Dr. Helenrose Fives

Profile

Educational Foundations

Dr. Helenrose Fives

Office: University Hall 2135
Phone: (973) 655-7162
Email: fivesh@mail.montclair.edu

           No Photo Available

Helenrose Fives, PhD is an Associate Professor of Educational Foundations in the College of Education and Human Services at Montclair State University. She earned her PhD in Human Development, specializing in Educational Psychology, from the University of Maryland, College Park. Dr. Fives taught grades 5-8 for 6 years in Washington, D.C. where she developed and implemented an interdisciplinary curriculum with the Folger Shakespeare Library. Her research focuses on the intersection of teacher beliefs and practices, with an emphasis on understanding the interrelationship between teachers' beliefs (specifically efficacy, knowledge, and ability beliefs) and the process of teaching and learning to teach. Dr. Fives has published in outlets such as Journal of Educational Psychology, Contemporary Educational Psychology, and Teaching and Teacher Education. Dr. Fives currently serves as the Secretary to Division 15 (Educational Psychology) of the American Psychological Association, she reviews for "The Journal of Experimental Psychology," is a member of the Montclair State University Internal Review Board, and has engaged in extensive national service with the American Educational Research Association.

 

Degrees

  • PhD University of Maryland, College Park
  • MA Trinity College
  • BA The Catholic University of America

 

Career Appointments 

No information available

 

Publications

Resume/CV

Helenrose Fives, PhD is an Associate Professor of Educational Foundations in the College of Education and Human Services at Montclair State University. She earned her PhD in Human Development, specializing in Educational Psychology, from the University of Maryland, College Park. 

Read Dr. Fives' Resume/CV


Published:

Edited Books 

Fives, H. & Gill, M. G. (Eds.). (Under Contract). The Handbook of Research on Teachers’ Beliefs. New York, NY: Routledge. 

Peer Reviewed Publications 

Buehl, M. M. & Fives, H. (2011). Evolving concept maps as instructional and assessment tools in graduate educational psychology courses. Teaching of Educational Psychology,7, 62-87. http://www.teachingeducpsych.org/2011-volume-7

Fives, H. & Buehl, M. M. (2010). Examining the Factor Structure of the Teacher Sense ofEfficacy Scale. The Journal of Experimental Education, 78, 118-134. 

Buehl, M. M. & Fives, H., (2009). Exploring teachers’ beliefs about teaching knowledge: Where does it come from? Does it change? The Journal of Experimental Education, 77(4), 367-407. 

Fives, H. & Looney, L. (2009). College Instructors Sense of Teaching and Collective Efficacy.
International Journal of Teaching and Learning in Higher Education, 20(2), 182-191. http://www.isetl.org/ijtlhe/pdf/IJTLHE330.pdf 

Fives, H. & Buehl, M. (2008). What do Teachers Believe? Developing a Framework for Examining Beliefs about Teachers’ Knowledge and Ability. Contemporary Educational Psychology, 33, 134-176. 

Hamman, D., Fives, H., Olivarez, Jr., A. (2007). Efficacy and pedagogical interaction in cooperating and student teacher dyads. Journal of Classroom Interaction, 41/42, 55-63. 

Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student teaching?
Analyzing efficacy, burnout and support during the student-teaching semester. Teaching and Teacher Education, 23, 916–934. 

Myers, S., McMillan, S., Anderson, C., Price, P., & Fives, H. (2007). Partnering with secondary schools to prepare highly qualified teachers: Alternative certification through a professional development school model. Journal of the National Association for Alternative Certification, 2, 18-28. 

Fives, H., Manning, D. K., & Buehl, M. M. (2006). Pollution on the Rio Grande: A case for persuasion. The Social Studies Texan, 22, 66-68. 

Olivárez, Jr., A., Stevens, T., Fives, H, & Hamman, D. (2006). Conscientiousness as typical performance and its influence in predicting academic achievement. National Forum of Applied Educational Research Journal, 20, 40-68. 

Alexander, P.A., Sperl, C.T., Buehl, M.M., Fives, H., & Chiu, S. (2004). Modeling domain learning: Profiles from the field of special education. Journal of Educational Psychology, 96, 545-558. 

Alexander, P. A., Fives, H., Buehl, M. M., & Mulhern, J. (2002). Teaching as persuasion.
Teaching and Teacher Education, 18, 795-813. 

