Ximena Burgin, Ed.D.
Assistant Professor


Educational Technology, Research and Assessment (ETRA)

Research Interests

Assessment, culturally responsive classroom.


  • Ed.D, Instructional Technology, Northern Illinois University
  • M.S., Educational Research and Evaluation, Northern Illinois University
  • M.S., Computer Science, Northeastern Illinois University
  • B.A., Business Administration, Catholic University of Ecuador


  • ETR 431: Program/Performance Evaluation
  • ETR 501: Proseminar in Educational Research and Evaluation
  • ETR 519: Applied Educational Research
  • ETR 520: Introduction to Educational Research
  • ETR 525: Qualitative Research in Education
  • ETR 531: Program Evaluation in Education
  • ETR 720: Advanced Research Methods in Education
  • ETR 750: Culturally Responsive Evaluation


Wasonga, T., Burgin, X., and Daniel, M. (2021). Understanding and improving outcomes for students in an underserved secondary school in Kenya: A school-community-university partnership. Kenya Studies Review, 9(2), 1-16. 

Daniel, M.C., Wasonga, T. and Burgin X.D. (2021). Transforming an educational community in Guatemala using the plan do study act cycle. GIST – Education and Learning Research Journal, 23, 151–168. 

Daniel, M. and Burgin, X. (2021). Working with Teachers on Culturally Affirming Instruction in GuatemalaIntercultural Education, 32(5), 477-494. 

Cassidy, M., Burgin, X., and Wasonga, T. (2021). Gender differences in perceived barriers of aspiring superintendentsManagement in Education, 35(3), 127-135. 

Burgin, X. D., Coli, S. and Daniel, M. C. (2021). Exploratory Study of Ecuadorian Teachers’ Understanding of Social Emotional Learning: An Examination of Primary School TeachersGiST Education and Learning Research Journal, 22(1), 125-146. 

Burgin, X., and Daniel, M. (2021). Experiences from Ecuadorian English educators and pre-service teachers in action research. Profile Issues in Teachers´ Professional Development, 23(1), 41-55. 

Burgin, X. D., and Daniel, M. C. (2020). Examining Ecuadorian teachers’ perspectives on their students’ multiculturalism. Intercultural Education, 31(4), 482-488.  

Burgin, X., Van Laarhoven, T., Pinter, E., and DeSpain, S. (2020).  Comparing cost effectiveness of video-based instruction versus extended school year for maintaining vocational skills of students with ASD. Journal of Vocational Rehabilitation, 52(3), 239-249. DOI: 10.3233/JVR-201074

Penrod, W. M., Griffin-Shirley, N., Hollinger, K., Burgin, X., Smolka, S., Okungu, P.A., Steinle, K.J., and Obiero, N.A. (2020). The orientation and mobility specialist and braille: Point-counter pointJournal of Visual Impairment and Blindness, 114(2), 127-137. 

Daniel, M. C. and Burgin, X. D. (2019). Exploring the InfluLearning from the literacy practices of Guatemalan educators at Colegio Bilingüe Pyrámide: Empowering learners to question their worldIllinois Reading Council Journal (IRCJ), 48(1), 3-16. 

Daniel, M. C. and Burgin, X. D. (2019). Exploring the funds of knowledge with 108 Guatemalan teachers. GiST Education and Learning Research Journal, 18, 142-160. 

Burgin, X. and Daniel M. C. (2019). An exploratory study: Transformative possibilities for using action research in Ecuador’s English language classrooms. The International Journal of Pedagogy and Curriculum 26 (1), 17-26. doi:10.18848/2327-7963/CGP/v26i01/17-26.

Daniel, M. C. and Burgin, X. D. (2019). Investigating future educators’ preparation to teach English in Ecuador: An examination of one university’s program. Athens Journal of Education (ATINER), 6(1), 33-52. DOI: 10.30958/aje.6-1-3  

Burgin, X. D. and Daniel, M. C. (2017). Exploring English language teaching in an Ecuadorian Urban Secondary Institution. GiST Education and Learning Research Journal, 14, 107-134.


Ximena Burgin


Gabel Hall 204

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