Biography

My research focuses on children's learning – especially of mathematics in elementary schools – and the ways in which this can be supported. I attempt to explain how students take up new concepts and contribute to the collective understanding of mathematics in the classroom. My colleagues and I have recently been awarded a >$2million NSF grant to investigate how to support teachers in learning from video of elementary mathematics classrooms. I ANTICIPATE ACCEPTING NEW PH.D. STUDENTS FOR FALL 2017. APPLICATION INFORMATION CAN BE FOUND AT https://uiucgrad.askadmissions.net/emtinterestpage.aspx?ip=applicant.

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Key Professional Appointments

Professor Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign, 1997 - present

Professor Educational Psychology, University of Illinois at Urbana-Champaign, 1996 - present

Department Chair Educational Psychology, University of Illinois at Urbana-Champaign, 2001 - 2007

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Education

Ph.D., Educational Psychology and Child Development, University of Chicago, 1987

B.A., Psychology, Brandeis University, 1979

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Awards, Honors, Associations

Distinguished Teaching Career Award College of Education, University of Illinois, 2015 - 2015

List of Teachers Ranked as Excellent by Their Students University of Illinois at Urbana -Champaign, 2008 - 2013

R. Stewart Jones Award for the Outstanding Teacher in Educational Psychology Department of Educational Psychology, 2008 - 2008

Incomplete List University of Illinois at Urbana -Champaign, 1998 - 2007

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In Our News

New grants for FY2011 (9/1/2011)

Research & Service

My research has focused on children's acquisition of knowledge, especially of the sort taught in schools (e.g., children's acquisition of mathematical concepts).

My general area of interest is cognitive development and learning, especially in school-aged children. Currently, I am pursuing research that examines how different representations of mathematical information impact children's developing understanding of that information. My research examines the specific ways in which environmental and instructional features may influence children's learning and cognitive development.

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Publications

Ganley, C., Mingle, L., Ryan, A., Ryan, K., Vasilyeva, M., & Perry, M. (2013) An Examination of Stereotype Threat Effects on Girls' Mathematics Performance Developmental Psychology 49, 1886-1897  link >

Perry, M., McConney, M., Flevares, L., Mingle, L., & Hamm, J. (2011) Engaging first-graders to participate as students of mathematics Theory Into Practice 50, 293-299

Correa, C., Perry, M., Sims, L., Miller, K., & Fang, G. (2008) Connected and culturally embedded beliefs: Chinese and U.S. teachers talk about how their students best learn mathematics Teaching and Teacher Education 24, 140-153

Sims, L., Perry, M., McConney, M., Schleppenbach, M., Miller, K., & Wilson, T. (2008) Look who's talking: Differences in math talk in U.S. and Chinese classrooms Teaching Children Mathematics 15 (2), 120-124

Schleppenbach, M., Flevares, L., Sims, L., & Perry, M. (2007) Teacher responses to student mistakes in Chinese and U.S. mathematics classrooms. Elementary School Journal 108, 131-147

Schleppenbach, M., Perry, M., Miller, K., Sims, L., & Fang, G. (2007) The answer is only the beginning: Extended discourse in Chinese and U.S Journal of Educational Psychology 99, 380-396

Ganley, C., Mingle, L., Ryan, A., Ryan, K., Vasilyeva, M., & Perry, M. (2001) An Examination of Stereotype Threat Effects on Girls' Mathematics Performance. Developmental Psychology Advance online publication  link >

Stigler, J., & Perry, M. (2000) Developing classroom process data for the improvement of teaching. Grading the nation's report card: Research from the evaluation of NAEP National Academy Press: Washington, DC

Perry, M., & Lewis, J. (1999) Verbal imprecision as an index of knowledge in transition Developmental Psychology 35, 749-759

Altermatt, A., Jovanovic, J., & Perry, M. (1998) Bias or sensitivity? Sex and achievement-level effects on teachers' classroom questioning practices Journal of Educational Psychology 90, 516-527

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Grants

Principal Investigator GRA Support: Tracking Success in Fifth-Grade Mathematics: Linking Student Improvement on the ISAT to Classroom, Bureau of Educational Research, 2007 - 2008

Co-Principal Investigator ITR: Multimodal Human Computer Interaction: Toward a Proactive Computer, National Science Foundation (Beckman Institute at the University of Illinois at Urbana-Champaign), 2000 - 2006

Co-Principal Investigator Representing and Learning from Classroom Video, National Science Foundation (Beckman Institute at the University of Illinois at Urbana-Champaign), 2000 - 2006

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Service

Associate Editor American Educational Research Journal, 2010 - 2013

Math & Science Panel - Proposal Reviewer Institute of Educational Sciences, 2012 - 2016

Basic Processes Panel - Proposal Reviewer Institute of Educational Sciences, 2012 - 2013

Panel Review Member: Informal Science Education Proposal Reviewer National Science Foundation, 2012 - 2012

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Courses

Psyc of Learning in Education Study of the psychology of human learning as it applies to instruction, educational issues, and educational problems. Course Information: 3 undergraduate hours. 2 or 4 graduate hours. Taking 4 credit hours requires consent of the instructor and the completion of a substantive scholarly project. Undergraduate and graduate work load will be commensurate with the requirements. 2 hours for Latin and Spanish Certification, Elementary Edm Music and GSLIS. Prerequisite: EPSY 201 or equivalent. Class Schedule Information: Note: Fulfills educational psychology foundation requirement in learning.

Cognitive Dev in Educ Context The purpose of this course is to cover basic issues in cognitive development, review relevant research findings, and to situate these and understand these in educational contexts. Most of our attention will focus on child and adolescent development. We will address questions such as: How do children learn new concepts? How do changes in children's thinking occur? How can we use what we know to produce positive impacts on children's learning and well-being? Course Information: 3 undergraduate hours. 4 graduate hours.: How do children learn new concepts? How do changes in children's thinking occur? How can we use what we know to produce positive impacts on children's learning and well-being?

Issues in Professional Prep Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Course Information: Approved for both letter and S/U grading. May be repeated. Prerequisite: Consent of instructor required.

Michelle Perry

Professor, Educational Psychology

Contact

Office

220E Education Building
1310 S. Sixth St.
Champaign, IL 61820

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