Meghan M Parkinson

Dir Assessment Research

Education & Human Services Administration • College of Education & Human Services

Areas of Expertise

PreK through 12 and adult literacy;

Students' self-regulation of learning;

Preservice teachers' epistemic beliefs for teaching reading;

Vocabulary instruction for ELL children and adults

Education

Ph.D., Human Development

Specialization in Educational Psychology

University of Maryland, College Park, 2011

Dissertation title: Undergraduate readers' calibration of word learning

Advisor: Patricia A. Alexander

 

B.A., Psychology with Honors

Minor: English

Mount Holyoke College, 2003

Biography

I am an ESOL teacher for Catholic Charities' English Language Program, serving all refugee resettlement agencies in Jacksonville.  My students are newly arrived adults from regions of political and economic strife all over the world.

 

I have been teaching undergraduate courses in Educational Psychology, Language & Reading, and Human Development for nine years, including the last year teaching Educational Psychology here at UNF.  

 

My research focuses on cognitive, metacognitive, and motivational aspects of reading throughout the lifespan.  An important part of my research efforts has been mentoring undergraduate students in all steps of a project to prepare them for graduate school, presenting at a national conference, or thinking more deeply about how to apply principles of research to decision-making as a classroom teacher.

Awards

University of Maryland Center for Teaching Excellence, Distinguished Teaching Award, 2010

University of Maryland Graduate School, Ann G. Wylie Dissertation Fellowship, 2009

University of  Maryland College of Education, SPARC Grant for Research and Collaboration, 2008

AERA Division C, Graduate Student Seminar, 2007

Psi Chi, National Honor Society in Psychology, inducted in 2002

Affiliations

American Educational Research Association (AERA), Division C

American Psychological Association (APA), Division 15

Literacy Research Association

Society for the Scientific Study of Reading

Publications & Presentations

PUBLICATIONS

Chapters in Edited Volumes

 

Alexander, P. A., Dinsmore, D. L., Fox, E. W., Grossnickle, E. M., Loughlin, S. M., Maggioni, L., Parkinson, M. M., & Winters, F. I. (2011). Higher-order thinking and knowledge: Domain-general and domain-specific trends and future directions. In G. Schraw (Ed), Assessment of higher order thinking skills. Charlotte, NC: Information Age Publishers.

 

Alexander, P. A., Dinsmore, D. L., Parkinson, M. M., & Winters, F. I. (2011). Self-regulated learning in academic domains. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance. New York: Routledge.

 

Commissioned Reports

 

Alexander, P. A., & The Disciplined Reading and Learning Research Laboratory (2010). The challenges of developing competent literacy in the 21st century. Washington, DC: The National Academy of Sciences.
http://www7.nationalacademies.org/dbasse/Research_on_21st_Century_Competencies_%20Papers_and_Presentations.html

 

Refereed Journal Articles

 

Dinsmore, D. L., & Parkinson, M. M. (in press). What are confidence judgments made of?
Students’ explanations for their confidence ratings and what that means for calibration.
[Special Issue on Calibrating calibration: Creating conceptual clarity to guide
measurement and calculation] Learning and Instruction.

 

Alexander, P. A., & The Disciplined Reading and Learning Research Laboratory. (in press).
Reading into the future: Competence for the 21st century. Educational Psychologist.

 

Maggioni, L., & Parkinson, M. M. (2008). The role of teacher epistemic cognition, epistemic beliefs, and calibration in instruction. Educational Psychology Review, 20, 445-461.

 

Parault, S. J., & Parkinson, M. M. (2008). Sound symbolic word learning in the middle grades. Contemporary Educational Psychology, 33, 647-671.

 

PRESENTATIONS

 

International and National Conferences

 

Parkinson, M. M., & Alexander, P. A. (2012, August). What do we really mean by text difficulty? Paper presented at the annual meeting of the American Psychological Association, Orlando, FL.

 

Parkinson, M. M., Haverback, H. R., & Fox, E. W. (2012, April). I can read with my eyes shut: Using journaling to scaffold reading theory instruction. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.

 

Parkinson, M. M. (2011, December) (Discussant). Comprehending the reader. In Reading comprehension: Identity, affect, and metacognition.. Symposium presented at the annual meeting of the Literacy Research Association, Jacksonville.

 

Parkinson, M. M. (2011, November) (Chair). Post-secondary literacy and adult education. Symposium presented at the annual meeting of the Literacy Research Association, Jacksonville.

 

Fuentes, L., Parkinson, M. M., & Dinsmore, D. L. (2011, May) Diversity in majors improves performance on collaborative tasks. Paper presented at the annual meeting of the Association for Psychological Science, Washington, DC.

 

Dinsmore, D. L., & Parkinson, M. M. (2011, April). What are confidence judgments made of? Students’ explanations for their confidence ratings and what that means for calibration. In P. Alexander (Chair), Calibrating calibration: Conceptualization, measurement, calculation, and context. Symposium presented at the annual meeting of the American Educational Research Association, New Orleans.

 

Parkinson, M. M. (2011, April). Exploring the relation between reading comprehension and word learning from context using a case study approach. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

 

Dinsmore, D. L., Fox, E., Parkinson, M. M., & Rahman, T. (2010, May). A deeper look at why readers succeed or fail. In D. McNamara (Chair), Integration, depth, and complexity: Characterizing reader types through multidimensional profiling. Symposium presented at the annual meeting of the American Educational Research Association, Denver.

 

Parkinson, M. M., Dinsmore, D. L., & Alexander, P. A. (2010, May). Calibrating calibration: Towards conceptual clarity and agreement in calculation. Paper presented at the annual meeting of the American Educational Research Association, Denver.

 

Parkinson, M. M., Rogers Haverback, H., & Dinsmore, D. L. (2010, May). Charting the course of conceptual change and its influence on self-efficacy. In S. Broughton (Chair), Exploring the interrelationships of knowledge change: Testing the cognitive reconstruction of knowledge model. Symposium presented at the annual meeting of the American Educational Research Association, Denver.
 

Parkinson, M. M., Dinsmore, D. L., & Rogers Haverback, H. (2009, August) Deconstructing performance ratings. Poster presented at the annual meeting of the American Psychological Association, Toronto.

 

Dinsmore, D. L., Loughlin, S. M., & Parkinson, M. M. (2009, April) Effects of reading persuasive text and thinking aloud on metacognition. In P. A. Alexander (Chair), Meta-what? Measuring monitoring and control. Symposium presented at the annual meeting of the American Educational Research Association, San Diego.

 

Parkinson, M. M. (2009, April) "What did I learn?" and "How did I do?" The relation between metacognition and word learning. In P. A. Alexander (Chair), Meta-what? Measuring monitoring and control. Symposium presented at the annual meeting of the American Educational Research Association, San Diego.

 

Parault, S. J., Rogers Haverback, H., & Parkinson, M. M. (2007, April) Creating a classification system for the clues children encounter in text. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

 

Parkinson, M. M. (2006, July) Early reading self-concepts. Poster presented at the SELF Conference, Ann Arbor, MI.

 

Parkinson, M. M., & Parault, S. J. (2006, July) Reading motivation and phonemic awareness in beginning readers. Poster presented at the Society for the Scientific Study of Reading Annual Conference, Vancouver, BC.

 

Parault, S. J., Rogers Haverback, H., & Parkinson, M. M. (April, 2006) Context clues and the learning of unknown words: An analysis of text. Poster presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

ParkinsonContact Information

Building 57, Room 3609

(904) 620-5337

m.parkinson@unf.edu