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Cheryl C. Durwin

Durwin

Professor

Ph.D., University of Mass., Amherst, MA

Email: durwinc1@southernct.edu

Phone: (203) 392-5562

Click here to see lab webpage

Research Interests:

I am interested in the cognitive processes involved in the development of reading and math skills; learning disability assessment and remediation; response-to-intervention; and college-level teaching and learning.

Current/Recent Research Projects:

Current:  Remediating Reading Problems in Urban Elementary School Children 
Recent:  Investigating a Word-Families Flashcard Approach for Teaching Kindergarteners to Read

Courses Taught:

Graduate Courses:
PSY 500: Design and Analysis in Psychology
PSY 503: Cognition and Memory
PSY 505: Contemporary Theories of Motivation
PSY 511: Advanced Developmental Psychology       
PSY 570: Advanced Educational Psychology 
PSY 589: Thesis Seminar
PSY 599: Seminar in Psychology of Learning Disabilities

 Undergraduate Courses:
PSY 370W/371W: Educational Psychology
PSY 431W: Tests and Measurements
PSY 461: Data Gathering: Assessment
PSY 490: Seminar in Cognitive Development
PSY 490: Seminar in Psychology of Learning Disabilities

 

Textbook:

 

*Durwin, C, & Reese-Weber, M.  (2017).  EdPsych Modules (3rd ed.).  Thousand Oaks, CA: Sage Publications. Will be available January, 2017.

 Bohlin, L, *Durwin, C, & Reese-Weber, M.  (2012).  EdPsych Modules (2nd ed.).  New York: McGraw-Hill Higher Education.

 

Bohlin, L, Durwin, C, & Reese-Weber, M.  (2012).  Instructor's Manual: EdPsych Modules (2nd ed.).  New York: McGraw-Hill Higher Education.

 

Recent Publications:

Cisero, C. A. & Sherman, W. M. (2008). Does instructor's choice of textbook make a difference in students' comprehension? College Teaching, 56(1), 28-34.

 

Cisero, C. A. (2006). Does reflective journal writing improve course performance? College Teaching, 54(2), 231-236.

 

Cisero, C. A., Royer, J. M., Marchant, H. G., & Jackson, S. J. (1997).  Can the Computer-based Academic Assessment System (CAAS) be used to diagnose reading disability in college students? Journal of Educational Psychology, 89, 599-620.

 

Recent Conference Presentations:

Carroll, D. A., Durwin, C., Moore, D., *Robinson, K., *Smith, M., & *Strontzer, T. (2016, October 28). Longitudinal impact of a dialogic reading intervention in first and second graders. Poster to be presented at the annual meeting of the Northeastern Educational Research Association, Trumbull, CT. *denotes student authors.

Carroll, D. A., Durwin, C., Moore, D., *Seradieu, S., *Robinson, K., *Mancinelli, M., *Cook-Jensen, E., & *Smith, M. (2016, October 15). Effect of dialogic reading intervention on reading comprehension in second graders. Poster to be presented at the annual meeting of the New England Psychological Association, Assumption College, Worcester, MA. *denotes student authors.

*Robinson, K., *Seradieu, S., *Smith, M., *Cook-Jensen, E., *Mancinelli, M., Durwin, C., Moore, D., & Carroll, D. A. (2016, October 15). Psychometric assessment of a feelings about reading survey. Poster to be presented at the annual meeting of the New England Psychological Association, Assumption College, Worcester, MA. *denotes student authors.

Durwin, C., Carroll, D., & Moore, D. (2016, March 5). Dialogic reading:A theory-based approach to early reading intervention in urban schools. Poster presented at the annual meeting of the Eastern Psychological Association, New York, NY.

Durwin, C., & Moore, D. (2012, March). Using color-coded word families flashcards to facilitate word recognition in kindergarteners. Poster presented at the annual meeting of the Eastern Psychological Association, Pittsburgh, PA.

Durwin, C., & Moore, D. (2014, April). Investigating an in-school word-families flashcard intervention to facilitate word recognition in kindergarteners. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Durwin, C., & Moore, D. (2011, April). Can word-families flashcards facilitate acquisition of word recognition skills in kindergarteners? Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.


Research Internship:

Every semester, students can register for PSY 197 (Research Internship) for up to three credits or PSY 467 (Laboratory Practicum in Psychological Research-3 cr). PSY197 is a great opportunity to gain first-hand experience in how research is conducted. Students enrolled in PSY 197 may be responsible for a variety of duties, depending on the project, such as developing stimulus materials, data collection, test administration, organizing data and files, and helping with data entry and analysis. Students who enroll in PSY 467 typically have already completed PSY 197 with me and serve as a lab manager, helping to oversee the project and train other researchers.

Often, the research I conduct is in local schools. Students must be reliable, conscientious, professional, and have their own transportation.

If you are interested in enrolling in PSY 197 or 467, please email me during the registration period or during add/drop to inquire about current and upcoming research projects and arrange an appointment for an informal interview.

Independent Study / Undergraduate Honors Thesis / Master's Thesis: 

If you have an idea for a study that pertains to educational research, or any type of project that involves research questions regarding the practical application of cognitive or developmental psychology, please see me so we can discuss how to set up an independent study project.


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*Please note that prior to 2008 the name Cisero was used for publications and presentations; Durwin is currently used for publications and presentations.