Michele Tine

Teaching and Research  

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Many consider education to be a great equalizer in American society, providing children from impoverished areas the opportunity to succeed. Yet, the income achievement gap is the widest it has been in fifty years and it persists across grade levels. I conduct lab and school based research that focuses on (1) identifying cognitive processes that underlie the income achievement gap and (2) creating efficacious research-based interventions for low-income students.  Much of my current work focuses on how these topics differ in rural versus urban poverty.   

As a teacher, my goal is to help undergraduates understand the science of how children learn and develop, apply the principles to problems typical in the field, and transfer and adapt the information to novel contexts. 

 

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Curriculum Vitae
603-646-9043
211 Raven House
HB 6103
Department:
Education
Center:
The John Sloan Dickey Center for International Understanding
Education:
Ph.D. Boston College, Applied Developmental and Educational Psychology
B.A., Gettysburg College, Psychology and Education

Selected Publications

Tine, M. (2017). Growing up in rural vs. urban poverty: contextual, academic, and cognitive differences. In G.I. Staicu (Ed.), Poverty and Deprivation. NY, NY: InTech Open Science.

Tine, M. (2016). Can the science of learning close the achievement gap for students from low-income families, Alliance for Excellent Education, 10(12), 1-3.

Tine, M., & McMurchy, M. (2016). Empirical differences between rural and urban poverty: considerations for school administrators. School Administrator, 73(3), 38-40.

Tine, M. (2014). Working memory differences between children living in rural and urban poverty.  Journal of Cognition and Development, 15(4), 599-613.

Tine, M. (2014). Acute aerobic exercise: an intervention for the selective visual attention and reading comprehension for low-income adolescents.  Frontiers in Psychology, 5(575), 1-10.

Lucariello, J., Tine, M., and Ganley, C. (2014). A formative assessment of students' algebraic variable misconceptions. Journal of Mathematical Behavior, 33, 30-41.

Tine, M. and Gotlieb, R. (2013). The effects of multiple stigmatized aspects of identity on working memory and math performance. Social Psychology of Educational Psychology, 16(3), 353-376.

Tine, M., and Butler, A. (2012). The impact of an acute bout of aerobic exercise on selective attention: An exceptional boost in low-income children. Educational Psychology, 32(6), 681-696.

Lucariello. J., Butler, A., and Tine, M. (2012). Meet the “Reading Rangers”: Curriculum for teaching comprehension strategies to urban third graders. Perspectives on Urban Education, 9(2), 1-12.

Tine, M . and Lucariello J. (2012). Unique Theory of Mind differentiation in children with Autism and Asperger syndrome. Autism Research and Treatment, 2012, 1-11.

Casey, B., Vasilyeva, M., Dearing, E., Ganley, C., and Tine, M. (2011). Spatial and numerical predictors of measurement performance: the moderating effects of community poverty and gender. Journal of Educational Psychology, 103, 296-311.

Lucariello, J., and Tine, M . (2011). Algebraic misconceptions: A teacher-use test for diagnosing student misconceptions of the variable. In N.L. Stein and S.W. Raudenbush (Eds.) Developmental science goes to school (pp. 150-166). Mahwah, NJ: Erlbaum.

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Associate Professor of Education
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The John Sloan Dickey Center