- Diane L Schallert
Diane L Schallert
Diane Schallert's areas of expertise include motivation and emotions in learning environments and computer-mediated discussions. Research methods and approaches include quantitative (intervention studies, multiple regression, path analysis, HLM, and SEM), qualitative (grounded theory, discourse analysis including critical discourse analysis, and constant comparative methods), and mixed methods.
B.A. in Psychology, French Literature, University of San Francisco
M.A. in Experimental Psychology, California State University, San Francisco
Ph.D. in Educational Psychology, Arizona State University, Tempe
Investigates the interface between language and learning, socio-functional descriptions of both oral and written language use, how students learn from classroom interactions especially those that occur online, and affective factors that influence learning.
Schallert, D., Song, K., Jordan, M.E., Lee, S., Park, Y., Kim, T., Cheng, A.J., Chu, H., Vogler, J.S. & Lee, J.E. (2016). Shifts in trajectories in thought communities and "wobbly" identities enacted in computer-mediated classroom discussions. International Journal of Educational Research, 80, 49–59. doi:http://dx.doi.org/10.1016/j.ijer.2016.08.008.
Fong, C.J., Warner, J.R., Williams, K.M., Schallert, D., Chen, L., Williamson, Z. & Lin, S. (2016). Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback. Learning and Individual Differences, 49, 393–399.
Kwon, H. & Schallert, D. (2016). Understanding translanguaging practices through a biliteracy continua framework: Adult biliterates reading academic texts in their two languages. Bilingual Research Journal, 39(2), 138–151.
Lee, J. & Schallert, D. (2016). Exploring the reading-writing connection: A year-long classroom-based experimental study of middle school students developing literacy in a new language. Reading Research Quarterly, 51(2), 146–164.
Lee, S. & Schallert, D. (2016). Becoming a teacher: Coordinating past, present, and future selves with perspectival understandings about teaching. Teaching and Teacher Education, 56, 72–83.
Consalvo, A.L., Schallert, D. & Elias, E.M. (2015). An examination of the construct of legitimate peripheral participation as a theoretical framework in literacy research. Educational Research Review, 16, 1–18.
Lee, J., Schallert, D. & Kim, E. (2015). Effects of extensive reading and translation activities on grammar knowledge and attitudes for EFL adolescents. System, 52, 38–50.
Yoo, J.H., Schallert, D. & Svinicki, M. (2015). The meaning of flexibility in teaching: Views from college students and exemplary college instructors. Journal on Excellence in College Teaching, 26(3), 191–217.
Kim, T. & Schallert, D. (2014). Mediating effects of teacher enthusiasm and peer enthusiasm on students' interest in the college classroom. Contemporary Educational Psychology, 39(2), 133–144.
Dean's Distinguished Teaching Award, The University of Texas at Austin, College of Education (2010)
Outstanding Graduate Teaching Award, The University of Texas at Austin (1991)
Hsiao-Ping Hsu, Ph.D., expected 2019 (Committee Member)
Instructional Design with Technology, Digital Literacy, Blended Learning, Project-Based Instruction, Geographic Education
Catherine Lammert (Committee Member)
My scholarship focuses on inquiry, advocacy, and practice-based research in literacy preservice teacher preparation.
Yookyung Lee (Committee Member)
Yookyung's research interests include the relationship between positive parenting behaviors (particularly fathering behaviors) and children's adjustment, how maternal and paternal warmth functions as a protective factor against children's behavior problems, and how such processes differ across cultures.
Eboneigh Harris (Supervisor)
Eboneigh is interested in the intersection of gender and literacy, specifically how individuals learn to read, or comprehend, and write gender. They are also interested in how gender experiences affect the motivation of queer individuals to engage in educational and professional spaces. Additionally,
|2020||Spring||ALD 328: Applied Human Learning-Y|
|2020||Spring||EDP 382D: 4-Psychology Of Learning|
|2019||Fall||EDP 382D: 12-Psycholinguistics|
|2019||Fall||EDP 382D: 4-Psychology Of Learning|
|2019||Spring||ALD 328: Applied Human Learning-D|
|2019||Spring||EDP 382D: 4-Psychology Of Learning|
|2018||Fall||ALD 328: Applied Human Learning-Y|
|2018||Fall||ALD 328: Applied Human Learning-R|
|2018||Fall||EDP 382D: 4-Psychology Of Learning|
|2018||Spring||EDP 382D: 16-Rsch On Discourse Practices|
|2018||Spring||EDP 382D: 4-Psychology Of Learning|
|2017||Fall||ALD 328: Applied Human Learning-P|
|2017||Fall||ALD 328: Applied Human Learning-D|
|2017||Fall||EDP 382D: 4-Psychology Of Learning|
|2017||Spring||EDP 382D: 4-Psychology Of Learning|
|2017||Spring||EDP 382D: 12-Psycholinguistics|
|2017||Spring||EDP 194: 8-Hmn Dev/Cul/Lrn Sci Colloq|
|2016||Fall||EDP 382D: 4-Psychology Of Learning|
|2016||Fall||ALD 328: Applied Human Learning-Y|
|2016||Spring||EDP 194: 8-Hmn Dev/Cul/Lrn Sci Colloq|
|2016||Spring||EDP 382D: 16-Rsch On Discourse Practices|
|2016||Spring||EDP 382D: 4-Psychology Of Learning|
|2015||Fall||EDP 382D: 4-Psychology Of Learning|
|2015||Fall||ALD 328: Applied Human Learning-Y|
|2015||Fall||ALD 328: Applied Human Learning-R|
|2015||Spring||EDP 196: Colloq: Hum Dev/Cul/Learn Sci|
|2015||Spring||EDP 385: 14-Rsch Prac Human Dev/Cul/Lrn|
|2015||Spring||EDP 382L: 5-Psycholinguistics|
|2015||Spring||EDP 382L: 1-Psychology Of Learning|
|2014||Fall||ALD 328: Applied Human Learning-D|
|2014||Fall||EDP 385: Rsch Prac: Human Dev/Cul/Learn|
|2014||Fall||EDP 382L: 1-Psychology Of Learning|
|2014||Summer||EDP s382L: 1-Psychology Of Learning|
|2014||Spring||EDP 196: Colloq: Hum Dev/Cul/Learn Sci|
|2014||Spring||EDP 382L: 19-Rsch On Discourse Practices|
|2014||Spring||EDP 382L: 1-Psychology Of Learning|