Panayiota (Pani) Kendeou, PhD announces incoming associate editors of Journal of Educational Psychology

Panayiota Kendeou

Panayiota (Pani) Kendeou, Guy Bond Chair in Reading and professor at the Department of Educational Psychology, University of Minnesota, is the incoming editor of the  Journal of Educational Psychology. The  Journal of Educational Psychology is the leading outlet for high-quality empirical research in the field of educational psychology with a stellar reputation.

“It is an honor, a privilege, and an enormous responsibility to have the opportunity to serve the field in this important role,” said Professor Kendeou.

 “I am joined by an outstanding and diverse team of associate editors. I would like to express my gratitude and appreciation to them for agreeing to serve in this important role. I am very excited to introduce them (in alphabetical order).”

Olusola (Sola) Adesope (Washington State University) researches learning with computer-based multimedia resources, teaching and learning with concept maps and diagrams, and STEM education principles and assessments.

Daniel Ansari (University of Western Ontario, Canada) studies development of numerical and mathematical skills, using both behavioral and neuroimaging methods.

Jason Anthony (University of South Florida) specializes in the assessment of children, language and literacy acquisition, learning and developmental disabilities, family-and school-based interventions, and program evaluation and statistics. 

Matthew (Matt) L. Bernacki (University of North Carolina, Chapel Hill) studies motivation and metacognitive processes in learning technology, effective learning strategies in intervention and software development, and the personalization of learning.

Rebecca J. Collie (University of New South Wales, Australia) researches motivation, well-being, and social-emotional development using quantitative research methods. Her research also includes factors such as adaptability, goal setting, and interpersonal relationships.

Jill Fitzgerald (University of North Carolina, Chapel Hill) studies reading and writing processes and instruction for native-English-speaking and multilingual children. Her current interests focus on text issues and children’s textual exposure to vocabulary.

Samuel Greiff (University of Luxembourg, Luxembourg) studies transversal thinking skills, problem-solving skills, and personality mainly in educational contexts. Methodologically, he focuses on computer-based assessment, educational data mining, and complex statistical models.

Young-Suk Kim (University of California, Irvine) studies development and instruction in language, cognition, and literacy acquisition, including reading comprehension, reading fluency, listening comprehension, and written composition across multiple language contexts.

Beth Kurtz-Costes (University of North Carolina, Chapel Hill) studies academic motivation and social identities, including the development of children’s academic stereotypes, causal beliefs about achievement gaps, and relations between aspects of ethnic/racial and gender identities and youth’s academic motivation.

Jeanette Mancilla-Martinez (Vanderbilt University) studies student language and reading comprehension outcomes, including those of students from Spanish-speaking, low-income homes. She focuses on how language comprehension can mitigate later reading comprehension difficulties.

Matthew McCrudden (Pennsylvania State University) studies the effects of task, text, and learner variables influence on the moment-by-moment cognitive processes students use during reading and the outcomes of those processes including memory, transfer, and writing.

Kristen McMaster (University of Minnesota, Twin Cities) specializes in response to intervention of students at risk and students with disabilities, the promotion of teachers’ use of evidence-based instruction, and use of individualized interventions for struggling students.

Krista Muis (McGill University, Canada) studies how epistemic cognition and emotions influence learning and academic performance, and designs interventions to support students’ self-regulations during complex mathematics problem solving and science learning.

Erika Patall (University of Southern California) studies the determinants and development of motivation, the role of autonomy in motivation and achievement, and the application of research synthesis and meta-analytic methods.

Sarah Powell (University of Texas, Austin) is interested in the development and testing of mathematical interventions, with a special emphasis on peer tutoring, word-problem solving, mathematics writing, and the symbols and vocabulary within mathematics.

Tobias Richter (University of Würzburg, Germany) researches cognitive foundations of learning, language and text comprehension, learning from text and digital media, learning disorders, and assessment and intervention in education.

Rod Roscoe (Arizona State University) studies the intersection of learning science, computer science, and user science to inform effective and innovative uses of educational technology; specifically how they scaffold cognitive, metacognitive, and motivational learning processes.

Haley Vlach (University of Wisconsin, Madison) studies children’s thinking and learning. In particular, her work examines how basic cognitive processes (e.g., attention and memory) give rise to higher-order cognition (e.g., learning words, categories, and concepts). 

The incoming editorial team will begin handling review of new manuscripts on January 1, 2020.