91É«ÇéƬ

Education

Teaching

• Psychology
• Special Education
• Teacher Education

Research

Research activities

• Embodied Cognition in the Classroom and Teaching Research Skills
• Dynamic Assessment
• Learning Sciences

Research

Research interests

• Embodied Cognition
• Cognitive Development
• Alternative Assessment with CLD students
• Learning Sciences

Select publications

See curriculum vitae for more publications

• Fugate, J. M. B., Macrine, S. L., & Hernandez-Cuevas, E. M. (2024).
  Cognitive Therapy and Research,&²Ô²ú²õ±è;48(4),&²Ô²ú²õ±è;574–598.
  
• Sheila L. Macrine & Jennifer M.B. Fugate (2022).
  
  
• Sheila L. Macrine and Silvia Edling (2021).
  
  
• Macrine, Sheila L. & Fugate, Jennifer MB (2021).
  Frontiers in Education, Neuroscience, Learning and Educational Psychology
  
• Macrine, Sheila L. (2020).
  , 2nd edition
  

Professor Sheila Landers Macrine is a cognitive psychologist and Professor at the 91É«ÇéƬ, where she directs the Special Education Program. Holding two PhDs from Temple University, her research in embodied cognition, cognitive development, and alternative assessment has significantly influenced traditional educational paradigms. Dr. Macrine's innovative work includes developing culturally sensitive IQ assessments and pioneering methods for evaluating students with intellectual disabilities. Her recent publications on embodied cognition appear in the International Journal of School and Educational Psychology and the Oxford Research Encyclopedias-Education at Oxford University Press, among others. Her co-edited book, Movement Matters: How Embodied Cognition Informs Teaching and Learning (MIT Press, 2020), achieved considerable success, including award nominations and recognition as one of the top ten downloaded books through MIT Press’ Direct2Open. Dr. Macrine is currently authoring a book for MIT Press on embodied intelligence across entities, due in Spring 2026.

Select publications

Macrine, Sheila; Fugate, Jennifer Marie Binzak. “Embodied cognition.” Oxford Research Encyclopedia of Education. Ed. Li-fang Zhang. New York: Oxford University Press, forthcoming. doi:10.1093/acrefore/9780190264093.013.ORE_EDU-00885.R2

Fugate, J. M., Macrine, S. L., & Cipriano, C. (2018). The role of embodied cognition for transforming learning. International Journal of School & Educational Psychology, 1-15.

Macrine, S. (2017). Review Essay, Inside Our Schools: Teachers on the Failure and Future of Education Reform. . 

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