Ph.D. Student Directory

The Ph.D. in Education at Rutgers Graduate School of Education prepares students to become a researcher in academia, government, and the private sector. Learn about some of our Ph.D. students' research interests below.
 
 
Last Names: A-D  E-M  N-Z
 
Kendell Ali
Concentration: Learning, Cognition, Instruction & Development
Specialization: Mathematics Education
Research Interests: Early elementary informal mathematical knowledge, mathematical discourse, rational numbers, culturally relevant pedagogy. 
 
Kristen Amman
 Concentration: Learning, Cognition, Instruction & Development
 Specialization: Mathematics Education
 Research Interests: Mathematical Proof, Undergraduate Education, Mathematical Literacy, Equity 
 Educational Background: B.S. Pure Mathematics, English Language and Literature, University of Michigan, 2016 
 Research Statement: My research interests broadly lie in the development of mathematical literacy of undergraduates as they progress through their university   studies. Currently, my research focuses on techniques for developing mathematical literacy with regard to mathematical proof. I also study the ways in which the culture of mathematics education in universities perpetuates inequitable mathematics instruction. 
 
Na'ama Y. Av-Shalom
 Concentration: Learning, Cognition, Instruction & Development
 Specialization: Learning Sciences
 Research Interests: Reasoning, modeling, argumentation, epistemic cognition, inquiry-based learning, complex systems, cognitive science, instructional   design, science education 
 Educational Background: B.Sc. Cognitive Systems, University of British Columbia, 2015
Research Statement: My research interests centre on the processes through which learners practice and improve their reasoning abilities, with a focus on modeling and argumentation in the sciences. Currently I am studying students' use of evidence and epistemic criteria in various modeling contexts, the features of productive classroom disagreement, and how teachers foster apt epistemic performance. 
 
Martha Bernales
Concentration: Learning, Cognition, Instruction & Development
Specialization: Mathematics Education
Research Interests: Intercultural Mathematics Education
 
Yanhong Bian
Concentration: Learning, Cognition, Instruction & Development
Specialization: Statistics & Measurement
Research Interests: Psychometrics, Item Response Theory, Cognitive Diagnosis Modeling, Test Equating, Computerized Adaptive Testing, Large Scale Assessment, Generalized Linear Models, Machine Learning 
Educational Background: B.S. in Applied Psychology, Jilin University, 2010-2014 
Research Statement: Yanhong (Scarlett) is a Ph.D. candidate in Educational Statistics and Measurement with an M.S. in Mathematical Statistics at Rutgers University. She is interested in the theoretical development and improvement of psychometric methods and models (e.g., item response theory, cognitive diagnosis models), as well as their application in psychological and educational testing and evaluation. She is also interested in using statistical methods with large datasets to facilitate teaching and learning. 
 
Veronica Cavera
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: Argumentation, Modeling, Inquiry 
Educational Background: Microbial Biology MS, Rutgers University, 2014; Biology and Integrated Science Studies, BS, Ramapo College of New Jersey, 2011
Research Statement: Veronica L. Cavera is a doctoral candidate in the Learning Sciences program at the Graduate School of Education at Rutgers University. She is interested in the intersection of argumentation and modeling practices around science topics in inquiry classrooms, as well as how students construct complex evidence-based arguments. She works on the I2LeaPs project to investigate how students develop reasoning skills about topics in genetics. Veronica is a teaching assistant in the Division of Life Sciences and an instructor for the School of Arts and Sciences Educational Opportunity Fund. 
 
Yuan-Pei Chang
 Concentration: Learning, Cognition, Instruction & Development
 Specialization: Statistics & Measurement 
 Research Interests: Cognitive Diagnosis, Computerized Adaptive Testing 
 Educational Background: M.S. in Mathematics, National Taiwan Normal University, 2017; B.A. in Educational Psychology and Counseling, National Taiwan Normal University, 2014
 
Katelyn Clark
Concentration: Learning, Cognition, Instruction & Development
Specialization: Early Childhood
Research Interests: Play, Play based learning, teacher play, play memory, reflective practice 
Email Address: katy5878@yahoo.com
Educational Background: BA Lesley University 1996-2000; MA New York University 2009-2011
Research Statement: Teacher facilitation is a considerable factor in the quality of children’s dramatic play experiences, and, as the literature presents, a varied one. Based on their understandings of the play’s purpose, and their own teaching goals, teachers are expected to make careful choices about the ways they engage with children, including whether to enter the play, participate as an outside facilitator, or stay uninvolved. While valuable, what is missing is a deeper understanding about why teachers make the pedagogical choices they do as it pertains to play facilitation, and how teacher’s personal understandings of play shape how they implement play in the classroom. My current research involves the ways in which teachers interpret the play of young children both on a personal and professional level. By examining teachers' relationships to play--as children, as adults and as practitioners--I seek to understand why teachers make the pedagogical choices they do in the early childhood classroom.
 
