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Sheila Macrine, PhD
Professor
STEM Education & Teacher Development
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
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.
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.
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.
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.
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
- 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 .
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.