Fives, H. L., Alexander, P. A., & Buehl, M. M. (2001). Teaching as persuasion: Approaching classroom discourse as refutational text. In J. V. Hoffman, D. L. Schallert, C. M. Fairbanks, J. Worthy, & B. Maloch (Eds), Fiftieth yearbook of the National Reading Conference. Chicago, IL: National Reading Conference. 

Fives, H., & Alexander, P.A. (2001). Persuasion as a metaphor for teaching: A case in point.
Theory Into Practice, 40, 242-248. 

Edited Book Chapters 

Fives, H. & Buehl, M. (2012). Spring Cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K.R. Harris, S. Graham, & T. Urdan (Eds.). APA Educational Psychology Handbook: Volume 2 Individual differences and Cultural and Contextual Factors (p. 471-499). Washington: American Psychological Association. 

Fives, H. (2011). One Preservice Teacher’s Developing Epistemic Beliefs about Teaching and the Explicit Connection of Those Beliefs to Future Practice. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.). Personal Epistemology and Teacher Education (114-128). New York: Routledge. 

Fives, H., & Buehl, M. M. (2010). Teachers’ Articulation of Pedagogical Knowledge Beliefs: Conceptualizing a Belief Framework. In L. D. Bendixen & F. C. Haerle (Eds.) Personal Epistemology in the Classroom: Theory, Research, and Implications for Practice (p. 470-515). Cambridge University Press. 

Myers, S. & Fives, H. (2009). Facilitating Professional Learning Communities through Mentor Preparation: Examining the Leadership Stance of Two Mentor Teachers. In C. Mullen 

(Ed.) Leadership in Building Communities (p. 215-227). Palgrave Macmillan. 

Fives, H., Buehl, M. M., & Myers, S.D. (2008). The cultivation of a professional association- based new faculty mentoring program. In C. Mullen (Ed.) The Handbook of Formal Mentoring in Higher Education: A Case Study Approach (p. 165-190). Christopher- Gordon Publishers. *Peer Reviewed book chapter. 

Fives, H. & Alexander, P.A. (2004). How schools shape teacher motivations: Another piece in the achievement puzzle. In. D. M. McInery & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning: Big theories revisited (Vol. 4). Greenwich: Information Age Press. 

Alexander, P.A., & Fives, H. (2000). Achieving expertise in teaching reading. In L. Baker, J. Dreher, & J. Guthrie (Eds.), Engaging young readers: Promoting achievement and independence. New York: Guilford.

Other Publications 

Fives, H. (2007). For novice and informed readers: A review of Key Questions for Educators
Edited by William Hare and John Portelli. Journal of Thought, 41, 157-160. 

Fives, H. (2005). Instructors’ resources and student website for P.A. Alexander’s Psychology in Learning and Teaching. Columbus, OH: Prentice Hall/Merrill. 

Fives, H. (2003). Exploring the relationships of teachers’ efficacy, knowledge, and pedagogical beliefs: A multimethod study. Doctoral Dissertation. College Park, MD: University of Maryland.

 

Presentations

Refereed National and International Research Presentations 

Fives, H. (2012, April). Theoretical Analysis of the Function of Teachers’ Beliefs, In R. Klassen, Chair, The Functions of Teachers’ Beliefs: Filter, Frame, and Guide. Submitted to the Annual Meeting of the American Educational Research Associations, Vancouver, BC. 

Fives, H. Huebner, W., Birnbaum, A., Nicolich, M. (2012, April). Middle school students’ scientific literacy: Constructing a Measure. Poster accepted to the Annual Meeting of the American Educational Research Associations, Vancouver, BC. 

Fives, H., Buehl, M. M., & Toboada, A. (2012, April). According to teachers, teaching is…Roundtable discussion accepted to the Annual Meeting of the American Educational Research Associations, Vancouver, BC. 

Buehl, M. M. & Fives, H. (2011, April). Continuing the Exploration of Knowledge Beliefs And Implicit Theories: A Study of Practicing Teachers’ Beliefs About Pedagogical Knowledge And Teaching Ability. Paper presented at the Annual Meeting of the Educational Research Association, New Orleans, LA. 

Fives, H. (2010, April). Developing Wisdom Through Practice: One Preservice Teacher’s Developing Knowledge and Beliefs about Teaching. Poster Presentation at the Annual Meeting of the Educational Research Association, Denver, CO. 

