Dr. 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
Dr. Diane Schallert's research interests center broadly on interface between language and knowledge. Specifically, this includes comprehension and production processes involved in using oral and written language and in learning from language. Current interests are focused on socio-functional descriptions of both oral and written, on how people learn from classroom interactions, and on 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)
