Helenrose Fives

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Professor, Educational Foundations
Part-Time Employee, College of Education and Human Services

University Hall 2135
973 655-7162
Not Available
BA:The Catholic University of America
MA:Trinity College
PhD:University of Maryland, College Park
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Helenrose Fives, PhD is a 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. She recently co-edited The International Handbook of Research on Teachers' Beliefs.


My research agenda revolves around my belief that learners can be positively influenced through the implementation of “good” teaching practices of teachers at all levels. I define “good” as those practices that are most adaptive and appropriate for the learners, contexts, and domain of study. However, for this to occur we must understand the processes of learning, teaching, and learning how to teach. Therefore, my research interests lie at the intersection of learning and teaching, with a particular emphasis on the role of beliefs. Rooted in my own classroom teaching practice and supported though my academic background in human development and educational psychology, I have found that beliefs are critical to understanding and helping oneself and others construct meaning and change in teaching practice. It is our beliefs that filter how we interpret the work, frame the issues we choose to focus on, and guide our actions.

I organize my scholarly agenda around three interconnected themes: (a) Teachers’ Beliefs, (b) Classroom Assessment, Learning and Motivation; and (c) Teachers as Learners. The first and largest theme encompasses my primary area of research: Teachers’ Beliefs. Through scholarly activity in this theme I seek to understand how teachers’ beliefs about knowledge, pedagogy, and their own ability (i.e. self-efficacy) are formed and influence teachers’ classroom decisions and practices.

I address questions related to the nature of learning and teaching in classroom contexts through the second theme of my research agenda, Classroom Assessment, Learning, and Motivation (CALM). Thus, I explore the central teaching tasks of assessment, facilitating learning, and engaging the motivation of learners as individual aspects of teaching and learning and as an integrated process.

The third theme, Teachers as Learners, bridges the constructs and practices examined in the first two. The ways that teachers learn to teach are deeply informed by what they believe (theme 1) and what they need to learn (theme 2), thus I see this third theme of research as an important integration of the previous two. Within this research theme I recognize teachers (preservice and practicing) as learners and the unique experiences needed for these learners to develop the knowledge, skills, and beliefs they need to best prepare their students for the future.


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  • Thursday 3:30 pm - 5:00 pm