Myers, S., Anderson, C. & Fives, H. (2010, January). Developing Teacher Leadership Capacity of Mentor Teachers: A Case Study of a Master Mentor Teacher Certificate Program. Presented at the 8th Annual Hawaii International Conference on Education, Honolulu, HI. 

Fives, H. (2009, August). Student Teachers’ Sense of Efficacy and Burnout as Part of Learning to Teach. In U. Klusman symposium: Emotional and motivational challenges at the beginning of the professional career: The reality shock. Presentation at the 13th Biennial Conference of the European Association for Research on Learning and Instruction, Amsterdam, the Netherlands. 

Buehl, M. M., Fives, H., & Taboada, A. (2009, August). Cohesive Profiles or Fragmented Perspectives? A Holistic Exploration of Teachers’ Beliefs about the Teaching, Teaching Knowledge, and Teaching Ability. Presentation at the 13th Biennial Conference of the European Association for Research on Learning and Instruction, Amsterdam, the Netherlands. 

Fives, H. (2009, April). Teaching Philosophy of Education with Concept Maps: Effects on Students’ Knowledge Beliefs, Motivation, and Achievement. Poster presented at the Annual Meeting of the American Educational Research Association, San Diego, CA. 

Buehl, M. M., Fives, H., & Taboada, A. (2009, April). Common Perspectives?: Examining the Application of an Emergent Framework for Teaching Knowledge and Ability Beliefs. Poster presented at the Annual Meeting of the American Educational Research Association, San Diego, CA. 

Myers, S. & Fives, H. (2009, April). Facilitating Professional Learning Communities through Mentor Preparation: Examining the Leadership Stance of Two Mentor Teachers. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA. 

Fives, H., Buehl, M. M., & Myers, S.D. (2008, March). The cultivation of a professional association based new faculty mentoring program. In C. Mullen (Chair) Successful Formal Mentoring Programs: From Undergraduate through Tenure. Symposium presented at the Mentoring Special Interest Group for presentation at the 2008 annual meeting of the American Educational Research Association, New York, NY. 

Buehl, M. M., Fives, H., & Buehl, J. (2007, August). Examining the Self-Efficacy Beliefs and Goal Orientations of Adult Learners. Paper presented at the annual meeting of the American Psychological Association, San Francisco, CA. 

Buehl, M. M. & Fives, H. (2007, April). Evolving concept maps as instructional and assessment tools in graduate educational psychology courses. Paper presented at the annual meeting of the American Educational Research Association, Teaching of Educational Psychology SIG, Chicago, IL. 

Fives, H., Todd, R. & Buehl, M. (2007, April). Contextualizing beliefs: Explorations of preservice teachers’ knowledge beliefs in relation to their broader belief system. In F. Haerle (Chair) Teachers’ personal epistemology and its impact on teaching and learning. Symposium presented at the annual meeting of the American Educational Research Association, Chicago, IL. 

McMahan, S. & Fives, H. (2007, February). A Case for Collaborative Planning and Integrated Instruction in Teacher Preparation. Paper presented at the annual meeting of the Association for Teacher Educators, San Diego, CA. 

Fives, H. & Buehl, M. M. (2006, August). Teachers’ sense of efficacy: Examining the factor structure of the TSES for preservice and practicing teachers. Paper presented at the annual meeting of the American Psychological Association, New Orleans, LA. 

Buehl, M. M. & Fives, H., (2006, April). Exploring teachers’ beliefs about the nature of pedagogical knowledge: Where does it come from? Does it change? Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. 

Fives, H. & Battle, A. (2006, April). The manifestation of persuasion in one teacher’s practice.  Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. 

Hamman, D., Fives, H., & Olivarez, A., (2006, April). Linking cooperators’ guidance to motivational outcomes of student teachers. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. 

Fives, H. (Chair) (2005, August). Teaching as persuasion: Is the metaphor viable? Symposium presented at the annual meeting of the American Psychological Association, Washington, DC. 

Buehl, M. M., Manning, D.K., Cox, K.E. & Fives, H. (2005, August). Exploring Pre-Service Teachers’ Initial and Informed Reactions to Teaching as Persuasion. In H. Fives (Chair) Teaching as persuasion: Is the metaphor viable? Symposium presented at the annual meeting of the American Psychological Association, Washington, DC. 

