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College of Education and Human Services
| Alina Reznitskaya |
Educational Foundations |
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Scholarly Interests and Specialties
- Investigating the role social interaction plays in cognitive development;
- Designing and evaluating assessment instruments that can effectively measure argumentation development;
- Developing methodologies and analytic procedures used in educational research.
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- Member of the American Educational Research Association (since 2001)
- Member of the National Consortium For Instruction And Cognition (since 2002)
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- Learning and Individual Differences (since 2007),
- Journal of Positive Psychology (since 2005),
- Journal of Experimental Education (since 2005).
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- Waldsworth Publishing Company, textbook reviews
- American Educational Research Association Meetings, annual proposals reviews
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Nutley School District, Montclair School Districts, NJ – conducting research to examine the role dialogic interaction plays in cognitive development. 266 students from Grade 5 participate in a quasi-experimental study. The study uses Philosophy for Children pedagogy to investigate the connections between the features of group interactions experienced by the students and the individual performance on multiple outcome measures of argumentation. The research is supported by National Academy of Education.
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Assessment professor in Educational Foundations, one of 20 scholars awarded a 2007 National Academy of Education Spencer Postdoctoral Fellowship. Drawing on her previous research in Argument Schema Theory, she is seeking to produce a comprehensive picture of argumentation development among elementary school students. She is examining theconnection between 1) specific features of group interactions experienced by elementary school students, and 2) individual student performance on multiple measures of argumentation.The study is designed to test increasingly influential theoretical assumptions regarding the role socialinteraction plays in individual learning. The research is being carried out in twelve classrooms in six elementary schools in Northern New Jersey. Students in half the classes will participate in dialogicinteraction in the context of Philosophy for Children, a curriculum that places such interaction at the center of its pedagogy. Students in the other classes will receive no special type of instruction.
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