Top menu

css.php

Home

Welcome to the Community Hub website for the Educational Psychology PhD Program at The Graduate Center, CUNY. Visit this site to learn more about program, student, faculty, alumni news and accomplishments. Throughout this site you will find blog posts written by students, faculty, and alumni. If you are interested in writing a post, please contact Maya Rose at mrose4@gradcenter.cuny.edu.

Recent Posts

  • The following interview took place on April 17th, 2020. Maya Rose (Scholarly Communication Fellow) interviewed Dr. Sarah McGrew, Dr. Patricia Brooks, and Jessica Brodsky about their timely research on media literacy. Bios for each contributor are included at the end of the post.

  • Congrats to Elizabeth S. Che who successfully defended her pilot project titled “Do Graduate Students Aim to Teach Undergraduates Employable Skills?”

  • By Maya Rose and Teresa Ober, Ph.D* * authors contributed equally to this blog post Introduction The COVID-19 pandemic has brought about challenges to graduate and early career researchers, wreaking havoc on their research plans and causing yet unknown downstream consequences on career opportunities. Though we don’t yet know the long-term impact of the pandemic on our professional journey, we offer some personal reflections on the challenges we faced in adapting our research plans to the current circumstances. We situate these reflections in the context of general questions pertaining to our research during the pandemic. Given the constraints of our

  • Interested in learning about recent graduates of our program and what they are up to? Want to learn more about the path to academia vs. industry post graduation? We compiled a showcase of recent graduates on our main website. Read more here: https://www.gc.cuny.edu/Page-Elements/Academics-Research-Centers-Initiatives/Doctoral-Programs/Educational-Psychology/Graduate-Showcase

  • Congrats to Abigail Turner who successfully defended her dissertation titled “How Should Context-Dependent Words be Taught to Beginning Readers?”  Committee Members:Linnea Ehri (chairperson), Distinguished Professor Emerita, Ed Psych, Graduate CenterAlpana Bhattacharya, Associate Professor, Queens CollegeKatharine Pace-Miles, Assistant Professor, Brooklyn College Readers:Bruce Homer, Associate Professor, Educational Psychology, Graduate CenterJessica DeLucia, Founder/Lead Literacy Specialist, Keys to Literacy and Learning AbstractThis study examined three different instructional methods for teaching context-dependent words. Two types of context-dependent words were taught: irregular past tense verbs and function words. The words were embedded either in scrambled contexts or in meaningful sentence contexts. Three different instructional conditions to

  • Congratulations to Anthony Betancourt who recently successfully defended his dissertation titled “Understanding Gender Differences in Traditional and Cyberbullying: An Evaluation of Construct Validity of the 2013 School Crime Supplement to the National Crime Victimization Survey.” His psychometric analysis shows that cyberbullying is a separate factor from traditional bullying and should thus be viewed as a unique form of bullying. Committee Members: Dr. Bruce Homer, Chair, Executive Officer, Educational Psychology, GC CUNY Dr. David Rindskopf, Professor, Educational Psychology, GC CUNY Dr. Alpana Bhattacharya, Associate Professor, Educational Psychology, GC CUNY Readers: Dr. Jhan Berry, Executive Director, Educational Testing Service Dr. Patrick Kyllonen,

  • The handbook titled, “How We Teach Now: GSTA Guide to Transformative Teaching” was written by the GSTA Editorial Team (Teresa M. Ober, Elizabeth S. Che, Jessica E. Brodsky, Charles Raffaele, and Patricia J. Brooks). The following post was written by the editorial team and provides a snapshot of the handbook.  The Graduate Student Teaching Association (GSTA), led for six years by graduate students in Psychology and Educational Psychology at the Graduate Center, CUNY, recently compiled and edited a *free* electronic handbook (eBook) for new college teachers. How We Teach Now: The GSTA Guide to Transformative Teaching which is now available

  • Congrats to Jessica Brodsky who successfully defended her pilot project titled “Improving College Students’ Fact-Checking Strategies through Lateral Reading Instruction in a General Education Civics Course.” Abstract: College students lack fact-checking skills for verifying online content, which may lead them to accept information at face-value. We report findings from an institution participating in the Digital Polarization Initiative (DPI; American Association of State Colleges and Universities), a national effort to teach students the lateral reading strategies used by expert fact-checkers to verify information. Lateral reading requires users to leave the information (website) to find out whether someone has already fact-checked the claim,

  • Professor Patricia Brooks and Associate Professor Bruce Homer both received PSC-CUNY awards this year! Congratulations! Below we listed the titles of the research projects and brief project overviews. Dr. Brooks and Phd Candidate Maya Rose (co-PI) received a PSC-CUNY Grant for their research project titled “Does Speaking Improve Comprehension of Turkish as a Foreign Language? A Computer-Assisted Language Learning Study.” Project Overview: We explore whether the “testing” effect, indicating benefits of retrieval practice for learning, extends to foreign language comprehension. Using a computer-assisted language learning protocol, we present adult learners with Turkish dialogues paired with corresponding pictures. The sentences exemplify

  • Dr. Keith A. Markus, Ph.D., faculty member of the Quantitative Psychology subprogram, published an article titled “On epistemic violence in psychological science” in Theory & Psychology. In this article, he comments on Held (2020)’s “Epistemic violence in psychological science: Can knowledge of, from, and for the (othered) people solve the problem?”   Abstract: Held (2020) questioned the support for rejecting all objective knowledge as a response to epistemological violence. However, the argument presented appears to understate the support for its conclusion due to its structure. Also, the scientist/folk dichotomy invites further attention from the perspective of Derridean deconstruction. The root

Powered by WordPress. Designed by WooThemes

Need help with the Commons? Visit our
help page
Send us a message
Skip to toolbar