Michelle Perry

Activities & Honors

• Math & Science Panel - Proposal Reviewer, Institute of Educational Sciences, 2012- present
• Panel Review Member: Informal Science Education Proposal Reviewer, National Science Foundation, 2012-
• Associate Editor, American Educational Research Journal, 2010-2012
• R. Stewart Jones Award for the Outstanding Teacher in Educational Psychology, Department of Educational Psychology, 2008-
• Incomplete List, University of Illinois at Urbana -Champaign, 1998- present

Research Statement

My 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.

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, 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

Publications

• Ganley, C. M., Mingle, L. A., Ryan, A. M., Ryan, K., Vasilyeva, M., & Perry, M. (2013, January 28). An Examination of Stereotype Threat Effects on Girls' Mathematics Performance. Developmental Psychology. Advance online publication. doi: 10.1037/a0031412
• Perry, M., McConney, M., Flevares, L., Mingle, L. A., & Hamm, J. V. (2011). Engaging first-graders to participate as students of mathematics. Theory Into Practice, 50, 293-299.
• 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.
• Correa, C. A., Perry, M., Sims, L. M., Miller, K. F., & 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., Flevares, L. M., 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. F., Sims, L., & Fang, G. (2007). The answer is only the beginning: Extended discourse in Chinese and U.S. mathematics classrooms. Journal of Educational Psychology, 99, 380-396.
• Ganley, C. M., Mingle, L. A., Ryan, A. M., Ryan, K., Vasilyeva, M., & Perry, M. (2013, January 28). An Examination of Stereotype Threat Effects on Girls' Mathematics Performance. Developmental Psychology. Advance online publication. doi: 10.1037/a0031412
• Stigler, J. W., & Perry, M. (2000). Developing classroom process data for the improvement of teaching. In N. S. Raju, J. W. Pellegrino, M. W. Bertenthal, K. Mitchell, & L. Jones (Eds.), Grading the nation's report card: Research from the evaluation of NAEP (pp. 229-264). Washington, DC: National Academy Press.
• Perry, M., & Lewis, J. (1999). Verbal imprecision as a tool for understanding 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.

Links

• Child Development