Jennifer Clarke
 Concentration: Learning, Cognition, Instruction & Development
 Specialization: Educational Psychology
 Research Interests: Language Acquisition, phonological development 
 Email Address: jennclarkeslp@aol.com
 Educational Background: 1998 B.A. Speech pathology Kean University, 2000 M.A. Speech Pathology Kean University, 2010 M.Ed. Learning Cognition and Development 
 
Stephen Coffin
Concentration: Theory, Organization & Policy
Research Interests: Charter Schools, School Finance and Economics, Community Economic Development, School Choice, School Business Administration, K-12 and University Budgeting, Property taxes
Email Address: scoffin@rutgers.edu 
Educational Background: BA, Drew University 1976; MPA, Maxwell School, Syracuse University 1977; MBA, New York University 1979 
Research Statement:  I focus my research on education finance, economics and policy, charter schools, community economic development, school district and university business administration,equal educational opportunity and resource equity 
 
 
Daniel Colaneri
Concentration: Learning, Cognition, Instruction & Development
Specialization: Mathematics Education
Research Interests: Online education, student affect in the classroom 
Educational Background: M.S. Pure and Applied Mathematics - Stevens Institute (2011 - 2013), B.S. Mathematics - William Paterson University (2007 - 2011) 
 
Kevin Crouse
Concentration: Theory, Organization & Policy
Research Interests: teaching quality, data use, teacher effectiveness, teacher policy
Educational Background: M.A., Education, Rutgers Graduate School of Education, 2011-2014; B.S., Computer Science, Washington University in Saint Louis, 1998-2003; A.B., Majors in English Literature and Secondary Education (ELA), Washington University in Saint Louis, 1998-2003.
Research Statement: Kevin Crouse is a doctoral student in Educational Theory, Organization, and Policy at Rutgers  Graduate School of Education focusing on organizational change relating to teaching assessment. Formerly a computer developer for The Genome Institute in Saint Louis, MO, Kevin decided to shift his focus to education as he began to understand the complexity of schooling and education and the degree that social structures impede and facilitate organizational change and improvement.  As he learned more about educational theory and research in schooling, he came to understand that both formal and informal structures in policy and school organization affect teaching quality, which has led to his current specialization.
Kevin has developed a research background in multiple and mixed methodologies. Some research projects include a policy analysis of Race to the Top funded teacher evaluation systems, a statistical analysis of how aggreation methods in teacher evaluation measures affect overall assessments, an ethnography in a low-fee private school in rural south India, a technological intervention in vocabulary instruction, and a youth participatory action in an urban school system. He has also worked analyzing data for the central office of an urban charter school system.  He has given presentations at national research conferences that include AERA, the Comparative and International Education Society meeting, and the International Congress of School Effectiveness and Improvement. He serves as editor for the peer-reviewed Mid-Atlantic Education Review, has co-designed a methodological survey course for early career doctoral students, and teaches educational psychology to undergraduates. His dissertation research will be a mixed-methods project to better understand the impacts of new teacher evaluations and the ways in which data is understood and used by school, district, and state leaders.
 
Rachel Dickler
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: Educational technology, artificial intelligence in education, intelligent tutoring systems, educational data mining, science education
Educational Background: B.S. Special Education & Psychology, The College of New Jersey, 2016
Research Statement: My research interests involve the development and integration of educational technology into classrooms. Currently I am conducting research on Inq-ITS, an intelligent tutoring system for middle school science that provides automated, real-time assessment of students' inquiry practices.
 
