Kathryn F. Cochran
- Ph.D., 1984, Purdue University, Educational Psychology
- M.A., 1976, Northern Arizona University, Experimental Psychology
- B.S., 1974, Northern Arizona University, Psychology, Mathematics, Astronomy
AREAS OF INTEREST
I am interested in learning -- especially in the contexts of mathematics and science and in online settings. I am also interesting in the philosophical issues that underlie research and teaching, such as the differences between empiricist, interpretivist, and socio-cultural perspectives. I teach graduate courses in cognition and instruction, qualitative research, individual differences and cultural issues; and undergraduate courses in educational psychology for pre-service teachers. My teaching perspective focuses on flexibility, the needs of the learner, building learning communities, and the relationships between course material and authentic learning and teaching settings.
- Reinsvold, L. & Cochran, K. (April, 2013). Classroom power and questioning: A case study of an effective science teacher. Paper to be presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
- Diaz, A., Cochran, K. & Shane, M. (April, 2013). Today’s textbook in tomorrow’s classroom: Attitudes & beliefs on textbook use in teaching and learning. Paper to be presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
- Reinsvold, L. & Cochran, K. (2011). Power Dynamics and Questioning in Elementary Science Classrooms. Journal of Science Teacher Education. DOI 10.1007/s10972-011-9235-2
- Cochran, K. (2011). Book Review: Personal Epistemology. Philosophical Practice, 6, 765-767.
- McDevitt, T., Jobes, R., Cochran, K. & Sheehan, E. (2010). Is It Nature or Nurture? Beliefs about Child Development Held by Students in Educational Psychology and Introductory Psychology Courses. College Student Journal, 44, 533-550.
- Cochran, K. & Reinsvold, L. (April, 2010). Power dynamics and questioning in elementary science classrooms. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.