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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

  •   In their first contribution as Guest Editors and Contributing Writers on the Visible Pedagogy Project, PhD Student Jessica Brodsky and Professor Patricia Brooks discuss the need to integrate media literacy instruction into college courses. Read their post titled, Why Teach Media Literacy to Undergraduates? on the Visible Pedagoy Site here.  Congrats Jessica and Dr. Brooks! Stay tuned for more contributions from PhD student Elizabeth Che!  

  • Elizabeth Che, Maya Rose, and Jessica Brodsky recently headed down to St. Pete Beach for the National Institute on the Teaching of Psychology (NITOP) Conference. All three students presented posters and enjoyed some time in the sun! NITOP provides a chance for psychology teachers from universities, two-year and four-year colleges to come together and explore and discuss innovative pedagogy and teaching techniques. Plus the conference is held in St. Pete Beach providing the opportunity for walks on the beach in between conference talks! Consider attending in 2021! See photos and abstracts from each of the posters below.    Poster 1

  • Congratulations to Ashley Davis who successfully proposed her dissertation on “Exploring the Mathematics Identities of Pre-Service Elementary School Teachers.” Dissertation Abstract: Inequitable access to higher quality learning opportunities in mathematics has been a longstanding concern in mathematics education research. Persistent inequalities in access to mathematics and mathematical knowledge highlight the challenges of designing and implementing reform in mathematics education. The success of reform is dependent upon teachers’ ability to translate reform into improved classroom experience. This transformative ability is dependent upon the teacher’s own mathematics identity. The study detailed in this proposal addressed these issues by combining theoretical approaches to

  • Congratulations to Dr. Jay Verkuilen who recently presented on “Detecting Respondent Vandalism in Online Panel Data: Why It Matters and Possible Methods to Address It.” This presentation was part of the “Cultural Psychology Approaches to Studying Trauma and Posttraumatic Stress” Symposium at the International Society for Traumatic Stress Studies 35th Annual Meeting, Boston, MA, November 14, 2019. Co-authors include Educational Psychology PhD student Zebing Wu and Dr. Andrew Rasmussen of Fordham University. Presentation Abstract: Many behavioral science researchers rely on self-administered internet data, particularly gathered via Qualtrics, MTurk, etc. These have many potential advantages compared to investigator-run internet or paper

  • Below is a post written by Alison Puliatte, Ph.D. Dr. Puliatte is an Assistant Professor in Childhood Education at SUNY Plattsburgh. She earned a Ph.D. in Educational Psychology with a concentration in Learning, Development and Instruction from the CUNY Graduate Center.  I completed my degree in Educational Psychology specializing in Learning, Development, and Instruction at the Graduate Center, CUNY in 2015.  My dissertation advisor, Linnea Ehri, was a valuable mentor to me as I completed my dissertation titled Relationship of Students’ Spelling Gains to Teacher Knowledge and Teacher Practice.  While I was pursuing my degree, I was working as an

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