Heath Marrs

Ed.D., Educational Psychology, Kansas State University
Ed.S., School Psychology, Fort Hays State University
M.S., School Psychology, Fort Hays State University
B.A., Psychology, Tabor College.

Dr. Heath Marrs' Curriculum Vitae

Research Webpage

Courses typically taught at CWU:

• PSY 501 - Professional Seminar in School Psychology
• PSY 525 - Psychology of Reading
• PSY 566 - Behavioral and Social-Emotional Assessment
• PSY 592 - Practicum
• PSY 467 - Child Psychopathology
• PSY 447 - Psychology of Adolescence

General areas of interest:  School psychology, educational psychology, RTI models in school psychology practice, gender issues in education

Selected works:

• Marrs, H., De Leon, M., & Lawless, T. (in press), Use of English language proficiency data to better assess reading growth for English language learners. School Psychology Review.
• Marrs, H., Ruby, S. F., & Chaffin, J. L. (2020). School psychology training program capacity in the Pacific Northwest. School Psychology Training and Pedagogy, 37(3), 20-28.
• Bogue, H., Marrs, H., & Little, S. (2017). School psychologists’ stages of concern with RTI implementation. Contemporary School Psychology, 21, 115-124.
• Marrs, H. (2016). Conformity to masculine norms and academic engagement in college men. Psychology of Men and Masculinity, 17, 197-205.
• Marrs, H., & Little, S. (2014). Perceptions of school psychologists regarding barriers to Response to Intervention (RTI) implementation. Contemporary School Psychology, 18, 24-34.
• Marrs, H. (2013). Team-based Learning: An innovative approach to promoting transfer and knowledge in school psychology training. Trainers’ Forum: The Journal of the Trainers of School Psychologists, 31, 47-61.
• Marrs, H., & Sigler, E. (2012). Male academic performance in college: The possible role of study strategies. Psychology of Men and Masculinity, 13, 227-241.