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Challenges and Innovations in Educational Psychology Teaching and Learningreviewed by Erin E. Peters-Burton & Jordan Goffena — April 06, 2018 Title: Challenges and Innovations in Educational Psychology Teaching and Learning Author(s): M Cecil Smith & Nancy Defrates-Densch (Eds.) Publisher: Information Age Publishing, Charlotte ISBN: 1681233967, Pages: 460, Year: 2016 Search for book at Amazon.comTo view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Erin Peters-Burton
George Mason University
E-mail Author
ERIN E. PETERS-BURTON is the Donna R. and David E. Sterling Endowed Professor in Science Education in the College of Education and Human Development at George Mason University. Dr. Peters-Burton’s research interests are inspired by her strong commitment to social justice, and she pursues projects that help students who feel excluded in science classes become more aware of the scientific enterprise and how scientific knowledge is generated. She is interested in the nexus of the nature of science, self-regulated learning, science teacher pedagogical content knowledge, and educational psychology. Her recent publications include “Understanding inclusive STEM high schools as opportunity structures for underrepresented students: Critical components” in the Journal of Research in Science Teaching, “Self-regulated learning microanalysis as a tool to inform professional development delivery in real-time” in Metacognition and Learning, and the MSTEM Road Map Curriculum Series published by National Science Teachers’ Association Press. She is currently working with high school science teachers to develop interventions for improving students’ self-regulation of learning for science practices, and on an NSF-funded project to develop logic models for successful STEM-focused elementary schools.
- Jordan Goffena
George Mason University
E-mail Author
JORDAN GOFFENA is currently a third-year Ph.D. student studying Educational Psychology at George Mason University. Jordan’s research interests are at the intersection between sport psychology and educational psychology, and focuses on applications of self-regulated learning, the role of autonomy-support in sport coaching, and teaching effectiveness and student learning in the sport psychology classroom. Jordan currently works as a graduate research assistant for Dr. Peters-Burton in the Center for Social Equity through Science Education at George Mason.
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