readers (LIGER) focuses on the development of oral and silent reading fluency in typical and clinical populations, and how these skills impact comprehension. We seek graduate program applicants interested in exploring these crucial aspects of literacy development and contributing to research that can influence educational strategies for a diverse range of young learners. See our lab video for additional information.

Dr. Meisinger is accepting students for the 2024-2025 academic year.

School Psychology Applications and Research Collaboration (SPARC)

The SPARC lab takes a broad perspective on practices in school psychology, examining assessment techniques and the application and sustainability of evidence-based practices alongside the persistence of low-value methods. Currently, we are investigating the role of generative artificial intelligence in school psychology and conducting a meta-analysis on the relationship between intelligence and adaptive functioning. Prospective students will have opportunities to engage with advanced statistical analyses, sophisticated group research methodologies, and single-case design to better understand and influence practices within school psychology.

Drs. Floyd and Farmer are accepting students for the 2024-2025 academic year.