- About Us
- Research & Outreach
- Ph.D., Educational Psychology and Child Development, University of Chicago, 1987
- B.A., Psychology, Brandeis University, 1979
Key Professional Appointments
- Professor, Psychology, University of Illinois at Urbana-Champaign, 1998--
- Professor, Beckman Institute for Advanced Science and Technology, University of Illinois at Urbana-Champaign, 1997--
- Professor, Educational Psychology, University of Illinois at Urbana-Champaign, 1996--
- Department Chair, Educational Psychology, University of Illinois at Urbana-Champaign, 2001-2007
Activities & Honors
- Math & Science Panel - Proposal Reviewer, Institute of Educational Sciences, 2012- present
- Associate Editor, American Educational Research Journal, 2010-2013
- Incomplete List, University of Illinois at Urbana -Champaign, 1998-2013
- Panel Review Member: Informal Science Education Proposal Reviewer, National Science Foundation, 2012-
- R. Stewart Jones Award for the Outstanding Teacher in Educational Psychology, Department of Educational Psychology, 2008-2008
Research StatementMy research has focused on children's acquistion 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.
- 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, Representing and Learning from Classroom Video, National Science Foundation (Beckman Institute at the University of Illinois at Urbana-Champaign), 2000-2006
- 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
- Ganley, C., Mingle, L., Ryan, A., Ryan, K., Vasilyeva, M., Perry, Michelle (2012). An Examination of Stereotype Threat Effects on Girls' Mathematics Performance. Developmental Psychology.
- Perry, Michelle, McConney, M., Flevares, L., Mingle, L., Hamm, J. (2011). Engaging first-graders to participate as students of mathematics. Theory Into Practice, 50, 293-299.
- Sims, L., Perry, Michelle, 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.
- Correa, C., Perry, Michelle, 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.
- Schleppenbach, M., Perry, Michelle, 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.
- Schleppenbach, M., Flevares, L., Sims, L., Perry, Michelle (2007). Teacher responses to student mistakes in Chinese and U.S. mathematics classrooms. Elementary School Journal, 108, 131-147.
- Ganley, C., Mingle, L., Ryan, A., Ryan, K., Vasilyeva, M., Perry, Michelle (2001). An Examination of Stereotype Threat Effects on Girls' Mathematics Performance. ￼Developmental Psychology. Advance online publication.
- Stigler, J., Perry, Michelle (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, Michelle, Lewis, J. (1999). Verbal imprecision as an index of knowledge in transition. Developmental Psychology, 35, 749-759.
- Altermatt, A., Jovanovic, J., Perry, Michelle (1998). Bias or sensitivity? Sex and achievement-level effects on teachers' classroom questioning practices. Journal of Educational Psychology, 90, 516-527.