Biography
Dr. Kelly McGinn is an assistant professor in the Psychological Studies in Education department at Temple University. She also serves as program coordinator of the Human Development and Community Engagement program and co-director of the Center for Assessment, Evaluation and Education Policy Analysis. She earned her doctoral degree in educational psychology at Temple University. Dr. McGinn’s research focuses broadly on the application of cognitive science principles to inform how we teach. Specifically, she is interested in the development of mathematics conceptual knowledge. Furthermore, Dr. McGinn specializes in the evaluation of education-based nonprofits and organizations, with a special interest in STEM-based programs.
Google Scholar: Kelly McGinn - Google Scholar
ResearchGate: Kelly McGinn - ResearchGate
Research Interests
- Cognitive Processes/Development
- Evaluation
- Mathematics Education
Courses Taught
|
Number |
Name |
Level |
|---|---|---|
|
EPSY 5551 |
Introduction to Program Evaluation |
Graduate |
|
EPSY 8627 |
Introduction to Research Design and Methods |
Graduate |
|
HDCE 3332 |
Professional Seminar in Human Development and Community Engagement I |
Undergraduate |
|
HDCE 4333 |
Program Evaluation |
Undergraduate |
|
EDUC 5325 |
Introduction to Statistics and Research |
Graduate |
Selected Publications
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McGinn, K., Young, L., Huyghe, A., & Booth, J. (2024). The Effect of Worked Examples and Self-Explanation Prompts on Mathematics Standardized Assessments. Journal of Research on Educational Effectiveness, 17(4), pp. 1008-1030. Informa UK Limited. doi: 10.1080/19345747.2023.2243254
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Begolli, K.N., Dai, T., McGinn, K.M., & Booth, J.L. (2021). Could probability be out of proportion? Self-explanation and example-based practice help students with lower proportional reasoning skills learn probability. Instructional Science, 49(4), pp. 441-473. doi: 10.1007/s11251-021-09550-9
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McGinn-Kahil, K.M. & Booth, J. (2019). Self-explanation prompts explained. Australian Primary Mathematics Classroom, 24(4), pp. 18-22. doi: 10.3316/aeipt.227336