Lee Shumow, Ph.D.
Professor Emeritus, Educational Psychology
Department:Leadership, Educational Psychology and Foundations (LEPF)
My research has two different strands and aims to inform my work as a teacher educator. First, I have studied how the intersection of out-of-school contexts and school contexts impacts the academic adjustment of adolescents. In particular, I have examined relationships between educational adjustment and both parental school involvement and adolescents’ time use (especially homework and their out of school activities like reading or community service). Second, I am interested in how background characteristics, classroom contexts, and science teachers’ practices impact the motivation of male and female adolescent students for science.
Ph.D. University of Wisconsin, Madison, Educational Psychology
M.S. University of Wisconsin, Milwaukee, Curriculum and Instruction (Urban Education)
B.S. University of Wisconsin, Madison, Behavioral Disabilities
- Shumow, L., & Schmidt, J. A. (2013) Empowering teachers to enhance adolescents motivation for science: Research based strategies for teaching male and female students. Thousand Oaks CA: Corwin.
- Shumow, L., Schmidt, J. A., & Zaleski, D. (2013). Multiple perspectives on student learning, engagement, and motivation in high school biology labs. High School Journal, 96(3), 232-252.
- Mehlig, L., & Shumow, L. (2013). How is my child doing?: Preparing preservice teachers to engage parents through assessment. Teaching Education, 24(2), 181-194.
- Schmidt, J. A., Shumow, L., & Kacker, H. (2012). Associations of participation in service activities with academic, behavioral, and civic outcomes of adolescents at varying risk levels. Journal of Youth and Adolescence, 41(7), 932-947.
- Shumow, L., & Schmidt, J. A. (2013). Academic grades and motivation in high school science classrooms among male & female students: Associations with teachers' characteristics, beliefs, and practices. In R. Haumann & G. Zimmer (Ed.), Handbook of Academic Performance: Predictors, Learning Strategies and Influences of Gender (pp. 53-72). Nova Scientific.
- Shumow, L., & Defrates-Densch, N. (2013). From Avoiding or Blaming Parents to Working with Parents. In Lipka, R. & Roney, K. (Eds.), Middle Grades Curriculum: Voices and Visions of the Self-Enhancing School (pp. 119-139). Charlotte NC: Information Age Publishing.
- Lyutykh, E., & Shumow, L. (2013). Family engagement in heritage language and literacy. In H, Kreider, M. Caspe, & D. Hiatt-Michael (Ed.), Promising Practices for Engaging Families in Literacy (pp. 59-72). Charlotte North Carolina: Information Age Publishing.
Companion website for 2013 book, Empowering teachers to enhance adolescents motivation for science: Research based strategies for teaching male and female students: www.niu.edu/eteams
Department of Leadership, Educational Psychology and Foundations
Graham Hall 223