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Rebecca Hinze-Pifer

Biography

Rebecca Hinze-Pifer is an assistant professor at the University of Illinois at Urbana–Champaign (UIUC) in the Department of Education Policy, Organization and Leadership. She holds a Ph.D. in public policy from the University of Chicago, a Master's of Public Policy from George Washington University, and a B.S. in astrophysics and computer science from the University of Wisconsin - Madison.

Key Professional Appointments

  • Assistant Professor, Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign

Research & Service

Dr Hinze-Pifer's research focuses on school-based approaches to reducing social inequality, with particular focus on programs and practices influencing adolescent socioemotional development. Her work includes a mixture of randomized field experiments of school-based programs and quasi-experimental studies of using school administrative data to understand the impacts of school policies. Dr. Hinze-Pifer has published and presented on a range of related topics, including school discipline, teacher classroom management practices, and student responses to community violence.

Publications

Hinze-Pifer, R., & Sartain, L. (2018). Rethinking Universal Suspension for Severe Student Behavior. Peabody Journal of Education, 93(2), 228-243.  link >

Moreno, A., Baker, S., Varey, K., & Hinze-Pifer, R. (2018). Bringing attention restoration theory to the classroom: A tablet app using nature videos to replenish effortful cognition. Trends in Neuroscience and Education, 12, 7-21.  link >

Conger, D., & Hinze-Pifer, R. (2016). Educating the Children of Immigrants in the United States. In D. J. Besharov, & M. H. Lopez (Eds.), Adjusting to a World in Motion: Trends in Global Migration and Migration Policy (pp. 119-134). Oxford University Press.  link >

Hinze-pifer, R., & Ramsey, D. S. (2011). Evaluating Education Information Systems: Implementation of Longitudinal Student Data Systems in Six School Districts. Policy Perspectives, 18(1), 71-91.  link >

Hinze-pifer, R. (2010). Review: R. Rothstein, R. Jacobsen, and T. Wilder's Grading Education: Getting Accountability Right. Policy Perspectives, 17(1), 95-101.  link >

Courses

Methods of Educational Inquiry (CI 550) Offers a graduate-level introduction to research in education, including quantitative, qualitative and mixed methods designs and approaches. Key concepts include: identifying a research problem, reviewing the literature, design and analysis, communicating evidence, and the ethics of research. Students should gain the ability to effectively evaluate and critique design/methods sections of research publications; plan and design research studies; and organize a presentation of research to an audience of peers.

Methods of Educational Inquiry (CI 550) Offers a graduate-level introduction to research in education, including quantitative, qualitative and mixed methods designs and approaches. Key concepts include: identifying a research problem, reviewing the literature, design and analysis, communicating evidence, and the ethics of research. Students should gain the ability to effectively evaluate and critique design/methods sections of research publications; plan and design research studies; and organize a presentation of research to an audience of peers. This section is for online EPOL students only -- must register EPOL 550 (CRN 72525)

Methods of Educational Inquiry (EPOL 550)

Education Policy (EPOL 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education.

Intro to Quantitative Research (EPOL 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education.

Thesis Seminar (EPOL 591) Designed to take students through the entire process of proposal development, this course is intended for masters or doctoral students who are ready to prepare a thesis or dissertation proposal. Students will learn to use a systematic and comprehensive approach to develop the research proposal and how each step in the research process is related.

Independent Study (EPOL 595) Offers opportunity and challenge of self-directive, independent study; develops the individual's ability as an independent student and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term.

Thesis Research (EPOL 599) Individual direction of research and thesis writing.

Methods of Educational Inquiry (EPSY 550)

Methods of Educational Inquiry (EPSY 550) This section is for online EPOL students only -- must register EPOL 550 (CRN 72525)

Methods of Educational Inquiry (ERAM 550)

Methods of Educational Inquiry (SPED 550) This section is for online EPOL students only -- must register EPOL 550 (CRN 72525)

Methods of Educational Inquiry (SPED 550)