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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.
Tine, M. (2019). Location matters: distinct cognitive and academic profiles of students from rural versus urban poverty. Journal of Advances in Education Research, 4(1), 1-12.
Tine, M., Batchelder, C. and Lenhihan, S. (2018). Educational implications of spatial memory. In A.S. Artis (Ed.), Spatial Memory. New York, NY: InTech Open Science.
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.