Christian Doabler


About Me (Bio): 
Christian Doabler, Ph.D., is a Research Assistant Professor with the Center on Teaching and Learning at the University of Oregon. He specializes in curriculum design, observation systems, and the prevention of learning difficulties. He is a former general education and special education teacher, and has co-authored four early mathematics interventions funded through the U.S. Department of Education (USDE). Currently, Dr. Doabler serves as the Project Director of a DRK-12 Development project funded by the National Science Foundation. Dr. Doabler is also a Co-Principal Investigator on three USDE-funded research projects focused on early math interventions for students who are at risk for mathematics difficulties. His scholarly contributions have been published in Elementary School Journal, Exceptional Children, and TEACHING Exceptional Children.
The University of Texas at Austin

The purpose of this project is to rigorously test the efficacy of the Precision Mathematics First-Grade (PM-1) intervention on the mathematics outcomes of English learners (ELs) who face mathematics difficulties (MD). The PM-1 intervention is designed to support students with or at risk for MD in developing a robust understanding of the underlying concepts, problem-solving skills, and vocabulary of early measurement and statistical investigation. This study will examine student response to the PM-1 intervention based on variables such as students' initial mathematics skill levels and proficiency in English, and explore how the rate and quality of mathematics discourse opportunities for ELs may predict gains in mathematics outcomes.

University of Oregon (UO)

The purpose of this 4-year project is to improve student mathematics achievement by developing a mathematics intervention focused on key measurement and data analysis skills. The PM intervention will be designed for first and second grade students who are experiencing mathematics difficulties. To increase student mathematics achievement, the intervention will include: (a) a technology-based component and (b) hands-on activities.

The University of Texas at Austin

The purpose of this project is to design and empirically evaluate a second grade science program, Scientific Explorers, aimed at promoting an early foundation for learning science among all students, including students at risk for or with learning disabilities in reading and mathematics. To support students as they engage in scientific tasks associated with Earth's Systems, this project will engineer the Scientific Explorers program around a guided inquiry framework, and develop and empirically validate a science assessment that measures students' knowledge and application of core science concepts and practices related to Earth's Systems.