Fives, H., & Manning, D. (2005, August). Teachers’ strategies for student engagement: Comparing research to demonstrated knowledge. In T. Murdoch (Chair) Teacher influences on student motivational processes. Symposium presented at the annual meeting of the American Psychological Association, Washington, DC. 

Stevens, T., & Fives, H. (2005, August). Teaching as persuasion, online? Transferring the pedagogy to online settings. In H. Fives (Chair) Teaching as persuasion: Is the metaphor viable. Symposium presented at the annual meeting of the American Psychological Association, Washington, DC. 

Buehl, M. M., & Fives, H. (2005, April). A review of the research on teachers’ beliefs. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. 

Fives, H. (2005, April). At the crossroads of teacher-knowledge and teacher-efficacy: A multimethod approach using cluster and case analysis. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. 

Fives, H., Hamman, D., & Olivarez, A., (2005, April). Does burnout begin with student teaching? Analyzing efficacy, burnout and support during the student-teaching semester. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. 

Fives, H., & Alexander, P. A. (2004, April). Modeling teachers’ efficacy, knowledge, and pedagogical beliefs. Paper presented at the annual meeting of the American Psychological Association, Honolulu, HI. 

Fives, H., & Buehl, M. M. (2004, April). What teachers believe: Exploring beliefs about teaching and pedagogical knowledge. Paper presented at the annual meeting of the American Psychological Association, Honolulu, HI. 

Fives, H., & Alexander, P. A. (2004, April). How schools shape teacher efficacy and commitment: Another piece in the achievement puzzle. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. 

Fives, H. (2003, April). What is teacher efficacy and how does it relate to teachers’ knowledge? A theoretical review. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. *Recognized by Division C for Outstanding Student- Authored Research Paper. 

Fives, H. (Chair) (2003, April). Internationalizing the study of epistemology, goal orientations, and self-efficacy. Symposium presented at the annual meeting of the American Educational Research Association, Chicago, IL. 

Filisetti, L., & Fives, H. (2003, April). The French connections: Explaining the links between epistemological beliefs, goal orientations and self-efficacy. In H. Fives (Chair) Internationalizing the study of epistemology, goal orientations, and self-efficacy. Symposium presented at the annual meeting of the American Educational Research Association, Chicago, IL. 

Battle, A. A., Fives, H., Moore, J., & Dryer, E., (2003, April). Concept mapping as an alternative form of assessment. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. 

Fives, H. & Looney, L. B. (2002, April). Individual and collective efficacy of college level instructors. In M. M. Buehl (Chair) What is the value of understanding beliefs? An exploration of beliefs related to academic achievement. Symposium presented at the annual meeting of the American Educational Research Association, New Orleans, LA. 

Sperl, C. T., Fives, H., Buehl, M. M., & Chui, S. (2001, April). The nature of domain learning: Investigating the relationship of knowledge, motivation, strategic processing, and recall within the domain of special education. In P. K. Murphy (Chair) Strategic processing of informational texts in the information age. Symposium presented at the annual meeting of the American Educational Research Association, Seattle, WA. 

Sperl, C. T., Buehl, M. M., Fives, H., & Chui, S. (2001, April). Modeling domain learning: Exploring cognitive and motivational differences in the field of special education. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA. 

Fives, H., Alexander, P. A., & Buehl, M. M. (2000, December). Teaching as persuasion: Approaching classroom discourse as refutational text. In J. P. Holschuh (Chair) The role of beliefs in teaching and learning. Symposium presented at the annual meeting of the National Reading Conference, Scottsdale, AZ. 

Sperl, C. T., Buehl, M. M., Fives, H., Chui, S., Mulhern, J., Tron, M. G. O., & Kramer, C. (2000, August). Modeling domain learning in special education. In C. T. Sperl and P. A. Alexander (Co-chairs) Changing knowledge and changing beliefs--an examination of academic development, epistemology, and persuasion. Symposium presented at the annual meeting of the American Psychological Association, Washington, DC. 

Alexander, P. A., Fives, H., & Buehl, M. M. (2000, April). A case in point: Putting the new metaphor into practice. In P. K. Murphy (Chair) Teaching as persuasion: A new metaphor for a new decade. Symposium presented at the annual meeting of the American Educational Research Association, New Orleans. 

