Sheila Macrine

faculty

Sheila Macrine, PhD she/her

Professor

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

Programs

Teaching

Courses

Comprehensive review of classroom management and its foundations paramount in teaching the mildly and moderately disabled. Theoretical models for understanding the behavior of children and youth, including Applied Behavior Analysis and Positive Behavior Supports, along with evidence-based practices/procedures. Case studies are employed in applying theory to practice in addition to actual research focused on current classroom management issues and trends in elementary, middle, and high schools.

Comprehensive review of classroom management and its foundations paramount in teaching the mildly and moderately disabled. Theoretical models for understanding the behavior of children and youth, including Applied Behavior Analysis and Positive Behavior Supports, along with evidence-based practices/procedures. Case studies are employed in applying theory to practice in addition to actual research focused on current classroom management issues and trends in elementary, middle, and high schools.

Comprehensive topic of assessment includes types, diagnostic tools, procedures, and forms and is correlated with local, state, and federal agency and school services. Remedial strategies and accommodations are included in the IEP development/implementation and require the submission of modified lesson development. Research studies, including case studies, will complement the development of diagnostic and remedial techniques for the moderately-disabled.

Teaching

Online and Continuing Education Courses

Knowledge and skills in both Differentiating Instruction and Universal Design for Learning (UDL). Candidates learn to differentiate three aspects of instruction: content, process (instructional methods), and product (assessment). UDL guides the design of the learning experiences to proactively meet the needs of all learners. Required Pre-requisites: Edu 547-Or Equivalent

Comprehensive topic of assessment includes types, diagnostic tools, procedures, and forms and is correlated with local, state, and federal agency and school services. Remedial strategies and accommodations are included in the IEP development/implementation and require the submission of modified lesson development. Research studies, including case studies, will complement the development of diagnostic and remedial techniques for the moderately-disabled.

Comprehensive topic of assessment includes types, diagnostic tools, procedures, and forms and is correlated with local, state, and federal agency and school services. Remedial strategies and accommodations are included in the IEP development/implementation and require the submission of modified lesson development. Research studies, including case studies, will complement the development of diagnostic and remedial techniques for the moderately-disabled.

Comprehensive review of classroom management and its foundations paramount in teaching the mildly and moderately disabled. Theoretical models for understanding the behavior of children and youth, including Applied Behavior Analysis and Positive Behavior Supports, along with evidence-based practices/procedures. Case studies are employed in applying theory to practice in addition to actual research focused on current classroom management issues and trends in elementary, middle, and high schools.
Register for this course.

Comprehensive review of classroom management and its foundations paramount in teaching the mildly and moderately disabled. Theoretical models for understanding the behavior of children and youth, including Applied Behavior Analysis and Positive Behavior Supports, along with evidence-based practices/procedures. Case studies are employed in applying theory to practice in addition to actual research focused on current classroom management issues and trends in elementary, middle, and high schools.
Register for this course.

Comprehensive topic of assessment includes types, diagnostic tools, procedures, and forms and is correlated with local, state, and federal agency and school services. Remedial strategies and accommodations are included in the IEP development/implementation and require the submission of modified lesson development. Research studies, including case studies, will complement the development of diagnostic and remedial techniques for the moderately-disabled.
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 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

Additional links