Judith Herb College of Education



Academic Programs

Contact Us

Department of Educational Foundations & Leadership
The University of Toledo
Main Campus
Gillham Hall, 5th floor
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Mailing address:
The University of Toledo
Main Campus
MS 921
Toledo, OH 43606-3390

Department Secretary:
Ruth Ann Easterwood
Gillham Hall Room 5000

Staff Webpage

Department Chair:

Dr. Edward Janak
Gillham Hall Room 5000C
(419) 530-4114

Educational Psychology Program

Publications from Program Faculty and Students

Below are selected publications by faculty and students in the Educational Psychology program. The articles are categorized by author and some have a link to the abstract or to the full article. For more information about a specific article, please contact the faculty member or department (419-530-2461).  



Dr. Lisa Pescara-Kovach

Pescara-Kovach, L. (2005). School Shootings and Suicides: Why We Must Stop the Bullies. Pearson Publishers.
Pescara-Kovach, L. (accepted for publication). Parenting: The Frontline in Bullying Prevention. eHearsay Journal.
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Dr. Revathy Kumar

 Journal Publications

Kumar, R., & Hamer, L. (2013). Preservice teachers’ attitudes and beliefs toward student diversity and proposed instructional practices: A sequential designJournal of Teacher Education64 (2), 162-177.

Kumar, R., Seay, N., & Karabenick, S., (2011). Shades of White: Identity status, stereotypes, prejudice, and xenophobia.Educational Studies: A Journal of the American Educational Studies Association, 47 (4), 347–378.

Kumar, R. (2006). Students’ experiences of home-school dissonance: The role of school academic culture and perceptions of classroom goal structuresContemporary Educational Psychology, 31, 253–279.

Arunkumar, R., Midgley, C., & Urdan, T. (1999).  Perceiving high or low home-school dissonance: Longitudinal effects on adolescent emotional and academic well beingJournal of Research on Adolescence, 4, 441–466.

Midgley, C., Arunkumar, R., & Urdan, T. (1996). “If I don’t do well tomorrow, there’s a reason.”  Predictors of the use of self-handicapping strategies in middle schoolJournal of Educational Psychology, 88, (3), 323–334.


Book Chapters

Kumar, R., & Alvarado, A. (2013). Teachers’ cultural and professional identities and student outcome. In J. Hattie & E. M. Anderman (Eds.) International guide to student achievement (pp. 250-253). New York: Routledge

Kumar, R., Seay, N., Warnke, J., H. (2012). Risk and resilience in adolescents’ transnational school transitions: Academic motivation and psychological well-being. In S. Karabenick & T. Urdan (Eds.), Advances in Motivation and Achievement: Vol. 17.Emerald Group Publishing, Ltd.

Kumar, R., & Maehr, M.L. (2010). Schooling, cultural diversity and student motivation. In J. L. Meece & J. Eccles (Eds. pp. 308–323), Handbook of schools, schooling and human developmentNew York, NY: Routledge.

Kumar, R., & Karabenick, S. (2009). Creating productive learning environments in culturally pluralistic classrooms. In L.J. Saha & A.G. Dworkin (Eds.), The new international handbook of research on teachers and teaching(pp. 653–657). Springer Publishing Co.

Kumar, R. (2008). The memorable Sister Candida and her passion for poetry. In F. Pajares & T. Urdan (Eds.), Adolescence and education: Making a teacher eternal: Scholars describe the teacher who made a difference, 6th ed(pp. 31–42). Charlotte, NC: Information Age Publishing.

Kumar, R., & Maehr, M.L. (2007). Cultural interpretations of achievement motivation: A situated perspective. In F. Salili & R. Hoosain (Eds.), Culture, motivation, and learning: A multicultural perspective (pp. 43-66). Greenwich, CT: Information Age Publishing.

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Last Updated: 6/9/16