Faculty & Staff Directory

Hunter Gehlbach, PhD


Hunter Gehlbach is a Professor and Faculty Lead of the PhD program at the Johns Hopkins School of Education as well as the Director of Research at Panorama Education. An educational psychologist by training and a social psychologist at heart, his interests lie in improving the social and motivational contexts of schools. Thanks to a recent Spencer Foundation mid-career fellowship, much of his recent focus has shifted towards investigating how social psychological approaches might improve environmental education. He complements a methodological interest in helping social scientists improve their questionnaire design processes with recent work on enhancing the rigor of educational research through open science practices. For example, he has written on pre-registration for the Journal of Research on Educational Effectiveness. A former high school teacher and coach, Gehlbach taught at Harvard’s Graduate School of Education from 2006-2015, before joining the faculty at UCSB from 2015-2019, before joining the faculty at Johns Hopkins.


Stanford University Stanford, CA
Ph.D. in Psychological Studies in Education June 2004
Program: Child & Adolescent Development. Disciplinary Minor: Psychology.
Advisor: Dr. Robert W. Roeser.
M.A. in Social Psychology Jan. 2004
Advisor: Dr. Mark Lepper.

University of Massachusetts Amherst, MA
M.Ed. in School Counseling May 1999
Certificate of Advanced Graduate Study in School Psychology Sept. 1999
Advisor: Dr. John C. Carey.

Swarthmore College Swarthmore, PA
Bachelor of Arts in psychology and education May 1995
Pennsylvania secondary school social studies teaching certification program Dec. 1995


Johns Hopkins University Baltimore, MD

Professor (2019-present)
Vice Dean (2019-2022)

University of California, Santa Barbara Santa Barbara, CA
Associate Dean of Academics and Faculty Development (2018-2019)
Associate Professor of Education (2015-2019)
Affiliations: Environmental Studies Department
Courses Taught:
ED126: Social Connectedness, Motivation, & Self-Regulation in Educ. (Undergraduates)
ED 209I: Cognitive Perspectives on Achievement Motivation (M.A. & Ph.D. students)
ED 218/ESM 269: Survey/Questionnaire Design (M.A. & Ph.D. students)

Panorama Education Boston, MA
Director of Research (2014 – present)

Harvard University Cambridge, MA
Associate Professor of Education (2012 to 2015, on leave 2014-15)
Assistant Professor of Education (2006 to 2012)
Affiliations: Program on Survey Research; Faculty advisor for the Strategic Data Project

University of Connecticut (2005-06) Storrs, CT
Postdoctoral Fellow: Teachers for a New Era Project

Wellesley College (Fall, 2005) Wellesley, MA
Visiting Assistant Professor

Stanford University (2004-05) Stanford, CA
Director, Social Sciences in Education M.A. program


Published Articles:
Gehlbach, H., Robinson, C. D.*, & Vriesema, C. C. (2019). Leveraging cognitive consistency to nudge conservative climate change beliefs. Journal of Environmental Psychology, 61, 134-137. doi:http://dx.doi.org/10.1016/j.jenvp.2018.12.004 (Media coverage: Pacific Standard)

Gehlbach, H., & Vriesema, C. C. (2019). Meta-bias: A practical theory of motivated thinking. Educational Psychology Review, 31, 65-85. doi:http://dx.doi.org/10.1007/s10648-018-9454-6

Kane, T. J., Blazar, D., Gehlbach, H., Greenberg, M., Quinn, D., & Thal, D. (2019). Can video technology improve teacher evaluations? An experimental study. Education Finance and Policy, 1-55. doi:10.1162/edfp_a_00289

Gehlbach, H., & Robinson, C. D.* (2018). Mitigating illusory results through preregistration in education. Journal of Research on Educational Effectiveness, 11(2), 296-315. doi:10.1080/19345747.2017.1387950

Gehlbach, H., & Artino, A. R. (2018). The survey checklist (manifesto). Academic Medicine: Journal Of The Association Of American Medical Colleges, 93(3), 360-366. doi:10.1097/ACM.0000000000002083

Gehlbach, H., Robinson, C. D.*, Finefter-Rosenbluh, I., Benshoof, C., & Schneider, J. (2018). Questionnaires as interventions: Can taking a survey increase teachers’ openness to student feedback surveys? Educational Psychology, 38(3), 350-367. doi:10.1080/01443410.2017.1349876

Brinkworth, M. E.*, McIntyre, J.*, Juraschek, A. D.*, & Gehlbach, H. † (2018). Teacher-student relationships: The positives and negatives of assessing both perspectives. Journal of Applied Developmental Psychology, 55, 24-38. doi:http://dx.doi.org/10.1016/j.appdev.2017.09.002

Gehlbach, H. (2017). Learning to walk in another’s shoes. Phi Delta Kappan, 98(6), 8-12.

