Management Science and Systems Department
PhD, Educational Psychology and Quantitative Methods, University
MA, University at Buffalo
BA, Canisius College
Amo, L.C. (2016). Education-Based gaps in eHealth: A weighted logistic regression approach. Journal of Medical Internet Research, 18(10), DOI: 10.2196/jmir.5188
Amo, L.C. (2016). Addressing gender gaps in teens’ cybersecurity engagement and self-efficacy. IEEE Security & Privacy, January/February, 2 - 5.
Lee, J. & Amo, L.C. (forthcoming). High-stakes testing for what and for whom? International and interstate analyses of student- and school-targeted accountability policy effects. Handbook of Comparative Education (Ed. Don Sharpes). Information Age Publishers.
Aloe, A.M., Amo, L.C., & Shanahan, M. (2014) Multivariate meta-analysis of teacher classroom management self-efficacy and burnout. Educational Psychology Review, 26, 101-126, http://dx.doi.org/10.1007/s10648-013-9244-0
Amo, L.C. & Lee, J. (2013). Review of SAT Wars: The Case for Test Optional College Admissions. Review of Higher Education (2-year impact factor of 1.307).
Aloe, A.M., Amo, L.C., & Shanahan, M. Multivariate meta-analysis of teacher classroom management self-efficacy and burnout. Educational Psychology Review (2011 impact factor = 2.405): revise and resubmit, August 2013
Aloe, A.M., Amo, L.C. & Cantaffa, D. Case study of Pre-service Teacher Growth in Performance. Target journal: Teachers and Teaching
|2016-2017||National Security Agency and National Science Foundation ($98,756), Co-PI
|2015-2017||National Science Foundation ($199,759), Co-PI
SaTC EDU Collaborative: Cybersecurity for Middle School students at Museums: An Informal Learning Approach, DGE-1523174
|2015-2016||National Science Foundation & National Security Agency, GenCyber ($86,393), Senior Personnel, Supplement to NSF Grant, DGE-1241709.|
Management Science and Systems
School of Management
University at Buffalo
246 Jacobs Management Center
Buffalo, NY 14260-4000