This site uses cookies to improve your experience. To help us insure we adhere to various privacy regulations, please select your country/region of residence. If you do not select a country, we will assume you are from the United States. Select your Cookie Settings or view our Privacy Policy and Terms of Use.
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Used for the proper function of the website
Used for monitoring website traffic and interactions
Cookie Settings
Cookies and similar technologies are used on this website for proper function of the website, for tracking performance analytics and for marketing purposes. We and some of our third-party providers may use cookie data for various purposes. Please review the cookie settings below and choose your preference.
Strictly Necessary: Used for the proper function of the website
Performance/Analytics: Used for monitoring website traffic and interactions
She currently serves as president of APA Division 15 (EducationalPsychology). Her scholarship focuses on the impact of racism on the educational experiences of African Americans, racism-related emotions and coping, and mixed methods research.
Journal of EducationalPsychology, 111 (2), 189. With over 25 years of experience teaching yoga, meditation, and holistic wellness practices, she integrates these methodologies into her classroom, fostering equitable, intentional learning environments that promote well-being, resilience, and flourishing. References Agarwal, P.
Marshall holds a bachelor’s degree in psychology from Tuskegee University as well as a master’s in human development and family studies and a doctorate in educationalpsychology from Auburn University.
He also will maintain his University Professor and Provost Professor appointments in the USC Rossier School of Education, Marshall School of Business, and Price School of Public Policy. She is also president of the educationalpsychology division of the American Psychological Association [APA]. “I Dr. Jessica T.
Forrester holds a bachelor’s degree in educationalpsychology and a master’s in student affairs in higher education from Mississippi State University. Kylie Forrester Kylie Forrester has been appointed director of the Center for Student Activities at Mississippi State University. She served as associate director.
in educationalpsychology from Northern Illinois University. Edwards earned a bachelor’s degree in hospitality and tourism management at Purdue University. She holds an MBA from Valparaiso University in Indiana and a Ph.D.
EducationalPsychology Review 31, (2): 261-292. Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco: Jossey-Bass. Sweller, J., Van Merrinboer, J. and Paas, F. Cognitive architecture and Instructional Design: 20 Years Later.
in educationalpsychology from Howard University; and a B.A. in psychology from Morehouse College. And yet HBCUs have persisted and been successful in graduating very impactful alumni.” Pinkard holds an Ed.D. in administration, planning, and social policy from Harvard University; an M.Ed.
in educationalpsychology from Washington State University. Due to his extensive presidential leadership experience and knowledge of Connecticut College, Les is uniquely positioned to assume this important role.” Wong holds a Ph.D.
Dr. DeLeon Gray Gray is an associate professor of educationalpsychology and equity at North Carolina State University. For Gray, rooting his work locally was antithetical to everything he learned as an educationalpsychology researcher. He decided to do it anyway.
British Journal of EducationalPsychology , 86 (4), 606-629. Journal of EducationalPsychology , 113 (7), 1421-1440. EducationalPsychology Review , 13 , 211-224. Student conceptions of feedback: Impact on self‐regulation, self‐efficacy, and academic achievement. Cogliano, M., Bernacki, M. Torres, J.
British Journal of EducationalPsychology , 86 (4), 606-629. Journal of EducationalPsychology , 113 (7), 1421-1440. EducationalPsychology Review , 13 , 211-224. Student conceptions of feedback: Impact on self‐regulation, self‐efficacy, and academic achievement. Cogliano, M., Bernacki, M. Torres, J.
Journal of EducationalPsychology , 107 (2), 468485. J., & Zanna, M. Two brief interventions to mitigate a chilly climate transform womens experience, relationships, and achievement in engineering. link] The post Coursera Coach: Providing Essential Learner Support appeared first on Coursera Blog.
Hines, professor in the College of Education and Human Development at George Mason University, who was director of ScHOLA²RS House (Scholastic House of Leaders in Support of African American Researchers and Scholars) at University of Connecticut when Reid was an undergraduate.
student in educationalpsychology, I am present for the students who are the first to carry their cultural capital and knowledge into higher education while juggling family and cultural obligations. It was also so motivating to know that every success I accomplished (e.g., As a current Ph.D.
EducationalPsychology Review, 30(1), 1-34. The potential effect of depression on academic outcomes of students in higher education institutions of northwest Ethiopia: A Cross-Sectional Study. Higher Education: The International Journal of Higher Education Research , 79 (4), 711–729. Vella-Brodrick, D.,
Bilias Lolis worked as a school psychologist in Stamford Public Schools, ultimately becoming district chair of school psychological services in 2008. Bilias Lolis holds a PhD in educationalpsychology from the University of Connecticut, with a research emphasis on positive psychological interventions, resilience science, and connectedness.
Journal of EducationalPsychology, 95 (4), 667-686. This classic piece of scholarship identifies the fuel and suggests how we can supply it. References Pintrich, P. A motivational science perspective on the role of student motivation in learning and teaching contexts. All rights reserved.
When deciding on policies to signal support and respect for students, colleges must keep in mind that students are multifaceted and can identify with a number of different social identities, Dr. Nidia Ruedas-Gracia, assistant professor of educationalpsychology at the University of Illinois, Urbana-Champaign, said in an email. “If
Journal of EducationalPsychology, 95 (4), 667-686. This classic piece of scholarship identifies the fuel and suggests how we can supply it. References Pintrich, P. A motivational science perspective on the role of student motivation in learning and teaching contexts. All rights reserved.
in educational administration (higher education leadership) from Indiana State University; a Master of Liberal Arts in African American studies from Temple; a Master of Science in Education in educationalpsychology and guidance (college student personnel) from EIU; a B.A. Williams-Goliday holds a Ph.D.