Invited International and National Presentations 

Fives, H. (Chair, 2011, April). about the Self, Tasks, and Domains on Academic Achievement.  Session presented at the annual meeting of the American Educational Research Association, New Orleans, LA. 

Fives, H. (Chair, 2011, April). Mentoring College Students. Roundtable session presented at the annual meeting of the American Educational Research Association, New Orleans, LA. 

Fives, H. (Discussant, 2009, April). Preservice Teachers Cognitive and Motivational Issues. Session presented at the annual meeting of the American Educational Research Association, San Diego, CA. 

Fives, H & Buehl, M. M. (co-Chairs; 2008, August). Graduate Student Breakfast with Past Presidents. Session held at the annual meeting of the American Psychological Association, Boston, MA. 

Fives, H & Buehl, M. M. (co-Chairs; 2008, August). APA Division 15 Graduate Student Seminar. Seminar held in conjunction with the annual meeting of the American Psychological Association, Boston, MA. 

Fives, H & Buehl, M. M. (co-Chairs; 2007, August). APA Division 15 Graduate Student Seminar. Seminar held in conjunction with the annual meeting of the American Psychological Association, San Francisco, CA. 

Fives, H & Buehl, M. M. (co-Chairs; 2007, August). Graduate Student Breakfast with Thorndike Career Award Winner. Session held at the annual meeting of the American Psychological Association, San Francisco, CA. 

Fives, H & Buehl, M. M. (co-Chairs; 2007, August). Graduate Student Breakfast with Past Presidents. Session held at the annual meeting of the American Psychological Association, San Francisco, CA. 

Fives, H. & Knobloch, N. A. (2007, April). Division C New Faculty Mentoring Program. Symposium presented at the annual meeting of the American Educational Research Association, Chicago, IL. 

Fives, H. (2007, April). Three easy steps to getting involved in AERA. Invited presentation given to the American Educational Associations’ Division C New Faculty Mentoring Program, Chicago, IL. 

Fives, H., & Buehl M. M. (2006, August). The academic job search: An overview. Invited presentation given to the American Psychological Association’s Division 15 Graduate Student Seminar, New Orleans, LA. 

Fives, H. & Buehl, M. M. (2006, April). Division C New Faculty Mentoring Program. Symposium presented at the annual meeting of the American Educational Research Association, San Francisco, CA. 

Fives, H., & Buehl M. M. (2005, August). The academic job search: An overview. Invited presentation given to the American Psychological Association’s Division 15 Graduate Student Seminar, Washington, DC. 

Fives, H. & Buehl, M. M. (2005, April). Division C New Faculty Mentoring Program. Symposium presented at the annual meeting of the American Educational Research Association, Montreal, Canada. 

Fives, H., & Buehl M. M. (2004, August). The academic job search: An overview. Invited presentation given to the American Psychological Association’s Division 15 Graduate Student Seminar, Honolulu, HI. 

Fives, H. (2004, April). Finding a job: When to start, where to look, and how to be prepared for the process. In E. L. Johnson & A. Morris (Chairs) The successful job search. Symposium presented at the annual meeting of the American Educational Research Association, San Diego.

Fives, H., & Johnson, E. L. (Chairs). (2003, April). Everything you wanted to know but were afraid to ask: The dos and don’ts of finding an academic position. Symposium presented at the annual meeting of the American Educational Research Association, Chicago, IL. 

Fives, H. (2003, April). Taking charge and finding support: The power of mentors, peers, and self in graduate school success. In D. Ketelhut (Chair) The graduate student survival guide: How to get the most out of graduate studies. Symposium presented at the annual meeting of the American Educational Research Association, Chicago, IL. 

Fives, H. (2003, May). Learning is the process of living. Commencement Speech. University of Maryland, College of Education Graduation Ceremony. College Park, MD. 

Refereed Regional and Local Presentations 

Fives, H. & Buehl, M. M. (2005, February). Exploring teachers’ pedagogical beliefs: developing a measure. Paper presented at the annual meeting of the Southwest Educational Research Association, New Orleans, LA. *Recognized by SERA as the 2005 Outstanding Paper. 

Price, P., Fives, H., Myers, S., Anderson, C. & MacMillan, S. (2005, February). Project REAL: Recruiting educators through alternative licensure. Paper presented at the Southwest Educational Research Association, New Orleans, LA. 

Battle, A. A., & Fives, H. (2002, April). Alternative modes of instruction and assessment at the university. Presentation at the Lilly Conference on College and University Teaching – East, Towson MD. 

