Ximena Burgin, Ed.D.

Associate Professor

Department

Learning Innovation, Leadership and Technology

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

• ETT 402: Teaching and Learning with Technology
• ETR 340: Survey Methods for Training and Evaluation
• ETR 431: Program/Performance Evaluation
• ETR 450: Data Analysis for Design and 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. D. and Daniel, M. C. (2025). Ecuador's goals for equity and inclusivity: In-service teachers' perspectives. Policy Futures in Education, 23(8), 1522-1536.

Van Laarhoven, T., Pinter, E., Johnson, J., Baker, S., Burgin, X., Brooks, L., … Keeney, M. (2025). Using wearable biomarker technology to measure the effectiveness of therapeutic interventions: a pilot study evaluating essential oils among adults with autism spectrum disorder who experience anxiety. International Journal of Developmental Disabilities, 1–13.

Burgin, X. D. and Daniel, M. C. (2025). Comparing and contrasting STEM and Non-STEM university TAs' pedagogy. International Journal of Comparative Education and Development, 27(3-4), 258-272.

Coli Coli, S., Burgin, X. and Daniel, M. (2025). The role of online PD in enhancing Ecuadorian teachers' knowledge of SEL in K- 12 classrooms. Culture, Education, and Future.

Daniel, M.C. and Burgin X.D. (2025). The quest to teach culturally responsive ideologies. International Journal of Teaching, Learning and Education, 4(2). 1-11.

Daniel, M. C. and Burgin, X. D. (2024). Teachers prepare to infuse social-emotional learning in EFL classes in Uruguay. GIST – Education and Learning Research Journal, 29(29), 37-56.

Daniel, M. C. and Burgin, X. D. (2024). An investigation of teacher candidates' ideologies towards emergent bilingual students. European Journal of Teacher Education, 1–17.

Burgin, X., Daniel, M., Coli, S. and Matuszewich, L. (2024). Exploring university teaching assistants knowledge of the power of culturally responsive pedagogy. Teaching Learning Inquiry, 12,1-18.

Coli, S. S., Daniel, M. C. and Burgin, X. D. (2024). The integration of social emotional learning in English as a foreign language elementary classrooms in Uruguay. International Journal of Emotional Education, 16(2), 57-72.

Burgin, X. and Daniel, M. (2023). Future teachers discuss their readiness to teach EFL in Ecuador. GIST – Education and Learning Research Journal, 26: 103-122

Burgin, X. D. (2023). Academic performance differences between Spanish and indigenous speakers in Ecuador. Intercultural Education, 34(4), 346-361. DOI: 10.1080/14675986.2023.2187348

Gonzalez, C. H., Burgin, X. D., Oamek, K., Byrd, M., Mayhill, D., Hunt, C.S., and Horn, S. (2023). Our journey with the ATE inquiry initiative: Growing into our role as disruptors. The Teacher Educators' Journal, 16(2). 3-20.

Burgin, X., Daniel, M. and Coli, S. S. (2023). Culturally responsive schooling during COVID-19: A study of six elementary level educators' reality. The Educational Forum, 87(3), 264-277. DOI: 10.1080/00131725.2022.2153189

Burgin, X. (2023). Use of technology by Ecuadorian teachers: An exploratory study about gender roles. Journal of International Women's Studies, 25(4), article 14.

Burgin X.D., Daniel, M. C. and Riley, C. F. (2023). Educating Culturally and Linguistically Diverse Learners in United States Schools during COVID-19. Teaching English as a Second or Foreign Language, 27(1).