Christine Bahr, Ph.D.

Provost and Dean of the University

Office: Wildy Hall, Third Floor

Phone: (618) 537-6810

Education

Ph.D. Special Education, Indiana University (1988)

M.S. Educational Administration and Supervision, Southern Illinois University Edwardsville (1984)

B.A. Special Education, Fontbonne College (1980)

Professional Publications

Nelson, N., Bahr, C., & Van Meter, A. (2004). The writing lab approach to language instruction and intervention. Baltimore, MD: Paul H. Brookes.

Bahr, C. (2002). Technology for special education teachers. In H. Mehlinger & S. Powers, Technology and teacher education. Boston: Houghton-Mifflin.

Nelson, N.W., Van Meter, A.M., Chamberlain, D., & Bahr, C.M. (2001). The speech-language pathologist's roles in a writing lab approach. Seminars in Speech and Language, 22(3), 209-219.

Bahr, C. (2001). Review of the book Young people, creativity, and new technologies [book review]. Educational Computing Research, 25(1), 105-109.

McAlister, K. M., Nelson, N. W., & Bahr, C. M. (1999). Perceptions of students with language and learning disabilities about writing process instruction. Learning Disabilities Research and Practice, 14(3), 159-172.

Hodges, D., & Bahr, C. (1997). Using computers to support teachers: A TAG project. MACUL Newsletter, 18(1), 14-16.

Bahr, M., & Bahr, C. (1997). Educational assessment in the next millennium: Contributions of technology. Preventing School Failure, 41(2), 90-94.

Bahr, C., Nelson, N., & Van Meter, A. (1997). The effects of text-based and graphics-based software tools on planning and organizing of stories. Reprinted in K. Higgins & R. Boone (Eds.), Technology for students with learning disabilities: Educational applications. Austin, TX: PRO-ED.

Bahr, C., Nelson, N., & Van Meter, A. (1997). The effects of text-based and graphics-based software tools on planning and organizing of stories. In K. Higgins & R. Boone (Eds.), Technology for students with learning disabilities: Educational applications [CD-ROM hypertext version]. Austin, TX: PRO-ED.

Bahr, C. (1997). Computer-supported writing: What difference does the software make? TAM Connector, 10(4), 4,8.

Bahr, C., Nelson, N., & Van Loo, K. (1996). Computer-supported writing instruction. Education Today. Kalamazoo, MI: Western Michigan University.

Bahr, C., Nelson, N., & Van Meter, A. (1996). The effects of text-based and graphics-based software tools on planning and organizing of stories. Journal of Learning Disabilities, 29(4), 355-370.

Bahr, C., Nelson, N., Van Meter, A., & Yanna, J. (1996). Children's use of desktop publishing features: Process and product. Journal of Computing in Childhood Education, 7(3/4), 149-177.

Okolo, C. M., Bahr, C. M., & Gardner, J. E. (1995). Increasing achivement motivation of elementary school students with mild disabilities. Intervention in School and Clinic, 30(5), 279-286, 312.

Bahr, C., Kenney, S., & Hannaford, A. (1993). Inservice technology training: Overview of Project ICIP. In D. Carey, R. Carey, D. A. Willis, & J. Willis (Eds.), 1993 Technology and Teacher Education Annual (pp. 60-64). Charlottesville, VA: Association for the Advancement of Computing in Education.

Okolo, C., Bahr, C., & Rieth, H. (1993). A retrospective view of computer-based instruction. Journal of Special Education Technology, 12(1), 1-27.

Bahr, C., Kinzer, C., & Rieth, H. (1991). An analysis of the effects of teacher training and student grouping on reading comprehension skills among mildly handicapped high school students using computer-assisted instruction. Journal of Special Education Technology, 11(3), 136-154.

Bahr, C., & Rieth, H. (1991). Effects of cooperative, competitive, and individualistic goals on student achievement using computer-based drill-and-practice. Journal of Special Education Technology, 11(1), 33-48.

Bahr, C. (1991). Using computer assisted instruction effectively. In R. Gable & S. Warren (Eds.), Advances in mental retardation and developmental disabilities. Vol. 4 (pp. 179-209). London: Jessica Kingsley Publishers, Ltd.

Bahr, C., & Rieth, H. (1989). The effects of instructional computer games and drill and practice software on learning disabled students' mathematics achievement. Computers in the Schools, 6(3/4), 87-101.

Fuchs, L. S., Bahr, C. M., & Rieth, H. J. (1989). Effects of goal structures and performance contingencies on the math performance of adolescents with learning disabilities. Journal of Learning Disabilities, 22(9), 554-560.

Okolo, C., Rieth, H., & Bahr, C. (1989). Microcomputer implementation in secondary special education programs: A study of special educators', mildly handicapped adolescents', and administrators' perspectives. Journal of Special Education, 23(1), 107-117.

Rieth, H., Haus, G., & Bahr, C. (1989). The use of portable microcomputers to collect student and teacher behavior data. Journal of Special Education Technology, 9(4), 190-199.

Bahr, C. (1988). An analysis of the effects of goal structures on mathematics achievement, verbal interactions, and attitudes among mildly handicapped junior high school students using computer-based drill-and-practice. Unpublished doctoral dissertation, Indiana University.

Rieth, H., Bahr, C., Okolo, C., Polsgrove, L, & Eckert, R. (1988). An analysis of the impact of microcomputers on the secondary special education classroom ecology. Journal of Educational Computing Research, 4(4), 425-441.

Vance, L. K., Bahr, C. M., Huberty, T. J., & Ewer-Jones, B. (1988). An analysis of variables that affect special education placement decisions. Journal of Learning Disabilities, 21(7), 444-447.

Rieth, H., Bahr, C., Polsgrove, L., Okolo, C., & Eckert, R. (1987). The effects of microcomputers on the secondary special education classroom ecology. Journal of Special Education Technology, 8(4), 36-45.

Rieth, H., Polsgrove, L., Okolo, C., Bahr, C., & Eckert, R. (1987). An analysis of the secondary special education classroom ecology with implications for teacher training. Teacher Education and Special Education, 10(3), 113-119.