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.
Sahar Wahidi is a PhD in Education candidate 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 is a PhD candidate at George Mason University, specializing in International Education and Education Leadership. Katelyn has served as a special education and general education teacher and has worked with culturally and linguistically diverse and exceptional learners. She is currently an English language teacher and a graduate research assistant in the College of Education and Human Development. Katelyn is passionate about mentoring and her research focuses on characteristics of effective mentors and mentor/mentee teachers perceptions of mentoring in the workplace.
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.