Kimberly Dustman
Concentration: Learning, Cognition, Instruction & Development
Specialization: Statistics & Measurement 
Research Interests:  Classical Test Theory, Item Response Theory, Psychometrics, Survey Methodology, Evaluation 
Educational Background: University of Pennsylvania- Statistics, Measurement, Assessment and Research Technology, Master of Science (2014), Franklin and Marshall College- Economics, Bachelor of Arts (2010) 
 
Marina Feldman
Concentration: Theory, Organization & Policy (Ph.D.)
Research Interests: Early Childhood Education, Education Policy, Comparative Education, Right to Education, Educational Equity, Poverty, Educational Opportunity. 
Educational Background: Masters of Arts in Education, Educational Policies, Federal University of Paraná (UFPR), Brazil, 2017; Graduate Specialization Program in Early Childhood Education Teaching, Federal University of Paraná (UFPR), Brazil, 2013; Bachelor Degree in Journalism, Federal University of Paraná (UFPR), Brazil, 2012 
Research Statement: I seek a comparative perspective on early childhood education policies. Analyzing Brazil and the US, I am interested in the enforcement of education as a right; the connections between educational inequalities and broader social inequalities; the policies that seek to protect and educate young children. 
 
 
Luke Greeley
Concentration: Theory, Organization, & Policy (Ph.D.)
Research Interests: Higher Education, Philosophy of Education, History of Education, Economic/education intersections 
Email Address: lukegreeley@gmail.com
Educational Background: Bucknell University, BA in Sociology and Religion; University of Maryland, College Park, MA in Higher Education
Research Statement: I seek to employ philosophical analysis, comparative studies, and historical research to improve educational systems and address pressing social and environmental issues. Currently, I focusing my research on consumer education and consumer movements in relation to larger democratic and economic trends.
 
Ashley Green
Concentration: Learning, Cognition, Instruction & Development
Specialization: Language Education
Research Interests: adult English language learners, assessment, intensive English programs in the US, international student recruitment and student life
Educational Background: M.A. Linguistics, University of South Carolina, 2009
 
Siqing "Erica" He
Concentration: Theory, Organization & Policy
Research Interests: Service-learning, afterschool programs, immigrant youth, sense of belonging, citizenship, identity, Asian American youth, social interaction, microethnography 
Educational Background: BS Biology, Brown University, 2008; MA Sociology and Education, Teachers College-Columbia University, 2012
Research Statement: My research seeks to understand how micro-level social interactions influence macro-level concepts. More specifically, my dissertation focuses on how an afterschool service-learning program may impact the identity and sense of belonging of immigrant youth. Using a microethnographic approach, I want to elucidate how the students interpret and make sense of their social interactions with peers and adults outside of school as they implement their service-learning projects. How do these interactions influence their overall perception of their new home and future roles in US society? 
 
 
Roberta H. Hunter
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: environmental literacy, problem-based learning, decision making, collaborative learning, professional development, informal science education
Educational Background: B.S. Psychology, Rensselaer Polytechnic Institute, 1996;
M.S. Environmental Education, Southern Oregon University, 2002
Research Statement: As a long-time science and environmental educator, I came to the GSE to research how increasing the environmental literacy of educators inside and outside the classroom affects the environmental literacy of the youth with whom they work. I am focusing on three aspects of this problem. First, how does problem-based learning affect formal and informal educators’ environmental literacy? Problem-based learning requires participants to collaboratively solve realistic problems, and supports the metacognitive skills needed to make decisions about environmental issues. Through analysis of the process of collaboratively constructing a problem solution, can we gain insight into key points of environmental literacy development. Secondly, what is an effective way to assess the decision-making competencies of problem-based learning participants? There are many methodologies and instruments used to assess environmental literacy, but few focus on decision-making competencies such as issue identification, identifying multiple viewpoints, and identifying and choosing among multiple remedies. Can a think-aloud task be effectively used in conjunction with quantitative methods to assess changes in literacy? Lastly, because it is important that efforts to improve environmental literacy occur within and outside of school settings, there should be a greater understanding of how informal educators view learning. Beliefs about how people learn affect not only interactions with learners in educational contexts, but also affect how the educators themselves experience professional development. Using a phenomenological approach, I am studying what informal educators believe about how people learn and how that is reflected in their practice.
Ultimately, I wish to examine how educators’ environmental literacy is enacted in their work with youth and how this affects the youth’s own environmental literacy. My current research is laying the groundwork for not only understanding educators, but also the methodology that will create insight into the decision making competencies of them and the learners with whom they work.
 
