Areas of Expertise
Self regulation in the domains;
Early childhood STEM teaching and learning;
Literacy development across the lifespan;
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
Mount Holyoke College
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
American Educational Research Association (AERA), Division C
Florida Association of Colleges for Teacher Education (FACTE)
Society for Research in Child Development (SRCD)
Publications & Presentations
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.
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.