Northern Illinois University
Department of Educational Technology, Research and Assessment
College of Education

Ximena Burgin, Ed.D.
Assistant Professor

Department

Educational Technology, Research and Assessment (ETRA)

Research Interests

Assessment, culturally responsive classroom.

Education

• 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

Classes

• ETR 340: Survey Methods for Training and Evaluation
• 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

Publications

Burgin X., Daniel, M., and Wasonga, T. (2022). Teachers’ perspectives on teaching and learning during the pandemic in the United States. Educational Process International Journal, 11(3), 122-140.

Burgin, X. D. (2022). Empowering Ecuadorian teachers through network improvement communities. Teacher Development, 26(4), 550-566, DOI: 10.1080/13664530.2022.2097734.

Burgin, X., Penrod, W., Wiener, B., Siffermann, E., and Blasch, B. (2022). Orientation and mobility practitioners: A comparison study of changes in demographics. Journal of Visual Impairment and Blindness, 116(3), 334-342.

Daniel, M.C., Burgin X.D., and Coli. S. (2022). Examining the SEL understandings of teachers from an urban United States school district. The International Journal of Diverse Identities, 22(1), 11-25. 

Burgin, X. D., Coli, S. S., and Daniel, M. C. (2022). Ecuadorian and Uruguayan teachers’ perceptions and experiences of teaching online during COVID. International Journal of Comparative Education and Development, 24(1), 54-68. 

Daniel, M. C. and Burgin, X. (2022). Exploring the ideologies of 76 teachers from one Guatemalan community. Teacher Development, 26(1), 1-16. DOI: 10.1080/13664530.2021.1991996

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 Guatemala. Intercultural Education, 32(5), 477-494. 

Cassidy, M., Burgin, X., and Wasonga, T. (2021). Gender differences in perceived barriers of aspiring superintendents. Management 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 teachers. GiST Education and Learning Research Journal, 22(1), 125-146. 

Burgin, X., and Daniel, M. (2021). Examining current and future Ecuadorian educators’ experiences using action research in the English as a second language classroom. Profile Issues in Teachers´ Professional Development, 23(1), 41-55. 

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 Guatemala. Intercultural Education, 32(5), 477-494. 

Cassidy, M., Burgin, X., and Wasonga, T. (2021). Gender differences in perceived barriers of aspiring superintendents. Management 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 Teachers. GiST 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 point. Journal 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 world. Illinois 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.