Campus: Blacksburg Campus
(Ph.D. in in Curriculum and Instruction)
Instructions: Residential/On Campus
Our students engage in research that leads to evidence-based decisions that positively affect teaching and learning.
“The Educational Psychology program at Virginia Tech helped me grow both personally and professionally. I learned a great deal about myself as a learner, researcher, and scholar. I worked with people who were not just my professors, but they were my advisors and mentors as well.”
"I graduated from the Educational Psychology program at Virginia Tech feeling very well prepared to meet my professional and personal goals. It was a venue that consistently encouraged intellectual discussion and interactions, which pushed me to think and consider, read and ponder, and generally fostered a scholar’s mindset. I was able to develop and hone my academic writing, quantitative research, and qualitative research skills in courses and while engaging in rigorous and authentic research studies in real-world settings with personally relevant topics. All of this was offered in an opportunity-rich environment with mentors whom I felt genuinely cared about my success and personal goals.”
“The Educational Psychology program at Virginia Tech strikes a fabulous balance between the theoretical and the pragmatic, between the art and philosophy versus the science of learning. The program prepared me to both ask and answer intellectually interesting questions, to employ rigorous and appropriate quantitative and qualitative methodologies in research and evaluation, and to respect the unique nature of individual learners and the contexts in which they develop.”
Chittum, J. R., Jones, B. D., Akalin, S., & Schram, A. B. (2017). The effects of an afterschool STEM program on students’ motivation and engagement. International Journal of STEM Education, 4(11), 1-16. doi:10.1186/s40594-017-0065-4
Jones, B. D., Sahbaz, S., Schram, A. B., & Chittum, J. R. (2017). Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: Results from the U.S. and Iceland. International Journal of Science Education. Advance online publication. doi:10.1080/09500693.2017.1319093
Jones, B. D., Chittum, J. R., Akalin, S., Schram, A. B., Fink, J., Schnittka, C.,…Brandt, C. (2015). Elements of design-based science activities that affect students’ motivation. School Science and Mathematics, 115(8), 404-415. doi:10.1111/ssm.12143
Schram, A. B., & Jones, B. D. (2016). A cross-cultural adaptation and validation of the Icelandic version of the MUSIC Model of Academic Motivation Inventory. Icelandic Journal of Education, 25(2), 159-181.
Ruff, C., & Jones, B. D. (2016). Becoming a scientist: Using first-year undergraduate science courses to promote identification with science disciplines. International Journal for the Scholarship of Teaching and Learning, 10(2). Retrieved from http://digitalcommons.georgiasouthern.edu/ij-sotl/vol10/iss2/12/
Gardner, A. F., & Jones, B. D. (2016). Examining the Reggio Emilia approach: Keys to understanding why it motivates students. Electronic Journal of Research in Educational Psychology, 14(3), 602-625.
Visit our office at 225 War Memorial Hall, Blacksburg, VA 24061
*Fall: January 15
*Fall: January 15
*Deadline for early decision admission with full funding consideration for Fall: January 15. Applicants may apply after this date. Please contact program leader for further information.
Dr. Brett Jones
School of Education (0313)
Blacksburg, VA 24061
Program Support Technician
225 War Memorial Hall
Virginia Tech Blacksburg, VA 24061
School of Education
226 War Memorial Hall (0313)
370 Drillfield Drive
Blacksburg, VA 24061