College of Education and Human Development - George Mason University

Dr. Angela Miller
PhD, University of Missouri-Kansas City
Associate Professor
Professor-in-Charge, Research Methodology
Educational Psychology

Contact Information

Send email to Dr. Miller

Phone: (703) 993-5590
Fax: (703) 993-3678
Email: amille35 (@gmu.edu)

George Mason University
Fairfax Campus
West Building 2007
4400 University Dr.
MS 6D2
Fairfax, VA 22030

Profile

Angela Miller is an Associate Professor in Research Methods and Educational Psychology. She earned her Interdisciplinary PhD in Mathematics & Statistics / Education in 2006 and her MA in Educational Research and Psychology in 2001, both from the University of Missouri-Kansas City. She also has a MA in French Language and Literature and a BA in French Language / Economics from the University of Kansas.

Her work is focused on the application of statistical analyses to social science research problems. Her research investigates students’ perceptions of their teachers and how these perceptions influence student motivation within the classroom context. She has published in journals such as Contemporary Educational Psychology, Journal of Educational Psychology, Teacher and Teacher Education, and Theory into Practice.

Dr. Miller primarily teaches doctoral-level courses in advanced statistics, but she also teaches master-level research methods classes. Some of these classes include Hierarchical Linear Modeling (EDRS 830), Quantitative Methods in Educational Research (EDRS 811), and Problems and Methods in Education Research (EDRS 810).

Dr. Miller was awarded the George Mason University Faculty Teaching Excellence award in 2017.

Before George Mason, Dr. Miller was an Assistant Professor in Educational Psychology from 2006 – 2008 at the University of Kentucky and a Research Assistant Professor from 2008 – 2012 in the Research Design and Analysis (RDA) unit of the Life Span Institute at the University of Kansas. Her K-12 teaching experience includes one year teaching middle school in Plano, Texas and six years teaching high school in North Kansas City, Missouri.


 

Research Interests

Dr. Millers research focuses on student motivation in the classroom context and has two main themes: (a) the impact of teacher behaviors and classroom characteristics on student motivation, specifically examining these factors from the student perspective and (b) the associated methodological issues with nested data (e.g. students with classrooms) and using student perception data to characterize the classroom environment.

Recent Publications

(* denotes current or former student; ^ denotes methodological contribution only)

Klee, H. K.* & Miller, A. D. (2019). Moving up! Or down? Mathematics anxiety in the transition from elementary to junior high school. Journal of Early Adolescence, 39, 1311-133. doi: 0.1177/0272431618825358

Lau, C.*, Kitsantas, A., Miller, A. D., & Rodgers, E. D. (2018). An exploratory study of elementary students’ perceived responsibility for learning, self-efficacy, and sources of self-efficacy in mathematics. Social Psychology of Education, 21,603-620.

^Portwood, S. G., Boyd, S. A., Nelson, E. B., Murdock, T. B., Hamilton, J., & Miller, A. D. (2018). A comparison of outcomes for children and youth in foster and residential group care across agencies. Children and Youth Services Review, 85, 19-25.

Miller, A. D., Ramirez, E. R.*, & Murdock, T. B. (2017). The influence of teachers’ self-efficacy on perceptions: Perceived teacher competence and respect and student effort and achievement. Teaching and Teacher Education, 64, 260-269.

Miller, A. D., Murdock, T. B., & Grotewiel, M. M. (2017). Addressing academic dishonesty among the highest achievers.  Theory into Practice, 56, 121-128.

Kilday, J. E.*, Lenser, M.*, & Miller, A. D. (2016). Considering students in teachers’ self-efficacy: Examination of a scale for student-oriented teaching. Teaching and Teacher Education, 56, 61-71.  doi:10.1016/j.tate.2016.01.025

Brez, C. C., Miller, A. D., & Ramirez, E. M*. (2015). Numerical estimation in children for both positive and negative numbers. Journal of Cognition and Development, 17, 341-358. doi:10.1080/15248372.2015.1033525