Title: Assistant Professor of Applied Psychology Tenured: No Age: 33 Education: B.A., English and psychology, University of Virginia; M.A., child development, Tufts University; and Ph.D.,
Torres, PhD, is the department chair and Aubrey Statti, EdD, is a core faculty member of the educationalpsychology and technology program at The Chicago School of Professional Psychology.
Torres, PhD, is the department chair and Aubrey Statti, EdD, is a core faculty member of the educationalpsychology and technology program at The Chicago School of Professional Psychology.
Understanding and integrating the basic elements of motivation science is key to successfully leveraging these digital tools effectively, whether the goal is to expand dual enrollment, workforce upskilling, or degree programs. In this 20-minute UB Ed Talk, a former professor of educationalpsychology at the University of Southern California will (..)
The field of educational therapy has been gaining more visibility in recent years, with articles in major publications such as The Wall Street Journal spotlighting the growing field.
Previously a professor of psychology at Wesley College from 2016 to 2021, Mendoza teaches under and upperclassmen on matters such as human development, educationalpsychology, health psychology, autism spectrum disorders, and applied behavior analysis.
EducationalPsychology Review 31, (2): 261-292. Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco: Jossey-Bass. Sweller, J., Van Merrinboer, J. and Paas, F. Cognitive architecture and Instructional Design: 20 Years Later.
Journal of EducationalPsychology, 111 (2), 189. With over 25 years of experience teaching yoga, meditation, and holistic wellness practices, she integrates these methodologies into her classroom, fostering equitable, intentional learning environments that promote well-being, resilience, and flourishing. References Agarwal, P.
Pohan holds a PhD in educationalpsychology and is currently executive director of Chapman University’s Center for Excellence in Teaching and Learning. Prior to this role, Pohan served as a professor of teacher education at four different institutions.
Chad Lane, PhD, principal investigator and director of INVITE and associate professor of educationalpsychology at UIUC. Across numerous projects they will be involved in, the initiative is aimed at building better systems for understanding and supporting STEM education, he says.
EducationalPsychology Review 34 (1): 421–49. Doctoral dissertation, University of Texas. Electronic Thesis and Dissertations. Wang, Bo, Paul Ginns, and Nicole Mockler. Sequencing Tracing with Imagination.”
Journal of EducationalPsychology 105(2): 299-309. His pedagogical research interests include student motivation, active learning techniques, and promoting critical thinking. References Bui, Dung C., Joel Myerson, and Sandra Hale. Note-taking with Computers: Exploring Alternative Strategies for Improved Recall.” Lapp, Andrew, Jacob E.
Journal of EducationalPsychology 105(2): 299-309. His pedagogical research interests include student motivation, active learning techniques, and promoting critical thinking. References Bui, Dung C., Joel Myerson, and Sandra Hale. Note-taking with Computers: Exploring Alternative Strategies for Improved Recall.” Lapp, Andrew, Jacob E.
EducationalPsychology Review 34 (1): 421–49. Doctoral dissertation, University of Texas. Electronic Thesis and Dissertations. Wang, Bo, Paul Ginns, and Nicole Mockler. Sequencing Tracing with Imagination.” Calvin and Hobbes by Bill Watterson for June 03, 1993.
Sociology of Education, 70, 324–345. The role of basic need fulfillment in academic dishonesty,” Contemporary EducationalPsychology vol. Kanat-Maymon, Benjamin, Stavsky, Shoshani, & Roth (2015). Morisano, D., Peterson, J. O., & Shore, B.
EducationalPsychology: Concepts, Research and Challenges, London: Routledge, p. Journal of EducationalPsychology 89: p. 5 “ Teaching relationships: broadening understandings through the social psychology of the classroom, ” Rubie-Davies, Christine M. London: Routledge (2014). & Peterson.
EducationalPsychology Review. Regarding Class Quizzes: a Meta-analytic Synthesis of Studies on the Relationship Between Frequent Low-Stakes Testing and Class Performance. Dillinger, K (2023). Surgeon General Lays out Framework to Tackle Loneliness and ‘Mend the Social Fabric of our Nation.’ CNN Heissel, J.A., Doleac, J.L.,
Teaching and learning in interdisciplinary higher education: A systematic review. EducationalPsychology Review , 21, 365-378. Journal of Curriculum Studies , 38(3), 251-271. Biemans, H. Luning, P. A., & Mulder, M. Szostak, R. How and why to teach interdisciplinary research practice. Weinberg, A., & Harding, C.
Pohan holds a PhD in educationalpsychology and is currently executive director of Chapman University’s Center for Excellence in Teaching and Learning. Prior to this role, Pohan served as a professor of teacher education at four different institutions.
Hines, professor in the College of Education and Human Development at George Mason University, who was director of ScHOLA²RS House (Scholastic House of Leaders in Support of African American Researchers and Scholars) at University of Connecticut when Reid was an undergraduate.
EducationalPsychology Review. Regarding Class Quizzes: a Meta-analytic Synthesis of Studies on the Relationship Between Frequent Low-Stakes Testing and Class Performance. Dillinger, K (2023). Surgeon General Lays out Framework to Tackle Loneliness and ‘Mend the Social Fabric of our Nation.’ CNN Heissel, J.A., Doleac, J.L.,
He currently serves as an associate professor of teacher education at Purdue University Northwest. Dr. Pratt’s area of focus is educationalpsychology, technology and assessment. Pratt has dedicated his career to helping students, from kindergarten to college as a public-school teacher and university professor.
We organize all of the trending information in your field so you don't have to. Join 29,000+ users and stay up to date on the latest articles your peers are reading.
You know about us, now we want to get to know you!
Let's personalize your content
Let's get even more personalized
We recognize your account from another site in our network, please click 'Send Email' below to continue with verifying your account and setting a password.
Let's personalize your content