Page, L. C., & Gehlbach, H. (2017). How an artificially intelligent virtual assistant helps students navigate the road to college. AERA Open, 3(4), 1-12. doi:10.1177/2332858417749220 (Media coverage: New York Times, Usable Knowledge)

Schueler, B. E.*, McIntyre, J.*, & Gehlbach, H. (2017). Measuring parent perceptions of family-school engagement: The development of new survey tools. School Community Journal, 27(2), 275-301.

Schneider, J., White, R. A., Jacobsen, R. J., & Gehlbach, H. (2018). The (mis)measure of schools: How data affect stakeholder knowledge and perceptions of quality. Teacher’s College Record, 120(6).

Schneider, J., White, R. A., Jacobsen, R. J., & Gehlbach, H. (2017). Building a better measure of school quality. Phi Delta Kappan, 98(7).

Gehlbach, H., Brinkworth, M. E.*, King, A. M.*, Hsu, L. M.*, McIntyre, J.*, & Rogers, T. (2016). Creating birds of similar feathers: Leveraging similarity to improve teacher–student relationships and academic achievement. Journal of Educational Psychology. doi:dx.doi.org/10.1037/edu0000042 (Media coverage: Atlantic, Huffington Post, NPR, New York Times, Psych Report)

Bahena, S.*, Schueler, B.*, McIntyre, J.*, & Gehlbach, H. (2016). Assessing parent perceptions of school fit: The development of a survey scale. Applied Developmental Science, 20(2), 121-134. doi:10.1080/10888691.2015.1085308

Gehlbach, H., Marietta, G.*, King, A.*, Karutz, C., Bailenson, J. N., & Dede, C. (2015). Many ways to walk a mile in another’s moccasins: Type of social perspective taking and its effect on negotiation outcomes. Computers in Human Behavior, 52, 523–532. doi: 10.1016/j.chb.2014.12.035

Gehlbach, H. (2015). Seven survey sins. The Journal of Early Adolescence, 35, 883-897. doi:10.1177/0272431615578276

Schueler, B. E.*, Capotosto, L.*, Bahena, S.*, McIntyre, J.*, & Gehlbach, H. (2014).

Measuring parent perceptions of school climate. Psychological Assessment, 26(1), 314-320. doi: 10.1037/a0034830 and 10.1037/a0034830.supp (Supplemental)

Artino, A. R., Jr., La Rochelle, J. S., DeZee, K. J., & Gehlbach, H. (2014). AMEE Guide No 87: Developing questionnaires for educational research. Medical Teacher. doi: 10.3109/0142159X.2014.889814.

Gehlbach, H., & Brinkworth, M. E.* (2012). The social perspective taking process:  Strategies and sources of evidence in taking another’s perspective. Teachers College Record, 114(1), 226-254. (Video feature: http://www.tcrecord.org/content.asp?contentid=16215)

Gehlbach, H., Brinkworth, M. E.*, & Wang, M.-T.* (2012). The social perspective taking process:  What motivates individuals to take another’s perspective? Teachers College Record, 114(1), 197-225. (Video feature: http://www.tcrecord.org/content.asp?contentid=16215)

Gehlbach, H., Brinkworth, M. E.*, & Harris, A. D. (2012). Changes in teacher-student relationships. British Journal of Educational Psychology, 82, 690-704. doi: 10.1111/j.2044-8279.2011.02058.x

Gehlbach, H., Young, L. V.*, & Roan, L. (2012). Teaching social perspective taking:  How educators might learn from the Army. Educational Psychology, 32(3), 295-309. doi: 10.1080/01443410.2011.652807

Gehlbach, H., & Barge, S.* (2012). Anchoring and adjusting in questionnaire responses. Basic and Applied Social Psychology, 34(5), 417-433. doi: 10.1080/01973533.2012.711691

Artino, A. R., Jr., & Gehlbach, H. (2012). AM last page: Avoiding four visual-design pitfalls in survey development. Academic Medicine: Journal of the Association of American Medical Colleges, 87(10), 1452.