Jerald Isseks
  Concentration: Theory, Organization & Policy
  Research Interests: inequality and schooling, political organizing, justice, democracy, teacher subjectivities 
  Educational Background: B.A., Vassar College, 2007; M.A.T., Boston University, 2009
Research Statement: Jerald is a doctoral candidate in Education Theory, Organization and Policy. In his academic work he seeks to interrogate cultural narratives about opportunity, achievement, progress and the purpose of schooling. He taught in public schools for 6 years before coming to Rutgers. His dissertation (in progress) is a study of how student teachers evolve in how they understand the role of school in society. In his spare time he does union organizing with grads at Rutgers and with tenants in Brooklyn. 
 
Sneha Jain
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: Reasoning, Argumentation, Science Education, Cognitive Science, History and Philosophy of Science, Epistemology, Data Science, Math Education 
Email Address: sneha.jain@rutgers.edu
Educational Background: B. Tech. in Engineering Physics, IIT Bombay, 2009-2013; MA Education, Azim Premji University, 2015-2017
 
Nattawan Junboonta
Concentration: Theory, Organization & Policy
Research Interests: Civic education, political socialization, political identity and global and multicultural citizenship education, democratic education, deliberative democracy 
Educational Background: BA in Government and Legal Studies, Bowdoin College, 2010 MA in Library and Information Studies, University of Wisconsin-Madison, 2014
Research Statement:  Nat works as a civic education research specialist for the United States Court of Appeals for the Second Circuit. Research interests include legal political socialization, civic education, deliberative democracy and multicultural education. Current research focuses on deliberative democracy and examines public discourse pedagogy and the roles that the US courthouse play in civic education. 
 
Richard Kasmin
Concentration: Theory, Organization & Policy
Research Interests: Economics, public finance, early childhood education
Educational Background: BS, SUNY Albany, 1992 MA in Economics, New York University, 2001 MBA, Cornell University, 2007
Research Statement: My interest is in understanding the economic benefits of early childhood education programs. These benefits are understood to occur for the individual and for society. Assessment of the range of costs and benefits of programs is essential for understanding the net economic benefits of programs in order to make informed policy decisions.
 
Victoria Krupnik
 Concentration: Learning, Cognition, Instruction & Development
 Specialization: Mathematics Education
 Research Interests: Children's reasoning, argumentation, teacher moves, social and individual analyses combined 
 Educational Background: M.A. Education, Rutgers University, 2018, MEd, Rutgers University, 2015, B.A., Rutgers University, 2011 
 
 
 
Christine Lyon
Concentration: Learning, Cognition, Instruction & Development
Specialization: Educational Psychology
Research Interests: Formative assessment, teacher preparation, professional development, classroom observation, evaluating teaching quality
Email Address: cjl197@rutgers.edu
Educational Background: BA - James Madison University - 2000 MA - James Madison University - 2001
Research Statement: My research interests lie at the intersection of teacher preparation, teaching practice, and professional development and how these systems work together to impact teaching quality in K-12 classrooms. Specifically, I am interested in the role of formative assessment as a teaching practice that can improve student learning outcomes and how to support implementation and enactment of these practices at all levels of educational systems.
 
Robin Tamarelli McKeon
 Concentration: Theory, Organization & Policy
 Research Interests: Education Policy, Use of Research Evidence in Policy and Decision-Making, Social Movements and Political Mobilization, Organizational   Theory, Social Media and Networks 
Educational Background: B.A. Sociology Fairleigh Dickinson University 1990; M.A. Sociology New York University 1994
Research Statement: I am interested in two primary areas of research. My first area of research is education policy formation, with a focus on the dynamics of conflicts over federal, state and local control of education policies. I would like to do a comparative study which examines how local school boards and administrators respond to federal and state policies and how these responses translate into district level outcomes. My second area of research focuses on how social media has changed political mobilization. I plan on examining the role of social media networks in the mobilization against the Common Core and High Stakes Testing. I am interested in understanding how these networks influence the framing of the issues regarding increased federal control over education and how social media networks lead to unexpected political alliances.
 
