Sheila Macrine, PhD

Professor / Chairperson

STEM Education & Teacher Development

Curriculum Vitae

508-999-9234

smacrine@umassd.edu

Liberal Arts 398A

Education

1994Temple UniversityPhD
1989Temple UniversityM.Ed
1975University of MassachusettsBS

Teaching

  • Psychology
  • Special Education
  • Teacher Education

Teaching

Courses

An examination of integrated approaches to classroom curriculum and pedagogy based on human development theories. Particular attention is paid to learning plans that respond to diversity, learning needs, and learning preferences of all students. The course provides an opportunity for students to develop lesson plans and curriculum units that reflect learning strategies aligned with culturally responsive pedagogy.

Inclusive education is viewed from a historical and legal perspective for pragmatic definition of terms and identification of those participants in the inclusive classroom. Organizational restructuring, philosophical implications, educational diversity defined, goal setting, agency resources, curriculum modification, diverse content instructional models, and alternative assessment prepare the future teacher for effective responses to differing student learning styles, rates, and needs. Research of the literature, development of an IEP, curriculum and adapted lesson planning, material development, and classroom management provide essential professional skills for the K-12 inclusionary- classroom teacher.

Inclusive education is viewed from a historical and legal perspective for pragmatic definition of terms and identification of those participants in the inclusive classroom. Organizational restructuring, philosophical implications, educational diversity defined, goal setting, agency resources, curriculum modification, diverse content instructional models, and alternative assessment prepare the future teacher for effective responses to differing student learning styles, rates, and needs. Research of the literature, development of an IEP, curriculum and adapted lesson planning, material development, and classroom management provide essential professional skills for the K-12 inclusionary- classroom teacher.

Inclusive education is viewed from a historical and legal perspective for pragmatic definition of terms and identification of those participants in the inclusive classroom. Organizational restructuring, philosophical implications, educational diversity defined, goal setting, agency resources, curriculum modification, diverse content instructional models, and alternative assessment prepare the future teacher for effective responses to differing student learning styles, rates, and needs. Research of the literature, development of an IEP, curriculum and adapted lesson planning, material development, and classroom management provide essential professional skills for the K-12 inclusionary- classroom teacher.

Teaching

Online and Continuing Education Courses

Inclusive education is viewed from a historical and legal perspective for pragmatic definition of terms and identification of those participants in the inclusive classroom. Organizational restructuring, philosophical implications, educational diversity defined, goal setting, agency resources, curriculum modification, diverse content instructional models, and alternative assessment prepare the future teacher for effective responses to differing student learning styles, rates, and needs. Research of the literature, development of an IEP, curriculum and adapted lesson planning, material development, and classroom management provide essential professional skills for the K-12 inclusionary- classroom teacher.
Register for this course.

An examination of integrated approaches to classroom curriculum and pedagogy based on human development theories. Particular attention is paid to learning plans that respond to diversity, learning needs, and learning preferences of all students. The course provides an opportunity for students to develop lesson plans and curriculum units that reflect learning strategies aligned with culturally responsive pedagogy.
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

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

Critical Pedagogy in Uncertain Times: Hope and Possibilities (Education, Politics and Public Life) 2nd ed. 2020 Edition ISBN-13: 978-3030398071, ISBN-10: 3030398072

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

External links

Latest from Sheila

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