Barge, S.*, & Gehlbach, H. (2012). Using the theory of satisficing to evaluate the quality of survey data. Research in Higher Education, 53(2), 182-200. doi: 10.1007/s11162-011-9251-2.

Gehlbach, H., & Brinkworth, M. E.* (2011). Measure twice, cut down error: A process for enhancing the validity of survey scales. Review of General Psychology, 15(4), 380-387. doi: 10.1037/a0025704

Artino, A. R., Jr., Gehlbach, H., & Durning, S. J. (2011). AM Last Page: Avoiding Five Common Pitfalls of Survey Design. Academic Medicine: Journal of the Association of American Medical Colleges, 86(10), 1327-1327.

Gehlbach, H. (2011). Making social studies social: Engaging students through different forms of social perspective taking. Theory Into Practice, 50(4), 311-318. doi: 10.1080/00405841.2011.607394

Gehlbach, H. (2010). The social side of school: Why teachers need social psychology. Educational Psychology Review, 22(3), 349-362. doi: 10.1007/s10648-010-9138-3

Gehlbach, H., Artino, A. R., Jr., & Durning, S. (2010). AM last page: Survey development guidance for medical education researchers. Academic Medicine: Journal of the Association of American Medical Colleges, 85(5), 925-925.

Gehlbach, H., Brown, S. W., Ioannou, A., Boyer, M. A., Hudson, N., Niv-Solomon, A., et al. (2008). Increasing interest in social studies: Social perspective taking and self-efficacy in stimulating simulations. Contemporary Educational Psychology, 33(4), 894-914. doi: 10.1016/j.cedpsych.2007.11.002

Gehlbach, H. (2006). How changes in students’ goal orientations relate to outcomes in social studies. The Journal of Educational Research, 99(6), 358-370. doi: 10.3200/joer.99.6.358-370

Gehlbach, H. (2004). A new perspective on perspective taking: A multidimensional approach to conceptualizing an aptitude. Educational Psychology Review, 16(3), 207-234. doi: 10.1023/b:edpr.0000034021.12899.11

Gehlbach, H. (2004). Social perspective taking: A facilitating aptitude for conflict resolution, historical empathy, and social studies achievement. Theory and Research in Social Education, 32(1), 39-55.

Gehlbach, H., & Roeser, R. W. (2002). The middle way to motivating middle school students: Avoiding false dichotomies. Middle School Journal, 33(3), 39-46.

Submitted Articles:
Gehlbach, H., Mascio, B.*, & McIntyre, J.*  (manuscript under review). Social perspective taking: A professional development induction to improve teacher-student relationships and student learning.

Mascio, B.*, McIntyre, J.*, & Gehlbach, H. (manuscript under review). Morphing mindset: Expanding the construct and re-conceptualizing its measurement.

Book Chapters:
Viola, J.*, McIntyre, J.*, & Gehlbach, H. (2017). Teachers’ interest in students’ personal development: The creation of a new survey scale. SAGE Research Methods Cases. Retrieved from http://methods.sagepub.com/case/teachers-interest-students-personal-development-creation-new-survey-scale (Video feature: https://methods.sagepub.com/video/srmpromo/Tn3nn1/researching-teachers-interest-in-students-personal-development-using-interv)

Gehlbach, H., & Robinson, C.* (2016). Commentary: The foundational role of teacher-student relationships. In K. R. Wentzel & G. Ramani (Eds.), Handbook of Social Influences in School Contexts: Social-Emotional, Motivation, and Cognitive Outcomes (pp. 230-238). United Kingdom: Informa.

Brinkworth, M. E.*, & Gehlbach, H. (2015). Perceptual barriers to teacher-student relationships: Overcoming them now and in the future. In C. Rubie-Davies & J. M. Stephens (Eds.), The Social Psychology of the Classroom International Handbook.

King, A.*, Marietta, G.*, & Gehlbach, H. (2014). The role of role-taking: Social perspective taking and interpersonal relationships in virtual simulations. In D. B. Zandvliet (Ed.), Interpersonal Relationships in Education: From Theory to Practice (pp. 95-110): Sense Publishers.