Presentation Proposals Under Review 

Invited Regional and Local Presentations 

Myers, S. & Fives, H. (2009, March). Facilitating Professional Learning Communities through Mentor Preparation: Examining the Leadership Stance of Two Mentor Teachers. College of Education and Human Services Research Committee Brown Bag, Montclair State University.

Fives, H. (2008, October). The basics of APA style. Graduate Development Conference, Montclair State University. 

Fives, H. (2007, September). What do teachers’ believe? Developing a framework for examining beliefs about pedagogical knowledge. Department of Educational Foundations Brown Bag Discussion, Montclair State University. 

Fives, H., Hamman, D., & Olivarez, A., (2004, May). Exploring the development of burnout in student teachers. Research Committee Brown Bag Series, Texas Tech University. 

Stevens, T., & Fives, H. (2004, April). The influence of online learning on motivational orientation and academic outcomes. Research Committee Brown Bag Series, Texas Tech University.

Stevens, T., & Fives, H. (2004, November). The influence of online learning on motivational orientation and academic outcomes, Revisited. College of Education Research Colloquium, Texas Tech University. 

Fives, H. (2004, September). Induction to the academy: Being mentored and developing the academic vita in graduate school. Presentation given to the Educational Psychology Professional Seminar, Texas Tech University. 

Fives, H. (2002, November). How to become a researcher without even trying. Presentation given to the College of Education Honor’s Seminar at University of Maryland.

Fives, H. (2002, September). What is teacher efficacy and how does it relate dot teachers’ knowledge and beliefs? A theoretical review. Paper presented at the Educational Psychology Colloquium at University of Maryland.

 

Service

Professional Association Memberships

  • APA - Division 15: American Psychological Association Division 15 (Educational Psychology)
  • AERA - American Educational Research Association
  • AERA Motivation Special Interest Group (SIG)
  • AERA Teaching of Educational Psychology Special Interest Group (SIG)

Reviewer for the following professional journals

  • Contemporary Educational Psychology and Journal of Experimental Education
  • Ad-hoc Reviews for: Teaching and Teacher Education, American Educational Research Journal, Instructional Science

Professional journals for which you are on the editorial board.

  • Contemporary Educational Psychology and Journal of Experimental Education

Other Types of Reviews

  • American Educational Research Association, Conference Reviews
  • American Psychological Research Association, Conference Reviews

Leadership Positions in Professional Organizations

  • 2005-2007 Co-Chair of the American Educational Research Association Division C New Faculty Mentoring Program
  • 2007-2009 Co-Chair of the American Psychological Association Division 15 Graduate Student Affairs Committee

 

Awards 

No information available

 

Projects

Scholarly Interests and Specialties

  • The intersection of teacher beliefs and practices, with an emphasis on understanding the interrelationship between teachers' beliefs (specifically self-efficacy, knowledge, and ability beliefs) and the processes of teaching and learning to teach, with particular focus persuasive pedagogy.

Specialization

The core goal of my research agenda rests in my belief that learners can be positively influenced through the implementation of "good" teaching practices. I define "good" as those practices that are most adaptive and appropriate for the learners, contexts, and domain of study. Therefore, my interest lies at the intersection of learning and teaching, with a particular emphasis on the learning of how to teach. Rooted in my own classroom teaching practice and supported though my academic background in human development and educational psychology, I have found that the role of belief is critical to helping others construct meaning and change practice. Thus, I study teachers' and learners' beliefs and the influence of these beliefs on practice. 

Specifically, I am interested in the influence and relations of teachers efficacy beliefs (a motivational construct) on and to teachers beliefs about the nature of and knowledge necessary for teaching. I pursue questions such as: (a) What do teachers? (preservice and practicing) believe to be important pedagogical knowledge? (b) What do teachers (preservice and practicing) believe about the ability to acquire knowledge? (c) How are teachers (preservice and practicing) beliefs about the value of pedagogical knowledge and the ability to acquire knowledge related to their efficacy for engaging in various pedagogical practices? 

I am also interested in the influence of beliefs on learners in traditional classroom settings. In particular I have investigated the use of persuasive pedagogy to facilitate conceptual change in learners. I have studied the implementation of this pedagogy with middle school, undergraduate, and graduate level students, in both face-to-face and online environments.