Cheryl C. Durwin
Ph.D., University of Mass., Amherst, MA
Phone: (203) 392-5562
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
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.
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:
Durwin, C., & Moore, D. (2014, April). Investigating an in-school word-families flashcard intervention to facilitate word recognition in kindergarteners. Paper to be presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
Cisero 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.
Bohlin, L. Cisero Durwin, C., & Reese-Weber, M. (2009, January). Teaching with cases in Ed Psych. Poster presented at the Hawaii International Conference on Education, Honolulu, HI.
Cisero, C. A. (2006, October). Put your red pens down!: Empowering students to become better at revising their own papers. Poster to be presented at the annual Northeast Conference for Teachers of Psychology, Southern New Hampshire University, Manchester, NH.
Cisero, C. A., & Sherman, W. M. (2004, October). Does the textbook instructors use make a difference in students' comprehension? Poster presented at the annual Northeast Conference for Teachers of Psychology, Rhode Island College, Providence, RI.
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.
*Please note that prior to 2008 the name Cisero was used for publications and presentations; Durwin is currently used for publications and presentations.