Gehlbach, H. (2014). Adolescent Development. In D. C. Phillips (Ed.), Encyclopedia of Educational Theory and Philosophy: Sage.

Gehlbach, H., & Brinkworth, M. E.* (2008). Motivated thinkers and the mistakes they make: The goals underlying social cognitions and their consequences for achievement. In M. L. Maehr, S. Karabenick & T. Urdan (Eds.), Advances in motivation and achievement:  Social psychological perspectives. (Vol. 15, pp. 119-144). Bingley, UK: Emerald.

Stephens, J., & Gehlbach, H. (2007). Under pressure and under-engaged: Motivational profiles and academic cheating in high school. In E. Anderman & T. B. Murdock (Eds.), Psychology of academic cheating. Boston: Elsevier Academic Press.

Gehlbach, H. (2007). Intelligence. In K. Borman, S. Cahill and B. Cotner (Eds.), American High School: An Encyclopedia. Westport, CT: Greenwood.

Roeser, R. W., Marachi, R., & Gehlbach, H. (2002). A goal theory perspective on teachers’ professional identities and the contexts of teaching. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 205-241). Mahwah, NJ: L. Erlbaum Associates.

Selected Other Publications:
Buckley, K., Subedi, S., Paek, J. W., Krachman, S. B., & Gehlbach, H. (working paper). Which student and school-level factors relate to student perceptions of the school climate in a diverse sample of charter schools throughout the country? . Retrieved from Transforming Education: https://www.transformingeducation.org/wp-content/uploads/2019/06/Final-for-Website-RQ2_CC-perceptions-1.pdf

Gehlbach, H., & Robinson, C. D.* (2018). Weaning educational research off of steroids. Retrieved from http://www.shankerinstitute.org/blog/weaning-educational-research-steroids

Gehlbach, H., & Page, L. C. (2018). Freezing ‘summer melt’ in its tracks: Increasing college enrollment with AI. Retrieved from https://www.brookings.edu/blog/brown-center-chalkboard/2018/09/11/freezing-summer-melt-in-its-tracks-increasing-college-enrollment-with-ai/

Gehlbach, H., & Hough, H. (2018). Measuring social emotional learning through student surveys in the CORE districts: A pragmatic approach to validity and reliability. Retrieved from Stanford University: http://edpolicyinca.org/publications/sel-validity

Bales, R., Rebich-Hespanha, S., Leombruni, L., Hodges, H., Heeren, A., Gehlbach, H., . . .Christensen, J. (2018). Strategic Communication to Achieve Carbon Neutrality within the University of California. Retrieved from doi.org/10.6071/H87D2S8W.

Gehlbach, H. (2018). How my mother overcomes the mother of all biases. Retrieved from http://behavioralscientist.org/how-my-mother-overcomes-the-mother-of-all-biases/

Cloughesy, J., & Gehlbach, H. (2018). Sustainable well-being: Green schools and social-emotional thriving.  Retrieved from https://greenschoolsnationalnetwork.org/sustainable-well-being-green-schools-and-social-emotional-thriving/

Page, L. C., & Gehlbach, H. (2018, January 16). How Georgia State University used an algorithm to help students navigate the road to college. Harvard Business Review.

Gehlbach, H. (2017, October 25). With social-emotional learning, keep it simple. Education Week. Retrieved from https://www.edweek.org/ew/articles/2017/10/25/how-teachers-can-find-the-time-for.html

Gehlbach, H. (2017). Overcoming the biases that come between us. Retrieved from http://behavioralscientist.org/overcoming-biases-come-us/

Robinson, C. D., Yeomans, M., Reich, J., Hulleman, C. S., & Gehlbach, H. (2016). Forecasting Student Achievement in MOOCs with Natural Language Processing. Published Conference Proceedings: Learning Analytics and Knowledge Conference, Edinburgh, Scotland.

