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faculty
Sheila Macrine, PhD she/her
Professor
Education
Education
| 1994 | Temple University | PhD |
| 1989 | Temple University | M Ed |
| 1975 | University of Massachusetts | BS |
Teaching
- Psychology
- Special Education
- Teacher Education
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.
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.
Register for this course.
Research
Research activities
- Embodied Cognition in the Classroom and Teaching Research Skills
- Dynamic Assessment
- Learning Sciences
Research interests
- Embodied Cognition
- Cognitive Development
- Alternative Assessment with CLD students
- Learning Sciences
Select publications
See curriculum vitae for more publications
- Fugate, J. M. B., Macrine, S. L., & Hernandez-Cuevas, E. M. (2024).
Therapeutic Potential of Embodied Cognition for Clinical Psychotherapies: From Theory to Practice. Cognitive Therapy and Research
Cognitive Therapy and Research, 48(4), 574–598. - 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
Dr. Sheila Landers Macrine is a cognitive psychologist and Professor at the University of Massachusetts Dartmouth, where she directs the Special Education Program. Holding two PhDs from Temple University, her groundbreaking research in embodied cognition, cognitive development, and alternative assessment has fundamentally challenged traditional educational paradigms. Dr. Macrine's innovative work includes developing culturally sensitive IQ assessments and pioneering methods for evaluating students with intellectual disabilities. Her recent publications on embodied cognition are featured in the International Journal of School and Educational Psychology and the Oxford Research Encyclopedias-Education at Oxford University Press, among others. Her recent co-edited book, Movement Matters: How Embodied Cognition Informs Teaching and Learning (MIT Press, 2020), achieved remarkable success, garnering award nominations and being listed among the top ten downloaded books through MIT Press’ Direct2Open. Dr. Macrine is currently working on a cutting-edge book for MIT Press on embodied intelligence across entities.
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.