Please note: as an Emeritus faculty member, Dr. Schallert does not actively supervise students in the Educational Psychology department, but welcomes inquiries about past and current work.
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
Please note: as an Emeritus faculty member, Dr. Schallert does not actively supervise students in the Educational Psychology department, but welcomes inquiries about past and current work.
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)