Jason P. Murphy
Concentration:  Theory, Organization & Policy (Ph.D.) 
Research Interests: Bullying, Educational Policymaking, Politics of Education, Policy Implementation, School Policy, Education Law, Queer Theory 
Educational Background: Ed.M. in Social and Philosophical Foundations of Education, Rutgers University, 2011; B.A. in Educational Studies and Sociology/Anthropology, Denison University, 2007
Research Statement: My research develops more nuanced understandings of how laws and politics shape educational policy, educational policymaking, and implementation in K-12 public schools, and vice versa. In particular, I focus on attempts to curb the presence of homophobia, transphobia and gendered harassment in schools. My work has been published with Oxford University Press and in journals such as the Peabody Journal of Education, the International Journal of Qualitative Studies in Education and the MId-Atlantic Education Review. I am also a UCEA Clark Scholar alumnus. 
 
Molly E. O'Connor
Concentration: Theory, Organization & Policy
Research Interests: Philosophy of Education, History of Education, Citizenship, Civics Education, U.S. Foreign Policy and Education, Politics and Education, Political Theory, National Building and Education, Democracy and Education, Education in Times/Places of Conflict, Education as a Human Right
Educational Background: M.A. International Affairs, American University School of International Service, 2014 B.A. Political Philosophy with concentrations in International Politics and French, University of Dallas, 2011
Research Interests: I am primarily interested in the intersection of political philosophy and education. How is education used by the state? In what ways does education help to maintain the regime or status quo? In what ways does education challenge it? How does/how should the current U.S. education system prepare students for democratic self-governance? How can education help build a strong civil society? How does formal and informal education contribute to a sense of shared (national/cultural) identity? What ideas are central to American citizenship and the American concept of what is good? How do we influence ideas of education, rights, and the good abroad? How does our concept of citizenship and personhood affect the extension of rights and access to education? How is domestic education influenced by the U.S.’s role/position in the world and in global affairs? How does our national notion of citizenship affect educational opportunities afforded to various groups across time? How do we—as perpetrators and victims--pass on knowledge of trauma and conflict to future generations through education? Strands of research: 1) Nation building and citizenship formation in education 2) Building civil society through education 3) U.S. foreign policy and education 4) Rights theory and education 5) How schools as institutions reflect our notions of citizenship 6) Transmission of knowledge and civic identity 7) Education in times of conflict or oppression
 
Mariel O'Brien
Concentration: Learning, Cognition, Instruction & Development
Specialization: Science Education
Research Interests: physics education, astrophysics education, informal education 
Educational Background: BSG Astronomy, Mathematics, MA International Relations/Science and Technology 
 
Christian Orr-Woods
 Concentration: Learning, Cognition, Instruction & Development
 Specialization: Mathematics Education
 Research Interests: Collegiate mathematics teaching, proof, problem-solving and reasoning 
Educational Background: B.S. in Mathematics and Computer Science, University of Pittsburgh, 2011; M.A. in Applied Mathematics, UCSD, 2013 
 
 Stephanie M. Perez
 Concentration: Theory, Organization & Policy
 Research Interests: Educational Equity, Citizenship, Identity, Education Policy 
 Email Address:  stephaniemp@gmail.com 
 Educational Background: M. Ed. (Social and Philosophical Foundations of Education), Rutgers, 2018; B.A., Rutgers, Rutgers College, 2008. 
 
 
 
 
 
Christopher Rodriguez
 Concentration: Theory, Organization & Policy
 Research Interests: Equity, critical race theory 
 
 
 
Balvir Singh
Concentration: Learning, Cognition, Instruction & Development
Specialization: Mathematics Education
Research Interests: Student Learning & Dynamic Geometry Environments
 
Ajay Srikanth
Concentration: Theory, Organization & Policy
Research Interests: School Finance, English Language Learners, Special Education 
 
Lars Sorensen
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: game-based learning, computer science education, epistemic cognition
Email Address: biglars@cs.rutgers.edu
Educational Background: BS Computer Science, St. Johns University, 1996;  Ed.M. Educational Psychology, Rutgers Graduate School of Education, 2011
Research Statement: Lars’s research interests include game-based education and computer science education.  His interest in game-based education is approached through the lens of epistemic cognition (EC).  Sources of knowledge often include knowledge from experience, from authority, knowledge derived from reasoning, etc.  By exploring a broader range of knowledge sources EC scholars can examine non-traditional sources of knowledge like cinema, literature, art, and gaming.  Are there ways in which these sources act in a qualitatively different way than the more traditional sources of knowledge?  Do they lend themselves to processes that produce knowledge?  Are these processes reliable under all circumstances?  Only some?  If so when?  Lars explores gaming as a non-traditional source of knowledge and seeks reliable processes that leads to this knowledge. He works as a member of the GSE's Educational Epistemology research group.
 
