/filters:quality(90)/prod01/production-cdn-pxl/media/umassdartmouth/profiles/stem-education-and-teacher-development/Sheila_Macrine_HeadShot2.jpg?text=945+WebP)
faculty
Sheila Macrine, PhD she/her
Professor
Education
Contact
508-999-9234
smacrine@umassd.edu
Liberal Arts 398A
Education
| 1994 | Temple University | PhD |
| 1989 | Temple University | M Ed |
| 1975 | University of Massachusetts | BS |
Teaching
- Psychology
- Special Education
- Teacher Education
Teaching
Programs
Programs
Teaching
Online and Continuing Education Courses
Utilizes seminars, supervision, and placements to evaluate classroom students for special education eligibility using the Wechsler Individual Achievement Test-IV. Graduate students submit a final Confidential Academic Achievement Report analyzing results, triangulating data, and making recommendations for the student evaluated. Includes 30-hour Assessment Practicum - Supervised by Professor.
Utilizes seminars, supervision, and placements to evaluate classroom students for special education eligibility using the Wechsler Individual Achievement Test-IV. Graduate students submit a final Confidential Academic Achievement Report analyzing results, triangulating data, and making recommendations for the student evaluated. Includes 30-hour Assessment Practicum - Supervised by Professor.
Examination of theoretical models and application of evidence-based assessments including interventions, using Functional Behavioral Assessment (FBA) and Response to Intervention (RTI) curricular programs emphasizing proactive strategies for inclusive learning environments. Through readings, application, and analysis of case studies, students gain familiarity with the development of effective behavioral practices and curricular intervention procedures.
Utilizes seminars, supervision, and placements to evaluate classroom students for special education eligibility using the Wechsler Individual Achievement Test-IV. Graduate students submit a final Confidential Academic Achievement Report analyzing results, triangulating data, and making recommendations for the student evaluated. Includes 30-hour Assessment Practicum - Supervised by Professor.
Register for this course.
Utilizes seminars, supervision, and placements to evaluate classroom students for special education eligibility using the Wechsler Individual Achievement Test-IV. Graduate students submit a final Confidential Academic Achievement Report analyzing results, triangulating data, and making recommendations for the student evaluated. Includes 30-hour Assessment Practicum - Supervised by Professor.
Register for this course.
Research
Research activities
- Embodied Cognition in the Classroom and Teaching Research Skills
- Dynamic Assessment
- Learning Sciences
Research
Research interests
- Embodied Cognition
- Cognitive Development
- Alternative Assessment with CLD students
- Learning Sciences
Select publications
See curriculum vitae for more publications
- Sheila L. Macrine & Jennifer M.B. Fugate (2022).
Movement Matters How Embodied Cognition Informs Teaching and Learning - MIT PRESS - Sheila L. Macrine and Silvia Edling (2021).
Transnational Feminist Politics, Education, and Social Justice - Macrine, Sheila L. & Fugate, Jennifer MB (2021).
Translating Embodied Cognition for Embodied Learning in the Classroom
Frontiers in Education, Neuroscience, Learning and Educational Psychology - Macrine, Sheila L. (2020).
Critical Pedagogy in Uncertain Times: Hope and Possibilities (Education, Politics and Public Life)
, 2nd edition
Sheila Landers Macrine, PhD, is a Professor and a Cognitive Psychologist in the Department of STEM Education and Teacher Development at the University of Massachusetts Dartmouth where she coordinates the Special Education Program. Her research interests focus on embodied cognition, cognitive development, alternative assessment and the learning sciences. Her work has challenged traditional approaches to learning and assessment, including developing alternative IQ testing, assessing students from culturally diverse backgrounds, students with intellectual disabilities, second language, students with social emotional concerns, and students with low-vision and blindness. She recently published papers on Embodied Cognition in the International Journal of School and Educational Psychology, and in the Oxford Research Encyclopedias-Education at Oxford University Press. She is a critical feminist who has published numerous articles and books, as well as, the recipient of many grants. She is also a licensed and certified School Psychologist and a Reading Specialist.
Select publications
Macrine, Sheila; Fugate, Jennifer Marie Binzak. “Embodied cognition.” Oxford Research Encyclopedia of Education. Ed. Li-fang Zhang. New York: Oxford University Press, forthcoming. doi:10.1093/acrefore/9780190264093.013.ORE_EDU-00885.R2
Fugate, J. M., Macrine, S. L., & Cipriano, C. (2018). The role of embodied cognition for transforming learning. International Journal of School & Educational Psychology, 1-15.
Macrine, S. (2017). Review Essay, Inside Our Schools: Teachers on the Failure and Future of Education Reform. Teachers College Record.