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.

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.