Kane, T. J., Gehlbach, H., Greenberg, M., Quinn, D., & Thal, D. (2015). The Best Foot Forward Project: Substituting teacher-collected video for in-person classroom observations, First year implementation report (pp. 24). Center for Education Policy Research: Harvard University. http://bit.ly/1RvAhx3

Gehlbach, H. (2015). How learning about commonalities can improve student-teacher relationships and boost achievement at school. Retrieved from Scholars Strategy Network: http://www.scholarsstrategynetwork.org/brief/how-learning-about-commonalities-can-improve-student-teacher-relationships-and-boost

Gehlbach, H. (2015, October 2). Valuing survey data on the value of college, Huffington Post. Retrieved from http://www.huffingtonpost.com/hunter-gehlbach/valuing-survey-data-on-th_b_8228104.html

Gehlbach, H. (2015, May 27). When teachers see similarities with students, relationships and grades improve, The Conversation. Retrieved from https://theconversation.com/when-teachers-see-similarities-with-students-relationships-and-grades-improve-40797

Gehlbach, H. (2015, May 27). Surveys: It’s all about the ask, EdSurge. Retrieved from https://www.edsurge.com/n/2015-05-27-surveys-it-s-all-about-the-ask

Gehlbach, H. (2015, April 15, 2015). Name That Baby: Why ‘Non-Cognitive’ Factors Need a New Name, Education Week. Retrieved from http://blogs.edweek.org/edweek/rick_hess_straight_up/2015/04/non-cognitive_factors_need_new_name.html?qs=gehlbach

Gehlbach, H. (2015, February 26). What winter 2015 can teach us about education, Cognoscenti. Retrieved from http://cognoscenti.wbur.org/2015/02/26/snow-school-real-world-skills-hunter-gehlbach

Gehlbach, H. (2015, January 7). The Power of Small Interventions, Education Week. Retrieved from http://www.edweek.org/ew/articles/2015/01/07/small-k-12-interventions-can-be-powerful.html

Gehlbach, H. (2014, June 12). Paternal Bias. Huffington Post. Retrieved from http://www.huffingtonpost.com/hunter-gehlbach/paternal-bias_b_5486617.html

Gehlbach, H. (2012, July 2). Teachers Should Be Evaluated Like Athletes: Here’s Why, Huffington Post. Retrieved from http://www.huffingtonpost.com/hunter-gehlbach/teachers-should-be-evaluated_b_1643211.html

Phillips, D. C., Floden, R., Gehlbach, H., Lee, C., Warren Little, J., Maynard, R. A., et al. (2009). The preparation of aspiring educational researchers in the empirical qualitative and quantitative traditions of social science: Methodological rigor, social and theoretical relevance, and more.

Roan, L., Strong, B., Foss, P., Yager, M., Gehlbach, H., & Metcalf, K. A. (2009). Social perspective taking (No. 1259). Arlington, VA: United States Army Research Institute for the Behavioral and Social Sciences.

Selected Conference Presentations:
Cloughesy, J.*, Robinson, C. D.*, Vriesema, C. C., & Gehlbach, H. (2019). Seeing is believing… in Biodiversity. Paper presented at the American Educational Research Association, Toronto, ON.

Gehlbach, H., Protzko, J., Robinson, C. D.*, & Vriesema, C. C. (2019). Bolstering the value of learning about climate science. Paper presented at the American Educational Research Association, Toronto, ON.

Robinson, C. D.*, Scott, W., Gottfried, M. A., & Gehlbach, H. (2019). Looking beyond skin-deep similarities: College instructor-student demographic match vs. perceived similarity. Paper presented at the American Educational Research Association, Toronto, ON.

Saad, C., Gibbs, W. C., Cox, W. T. L., Devine, P. G., Gehlbach, H., & McIntyre, J. (2019). Addressing the achievement gap: Breaking the bias habit in the classroom. Paper presented at the Society for Personality and Social Psychology, Portland, OR.

Gehlbach, H. (2018). The process and practice of social perspective taking. Paper presented at the annual meeting of the International Mind, Brain, and Education Society, Los Angeles.

Mascio, B.*, McIntyre, J.*, & Gehlbach, H. (2017, April). Morphing mindset: Expanding the construct and re-conceptualizing its measurement. Paper presented at the American Educational Research Association, San Antonio, TX. (**Received best graduate student paper award for Social-Emotional Learning SIG**)

Gabrieli, C., Gehlbach, H., VandenAkker, L., & West, M. (2015, March). From No Child to Whole Child: SEL in the Classroom. Paper presented at the South by Southwest, Austin, TX.


