Skip to Main Content

Meghan M Parkinson

Dir Assessment Research

Education & Human Services Administration | College of Education & Human Services

Areas of Expertise

Self regulation in the domains;

Early childhood STEM teaching and learning;

Literacy development across the lifespan;

Teacher beliefs

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

Biography

Awards

Head Start Services Community Partnership Award, 2017

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

Society for Research in Child Development (SRCD)

Editorial Board Member, Contemporary Educational Psychology

University of Maryland NSF Quantitative Research Methods Scholar, 2020-21

Grants and Contracts Awarded

Mobile formative testing for school curricula. Co-PI. Platform Technology Fund, University Research Council, Hong Kong (Funded $998,288 HKD).

 

Using different types of text to change beliefs about environmental science and perceptions of scientific evidence. Co-PI. University of North Florida Environmental Center SEED Grant (Funded $3,150).

Publications & Presentations

SELECTED PUBLICATIONS

Books

Dinsmore, D. L., Fryer, L. K., & Parkinson, M. M. (Eds.) (2020). Handbook of strategies and strategic processing. New York: Routledge. https://doi.org/10.4324/9780429423635

 

Refereed Journal Articles

Parkinson, M. M. & Dinsmore, D. L. (2019). Understanding the developmental trajectory of second language acquisition and foreign language teaching and learning using the Model of Domain Learning. System. doi: 10.1016/j.system.2019.102125

 

Dinsmore, D. L., Fox, E., Parkinson, M. M., & Bilgili, D. (2019). Using reader profiles to investigate students’ reading performance. Journal of Experimental Education, 87, 470-495. doi: 10.1080/00220973.2017.1421519

 

Parkinson, M. M., & Dinsmore, D. L. (2018). Investigating the relations between high school students’ depth of processing and metacognitive strategy use. British Journal of Educational Psychology, 88, 42-62. doi: 10.1111/bjep.12176

 

Dinsmore, D. L., Zoellner, B. P., Parkinson, M. P., Rossi, A. M., Monk, M. J., & Vinnachi, J. (2017). The effects of different types of text and individual differences on view complexity about genetically-modified organisms. International Journal of Science Education, 39, 791-812. doi: 10.1080/09500693.2017.1298871

 

Dinsmore, D. L, Loughlin, S. M., Parkinson, M. M., & Alexander, P. A. (2015). The effects of persuasive expository text on metacognitive monitoring and control. Learning and Individual Differences, doi: 10.1016/j.lindif.2015.01009

 

Parault S. J., Haverback, H. R., & Parkinson, M. M. (2014). Classifying the context clues in children’s text. Journal of Experimental Education, doi: 10.1080/00220973.2014.919572

 

Dinsmore, D. L., & Parkinson, M. M. (2013). 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, 24, 4-14.

 

Chapters in Edited Volumes

Fox, E., & Parkinson, M. M. (2018). Domain explorations of the Model of Domain Learning - reading. In H. Fives & D. L. Dinsmore (Eds.), The Model of Domain Learning: Understanding the development of expertise (pp. 87-107). New York: Routledge.

 

Parkinson, M. M., & Maggioni, L. (2017). The potential of course interventions to change preservice teachers’ epistemological beliefs. In G. Schraw, J. Brownlee, L. Olafson, & M. VanderVeldt (Eds.). Teachers’ Personal Epistemologies: Evolving Models for Transforming Practice. Charlotte, NC: Information Age Press.

 

SELECTED PRESENTATIONS

Zoellner, B. P., Parkinson, M. M., Dinsmore, D. L., & Lacefield, K. (2019, August). Using storytelling to scaffold children’s cognitive processing during robotic coding. Paper presented at the biennial conference for the European Association for Research on Learning and Instruction, Aachen, Germany.

 

Dinsmore, D. L., Parkinson, M. M., & Zoellner, B. P. (2018, August). A cognitive validity study of the Motivated Strategies for Learning Questionnaire. Paper presented at the European Association for Research on Learning and Instruction, SIG 16 (Metacognition) Conference, Zurich, Switzerland.

 

Dinsmore, D. L., & Parkinson, M. M. (2017, August). Have measures of relative accuracy been relative enough?: A quantitative analysis. In D.L. Dinsmore (Chair), The role of feedback and standards in the self-regulation of students’ confidence and performance. Symposium presented at the European Association of Research on Learning and Instruction, Tampere, Finland.

 

Dinsmore, D. L., & Parkinson, M. M. (2016, July). Investigating the relations between high school students’ depth of processing and metacognitive strategy use. In D. L. Dinsmore & L. Fryer (chairs), The intersection between depth and the regulation of strategy use. Symposium presented at the Higher Education Conference, Amsterdam, Netherlands.

 

Parkinson, M. M., & Dinsmore, D. L. (2015, August). Elementary and middle school students’ development of epistemic stance and higher order thinking. Paper presented at the bi-annual meeting of the European Association of Research on Learning and Instruction, Limassol, Cyprus.

 

Dinsmore, D. L., Parkinson, M. P., Zoellner, B. P., Rossi, A. M., Monk, M. J., & Vinnachi, J. (2015, April). Using different types of text to change beliefs about environmental science and scientific evidence. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

 

Dinsmore, D. L., Parkinson, M. M., Monk, M. J., & Yuen, J. (2014, April). Confidence and calibration of higher-order thinking.  Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

 

Parkinson
Contact Information