Lee Shumow, Ph.D.

Professor Emeritus, Educational Psychology

Department

Leadership, Educational Psychology and Foundations (LEPF)

Research Interests

My research has two different strands and aims to inform my work as a teacher educator. First, I have studied how the intersection of out-of-school contexts and school contexts impacts the academic adjustment of adolescents. In particular, I have examined relationships between educational adjustment and both parental school involvement and adolescents’ time use (especially homework and their out of school activities like reading or community service). Second, I am interested in how background characteristics, classroom contexts, and science teachers’ practices impact the motivation of male and female adolescent students for science.

Education

• Ph.D. University of Wisconsin, Madison, Educational Psychology
• M.S. University of Wisconsin, Milwaukee, Curriculum and Instruction (Urban Education)
• B.S. University of Wisconsin, Madison, Behavioral Disabilities

Recent Publications

• Shumow, L., & Schmidt, J. A. (2013) Empowering teachers to enhance adolescents motivation for science: Research based strategies for teaching male and female students. Thousand Oaks CA: Corwin.
• Shumow, L., Schmidt, J. A., & Zaleski, D. (2013). Multiple perspectives on student learning, engagement, and motivation in high school biology labs. High School Journal, 96(3), 232-252.
• Mehlig, L., & Shumow, L. (2013). How is my child doing?: Preparing preservice teachers to engage parents through assessment. Teaching Education, 24(2), 181-194.
• Schmidt, J. A., Shumow, L., & Kacker, H. (2012). Associations of participation in service activities with academic, behavioral, and civic outcomes of adolescents at varying risk levels. Journal of Youth and Adolescence, 41(7), 932-947.
• Shumow, L., & Schmidt, J. A. (2013). Academic grades and motivation in high school science classrooms among male & female students: Associations with teachers' characteristics, beliefs, and practices. In R. Haumann & G. Zimmer (Ed.), Handbook of Academic Performance: Predictors, Learning Strategies and Influences of Gender (pp. 53-72). Nova Scientific.
• Shumow, L., & Defrates-Densch, N. (2013). From Avoiding or Blaming Parents to Working with Parents. In Lipka, R. & Roney, K. (Eds.), Middle Grades Curriculum: Voices and Visions of the Self-Enhancing School (pp. 119-139). Charlotte NC: Information Age Publishing.
• Lyutykh, E., & Shumow, L. (2013). Family engagement in heritage language and literacy. In H, Kreider, M. Caspe, & D. Hiatt-Michael (Ed.), Promising Practices for Engaging Families in Literacy (pp. 59-72). Charlotte North Carolina: Information Age Publishing.

Companion website for 2013 book, Empowering teachers to enhance adolescents motivation for science: Research based strategies for teaching male and female students.