In the CS education realm Lars is the head of Student Computing for the Laboratory of Computer Science Research at Rutgers University.  At LCSR he does research on Computer Science Education topics and manages the CAVE, a collaborative instructional computer lab he built for the Rutgers Computer Science Department in 2010.  He is a founding member of CSERG, the Computer Science Education Research Group at Rutgers University, where research and outreach efforts work to improve Computer Science education at the high school, undergraduate and graduate levels.  Lars organized and ran CSUGS, the Computer Science Unofficial Gaming Seminar that led to the creation of COGS, the Creation of Games Society at Rutgers University, of which he is a proud member.  Lars is a member of the Central New Jersey CSTA chapter, where he acts as Rutgers University's CSTA Liaison.  Lars also works with the Rutgers Computer Science Cognition group and RUBIC, Rutgers University Brain Imaging Center on research examining what the brain does when programmers consider code.
 
Yan (Simon) Sun
Concentration: Learning, Cognition, Instruction & Development
Specialization: Statistics & Measurement
Research Interests: Cognitive Diagnostic Modeling, Item Response Theory, Large Scale Assessment, Policy Evaluation, Causal Inference
Educational Background: B.S., School of Psychology, Beijing Normal University;
M.S., School of Brain and Cognitive Science, Beijing Normal University
Research Statement: I am focusing on advanced testing techniques that can help facilitate teaching and learning as well as educational policy made. I am also interested in using quasi experimental techniques to address causal relationship from observational data.
 
Carol Tate
 Concentration: Learning, Cognition, Instruction & Development
 Specialization: Learning Sciences
 Research Interests: teaching quality, assessment, curriculum, educational opportunity, computer science education
 Educational Background: A.B., Brown University, 1988; M.Ed., Rutgers University, 1991
 Research Statement: The current national effort to broaden participation in computing education throughout the K-12 curriculum represents a significant new priority for schools. Teachers are being asked to learn and teach new content in new ways, amid a dynamic policy environment. My research seeks to understand this complex initiative by studying how classroom practice and policy interact to influence student learning in the field of computing. I am also exploring the context in which this movement is unfolding from a historical point of view. As introductory computer science develops as a core discipline in schools, what can we learn from previous efforts to increase access to elite subjects and improve teaching quality in other domains? 
 
Kara Teehan
Concentration: Learning, Cognition, Instruction & Development
Specialization: Mathematics Education
Research Interests:  Growth in mathematical understanding, case studies, Pirie-Kieren Model, Constructivist learning 
Email Address: karateehan@yahoo.com 
Educational Background:  BA Mathematics Stockton University (2015), BA Education Stockton University (2015), MA Education Rutgers University (2017) 
 
Roberta Washington
Concentration: Learning, Cognition, Instruction & Development
Specialization: Mathematics Education
Research Interests: Professional Development policy designed to equip educators with instructioal strategies designed to increase student engagement and mastery of academic content.
Educational Background: BA Psychology with minor in African/African-American Studies, Drew University, 1998 MA in Educational Leadership, Kean University, 2008 MA in MAth Education,Rutgers University, 2015
 
Mark Weber
Concentration: Theory, Organization & Policy
Research Interests: Charter schools, school finance, teacher evaluation
 
Shelly Anne Witham
Concentration: Learning, Cognition, Instruction & Development
Specialization: Educational Psychology 
Research Interests: Motivation in Education, Science Education 
 
Emily A. Wolf
Concentration: Learning, Cognition, Instruction & Development
Specialization: Educational Psychology 
Research Interests: Equity, Teacher-student Relationships, Academic Identity, Poverty and Chronic Stress 
Educational Background: M.Ed. English Education, Rutgers University, 2014, B.A. English, Rutgers University, 2012
 
Randi M. Zimmerman
Concentration: Learning, Cognition, Instruction & Development
Specialization: Learning Sciences
Research Interests: epistemic cognition, situated cognition/knowledge, metacognition, philosophy of science, feminist theory