Anastasia Kitsantas, PhD, is Professor of Educational Psychology in the College of Education and Human Development at George Mason University (GMU). Her research interests focus on the development of Self-Regulated Learning (SRL) and student motivation across diverse areas of human functioning. She has also studied the role of learning technologies in supporting student SRL in different instructional modes. She is the editor, co-author, or author of four books and over 150 journal articles, book chapters, refereed proceedings, and reports, many of which are directed toward the training of self regulation. https://cehd.gmu.edu/people/faculty/akitsant/
Roberto Pamas, EdD, is Professor of Education Leadership in the College of Education and Human Development and Director of ACCESS Academy, a Laboratory School, at George Mason University (GMU). Prior to his current position, he served over 30 years as a P-12 public school educator, working as a teacher of World Languages and English as a Second Language, assistant principal, and principal in Fairfax County Public Schools. In addition, he has also served as an adjunct faculty member for University of Virginia and Virginia Tech. His areas of expertise include effective leadership, leading disadvantaged learners, independent and international schools, school finance, school organization, organizational change and continuous improvement, parent/community relations, educational facility, after-school programs, school discipline and safety, and instructional technology. He serves on the editorial board and a frequent reviewer for the International Journal of Education Policy and Leadership. https://cehd.gmu.edu/people/faculty/rpamas
Dr. Divya Varier is Associate Professor at George Mason’s College of Education and Human Development. Her research is in the area of educational assessment and program evaluation. At Mason, she teaches graduate-level courses in measurement, assessment, evaluation, and mixed methods research. She has served as an evaluator, principal, and co-investigator in several funded projects. Her expertise is in using mixed methods to investigate research problems in the field of education. As a program evaluator, she is interested in improving the assessment and measurement process in SRL interventions and is thrilled to be an evaluator on the T2T project. https://cehd.gmu.edu/people/faculty/dvarier
Haley McKeen is a PhD in Education student at George Mason University with a specialization in Educational Psychology and Research Methodology. Haley has experience in numerous K-12 educational settings including tutoring and student teaching in diverse elementary school classrooms. She currently serves as a graduate research assistant in the Educational Psychology Department at George Mason University. Her research interests focus on the use of self-regulated learning (SRL) in the classroom to support K-12 students at risk for academic failure.
Dr. Sahar Wahidi is a recent PhD in Education graduate at George Mason University. With 10+ years of experience, Sahar has worked with learners of all abilities as a K-12 tutor, substitute teacher, and program director/classroom assistant for therapeutic recreations. Sahar has been a graduate assistant for Region 4’s Early Childhood Special Education Training and Technical Assistant Center (TTAC) and is currently a research assistant for both the Educational Psychology Department and the Kellar Institute for Human disAbilities (KIHd). Her research focuses on educators’ self-regulated learning, promoting the idea that to best support our learners we must first begin by empowering our teachers.
Katelyn Scott, PhD, is a graduate research assistant in the College of Education and Human Development, an experienced educator, and a current English language instructor. She has taught in both special and general education settings, working extensively with culturally and linguistically diverse students as well as exceptional learners. Deeply committed to mentorship, her research explores the qualities of effective mentors and examines how both mentors and mentee teachers perceive workplace mentoring relationships.
Christine Nardelli is a PhD student at George Mason University, and she is specializing in Educational Psychology with a secondary focus in Literacies, Culture, and Reading. Christine is currently serving as a graduate research assistant in the department of Educational Psychology. Her teaching experiences include elementary classroom teacher and full-time undergraduate instructor. Her research is centered upon tutor development and mentorship with the incorporation of self-regulated learning (SRL) through pedagogical practices and applications.
Beth Hosek, M.S., is a doctoral student and Presidential Scholar in Educational Psychology within the College of Education and Human Development at George Mason University. Her research interests center on self-efficacy for self-regulated learning in middle school learners who have a history of adverse childhood experiences. Her work related to self-regulation, motivation, and mental health is set on the foundation of her past experiences teaching, working with children on the autism spectrum, and in community emergency management.
Muqing Chen is a Master’s student in Educational Psychology at George Mason University’s College of Education and Human Development. She currently serves as a graduate research assistant for the Tutors to Teachers (T2T) program, where her work focuses on literature review and research synthesis. Her research interests center on AI-enhanced multi-embodied classroom robots and their potential to support teachers and foster student agency in elementary education settings
Estephanie Herrera Appleton is a graduate student in Educational Psychology at George Mason University, specializing in Educational Assessment, Evaluation, and Data Literacy. She is currently analyzing program data to examine relationships between instructional participation and student learning outcomes, as well as investigating patterns in student progress across different levels of program engagement. Her work includes comparing program outcomes across instructional formats and course levels and contributing to evaluation summaries and recommendations to support data-informed program improvement. She also serves as a Graduate Research Assistant in the Educational Psychology Department at George Mason University. Estephanie is an international student from Panama and a recipient of a full government scholarship awarded by SENACYT to support her graduate studies. Her research interests focus on educational assessment, program evaluation, and educational technology, with a particular emphasis on self-regulated learning (SRL). She is especially interested in how data-driven approaches and emerging technologies, including artificial intelligence, can support students’ self-regulated learning processes and generate data-driven insights that inform continuous improvement in educational programs.