2016-2017 Spencer Foundation Mid-Career Award
2010-2012 National Academy of Education/Spencer Postdoctoral Fellowship
2008 American Psychological Association: Division 15 Early Career Research Award
2003 Richard S. Goldsmith Award for Writing in Dispute Resolution
2003 Fellow: Stanford Center on Conflict and Negotiation
2000 University of Massachusetts Phi Delta Kappa
1995 Swarthmore College Sigma Xi Research Society.


Gehlbach, H. (PI) & Vriesema, C. C. (Co-PI). When a picture is combined with 1000 words. Funded by the National Geographic Society; $29,213. (2018-2019).

Page, L. (PI), Gehlbach, H. (Co-PI).  Scaling Student Support with Conversational Artificial Intelligence. Funded by the University of North Carolina System; $88,916. (2018-2019).

Plank, D. (PI), Hough, H. (Co-PI), Gehlbach, H., Loeb, S., & West, M. (consultants). Measuring Social Emotional Learning at Scale: Validating Student Self-Reports in the CORE Districts.  Funded by the Walton Foundation; $800,000. (2017-2020).

Gehlbach, H. (PI).  Birds of a Feather Flocking in Middle School. Funded by the Robertson Foundation; $115,000. (2017-2018).

Gehlbach, H. (PI), Gottfried, M. (Co-PI), Robinson, C. D. (Project Director), Scott, W. (Project Director). Creating Birds of a Feather: Mitigating Inequality by Reducing the Achievement Gap. Funded by Laura and John Arnold Foundation; $209,242. (2016-2019).

Gehlbach, H. (PI). Developing Student Perception Surveys. Funded by Panorama Education; $274,311. (2013-2017).

Gehlbach, H. (PI), Mapp, K. (Co-PI), & Weissbourd, R. (Co-PI). Assessing Family-School Relationships. Funded by SurveyMonkey; $358,000. (2011-15).

Gehlbach, H. (PI), Bailenson, J. B. (Co-PI), Dede, C. (Co-PI), & Koltun, V. (Co-PI). SoCS: Enhancing Immersive Social Perspective Taking and Perceived Virtual Similarity to Enable Intelligent Social Relationships. Funded by the National Science Foundation #0966838; $732,126 and REU supplement #1144030; $16,000.  Total $748,126. (2010-14).

Gehlbach, H. (Convener). Social Pathways to Improving Education. Funded by the Radcliffe Institute for Advanced Study.  $18,000. (2013).

Gehlbach, H. (PI). The social side of the classroom: Precursors to and outcomes of teacher-student relationships. Funded by the Spencer Foundation; $40,000. (2010-11).

Gehlbach, H. (PI) The social side of the classroom: Precursors to and outcomes of teacher-student relationships.  Funded by Division 15 of the American Psychological association; $7,500. (2009).

Roan, L., Gehlbach, H., Young, L., Brinkworth, M.E., Metcalf, K., and Strong, B.  Social Perspective Taking In the Contemporary Operating Environment. Funded by the Army Research Institute for the Behavioral and Social Sciences #W91WAW-08-C-0046; $750,000. (2008-10).

Gehlbach, H. (PI).  A comparison of novice and expert social perspective taking. Funded by the William F. Milton Fund of Harvard University; $35,000. (2006-08).

Gehlbach, H. (PI).  Providing social psychology for social studies teachers. Funded by the Association for Psychological Science; $5,000. (2006-08).


American Educational Research Association Panelist, Presidential Symposium – Spring 2019
Academic podcasting in education

Emerson Collective – Spring 2019
Surveys 2.0: The Science of Survey Design

Have you Heard Podcast – Fall 2018
Unreal results in education research

Swarthmore College – Fall 2018
I see your perspective and raise your understanding: The social perspective taking process in education

The Education Hub (New Zealand) – Summer 2018
The Importance of Socio-Emotional Learning

Plenary Speaker: Strategic Data Fellows Convening – Spring 2018
Weaning Educational Research off of Steroids

Education Northwest – Spring 2018
Measuring Soft Skills Doesn’t Need to Be Hard: A Q&A with Hunter Gehlbach on SEL Measurement

Bucknell University – Fall 2017
The challenge of creating birds of similar feathers: A story of teacher-student relationships

Stanford University; University of California-Irvine; University of Kentucky – Spring 2017
The challenge of creating birds of similar feathers: A story of teacher-student relationships

Gevirtz Graduate School of Education’s “Fast & Curious” Speaker Series – Spring 2017
SEL Foundations: Students’ fundamental needs (Video link)

Microsoft Retreat – Fall 2016
Motivated thinking: Biases and how to overcome them

American Enterprise Institute K-12 Working Group; University of Arkansas, Department of Education Reform; Policy Analysis for California Education – Spring 2016
Creating birds of similar feathers: Leveraging similarity to improve teacher-student relationships and academic achievement

University of Virginia, Curry School of Education – Fall 2015
Creating birds of similar feathers: Leveraging similarity to improve teacher-student relationships and academic achievement

Plenary Speaker: Kent State University Conference on the Humanities – Summer 2015
Practicing Social Perspective Taking through the Humanities (Video link: http://www.kent.edu/cas/why-humanities)

Behavioral Insights Group: Harvard Kennedy School of Government – Spring 2015
Creating birds of similar feathers: Leveraging similarity to improve teacher-student relationships and academic achievement

Keynote Address: Turkish Consulate General (National Teacher Day) – Fall 2014
Achieving important schooling outcomes: New approaches worth noting

Yale Psychology Department – Fall 2014
Creating birds of similar feathers


Behavioral Scientist:
Founding Columnist

Programme for International Student Assessment: Questionnaire Expert Group
Committee Member (2018 – present)

National Assessment of Educational Progress: Questionnaire Standing Committee:
Committee Member (2015 – present)

Scientific Advisory Board Member to CORE School District Collaboration:
Committee Member (2014 – present)

TransformingEducation—NewSchools Venture Fund Partnership
Research Advisor (2017-2018)

Fordham Engagement Project:
Advisor (2016-2017)

National Board for Professional Teaching Standards Student Perception Advisory
Group:  Committee Member (2013-2014)

Spencer Foundation:  Small Grants Review Committee Member (2014 – 2015)
Dissertation Fellowship Review Committee Member (2013 – 2014)
Research Training Grant Task Force Member (2008 – 2009)

American Psychological Association (Div. 15): Early Career Ed. Psych. Research Awards
Committee Member (2011 – 2012); Membership Committee (2012 – 2015)

Advisory Board Member: Coach for College (2010 – 2012)

Journal Editing/Reviewing Positions: 
Co-Editor: AERA Open: Special Topic on Registered Reports (2017 – present)
Editorial Board Member:  Educational Psychology Review (2013 – present)
Principal Reviewer:  Journal of Educational Psychology (2014 – present)
Invited Reviewer: National Coalition on School Diversity: Research Brief #13 (2018)
Article Editor: Sage Open (2016)
Editorial Board Member:  Educational Psychology (2012 – 2015)

Appetite; Applied Psychological Measurement; American Journal of Education, British Journal of Educational Psychology; Computers and Human Behavior; Contemporary Educational Psychology; Current Psychology; Education Finance and Policy; Educational Measurement: Issues and Practice; Educational Psychologist; Educational Research; Educational Researcher; Education Research International; Educational Research Review; Elementary School Journal; European Journal of Psychology of Education; Information Sciences; International Journal of Educational Research; International Journal of Intercultural Relations; Journal of Adolescence; Journal of Advanced Academics; Journal of Applied Developmental Psychology; Journal of Computer-Mediated Communication; Journal of Early Adolescence; Journal of Experimental Education; Journal of Experimental Psychology: Applied; Journal of Graduate Medical Education; Journal of Social and Personal Relationships; Journal of Research on Educational Effectiveness; Journal of Teacher Education; Learning and Individual Differences; Motivation and Emotion; National Coalition on School Diversity—Policy Brief; Nature; Psychological Bulletin; Psychological Science; Scandinavian Journal of Educational Research; Social Science Research; The Internet and Higher Education; Theory and Research in Social Education


World Civilizations (10th –12th graders)

LOWER MERION HIGH SCHOOL (1996-1997) Ardmore, PA
Western Civilization (10th graders) & U.S. Government (12th graders)

WILMINGTON FRIENDS SCHOOL (1995-1996) Wilmington, DE
Modern World History (9th graders)


Scholars Strategy Network (since 2015)
American Educational Research Association (since 2000)
American Psychological Association (since 2000)
Association for Psychological Science (since 2006)
Certified Secondary School Teacher:  CA & PA social studies certification (2000 & 1996).
Certified Secondary School Guidance Counselor:  MA certification (1999).

* Current/former graduate student; Senior author