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College of Education and Human Development - George Mason University

Dr. Michelle M. Buehl
PhD, University of Maryland, College Park
Division Director, Division of Educational Psychology and Research Methods
Academic Program Coordinator, Educational Psychology
Educational Psychology, PhD in Education
Research Methodology

Contact Information

Send email to Dr. Buehl

Phone: (703) 993-9175
Fax: (703) 993-2013
Email: mbuehl (

George Mason University
Fairfax Campus
West Building 2104
4400 University Dr.
MS 6D2
Fairfax, VA 22030


Michelle M. Buehl is a Professor of Education affiliated with the Educational Psychology Program, School of Education, College of Education and Human Development, George Mason University. She received her PhD in Human Development with a specialization in Educational Psychology in 2003 and her MA in Measurement, Statistics, and Evaluation in 2002, both from the University of Maryland, College Park.

Michelle's research interests focus on the role of student and teacher beliefs, particularly their beliefs about knowledge, in relation to learning, motivation, and academic development. She has published in outlets such as Journal of Educational Psychology, Contemporary Educational Psychology, American Educational Research Journal, Educational Psychologist, Theory into Practice, and Reading and Writing Quarterly, as well as handbooks and other edited volumes.

Michelle currently serves as the Division Director for the Division of Educational Psychology and Research Methods (2018-present) and the Academic Program Coordinator for the Educational Psychology Program (2017-present).  She has held leadership positions in professional organizations including the American Educational Research Association (AERA) and the American Psychological Association (APA).  For instance, she served as Program Chair for Division C (Learning and Instruction) and the Chair/Program Chair for the Teaching of Educational Psychology Special Interest Group within AERA and she is a Past President of APA Division 15 (Educational Psychology).  

Before joining the faculty at George Mason, Michelle was an Assistant Professor at the University of Memphis from 2003-2006. She received her BA from Hollins University (formerly Hollins College) in Roanoke, Virginia with a major in psychology.

Research Interests
  • Student and Teacher Beliefs
  • Motivation
  • Academic Development
Recent Publications
  • Vogler, J. & Buehl, M. M. (Eds.) (in press). Teaching learning for effective instruction. Theory to Practice: Educational Psychology for Teachers and Teaching series. Information Age Publishing.
  • Brophy, N., Brockelman-Post, M., Nordin, K., Miller, A. D., Buehl, M. M., & Vomund, J.* (2021).  Pandemic pedagogy: Elements of online supportive course design. Journal of Communication Pedagogy, 5, 64-83.
  • Klee, H. L., Buehl, M. M., & Miller, A. M. (2021). Strategies for alleviating students’ math anxiety: Control-value theory in practice. Theory into Practice.
  • Gallagher, M., Taboada Barber, A., Beck, J.*, & Buehl. M. M. (2019).  Academic vocabulary: Explicit and incidental instruction for students of diverse language backgrounds. Reading and Writing Quarterly, 35, 1-19.
  • Schallert, D., & Buehl, M. M. (2018). Celebrating a model of learning in academic domains with family and friends. In H. Fives & D. Dinsmore (Eds.), The model of domain learning: Understanding the development of expertise.  (pp. 73-85). New York, NY: Routledge.
  • Taboada Barber, A., Buehl, M. M., Beck, J. S., Ramirez, E., Gallagher, M., Nuland, L. R., & Archer, C. J. (2018). Literacy in middle school social studies: Influence of cognitive and motivational practices on the reading comprehension of English learners and non-English learners. Reading and Writing Quarterly, 34, 79-97. DOI: 10.1080/10573569.2017.1344942
  • Fives, H., Barnes, N., Buehl, M. M., Mascardri, J., & Ziegler, N. (2017).  Teachers’ epistemic cognition in classroom assessment. Educational Psychologist, 52, 270-283. DOI: 10.1080/00461520.2017.1323218
  • Fives, H., & Buehl, M. M. (2017). The functions of personal epistemology in learning how to teach. In G. Schraw, J. Lunn Brownlee, L. Olafson, & Vandervelt (Eds.), Teachers’ personal epistemologies: Evolving models for transforming practice. Charlotte, NC: Information Age Press
  • Taboada Barber, A., Buehl, M. M., & Beck, J. (2017). Dynamics of engagement and disaffection in a social studies classroom context. Psychology in the Schools, 54, 736-755. DOI: 10.1002/pits.22027
  • Fives, H., & Buehl, M. M. (2016). Teachers’ beliefs in the context of policy reform. Policy Insights from the Behavioral and Brain Sciences, 3, 114-121.
  • Buehl, M. M., & Fives, H. (2016).  The role of epistemic cognition in teacher learning and praxis.  In J. Greene, W. Sandoval, & I. Braten (Eds.) Handbook of epistemic cognition.  (pp. 247-264). New York, NY: Routledge Publishers.
  • Fives, H., & Buehl, M. M. (2016). Teacher self-efficacy and goal orientations. In K. Wentzel and D. Miele (Eds.) Handbook of motivation at school. (pp. 340-360). New York, NY: Routledge Publishers.
  • Taboada Barber, A., Gallagher, M., Smith, P., Buehl, M. M., & Beck, J. S. (2016). Examining student cognitive and affective engagement and reading instructional activities: Spanish-speaking English learners’ reading profiles. Literacy Research and Instruction. DOI: 10.1080/19388071.2016.1167987
  • Beck, J. S., Buehl, M. M., & Taboada Barber, A.  (2015). Students’ perceptions on reading and learning in social studies: A multi-method approach. Middle Grades Research Journal, 10, 1-16.
  • Buehl, M. M., & Beck, J. (2015). The relationship between teachers’ beliefs and practices. In H. Fives & M. Gregorie Gill (Eds.) International handbook of research on teachers’ beliefs (pp. 66-84). New York, NY: Routledge Publishers
  • Taboada Barber, A., Buehl, M. M, Kidd, J. K., Sturtevant, E., Richey, L. N., Beck, J. (2015). Reading engagement in social studies: Exploring the role of a social studies literacy intervention on reading comprehension, reading self-efficacy, and engagement in middle school students with different language backgrounds. Reading Psychology, 36, 31-85.  DOI: 10.1080/02702711.2013.815140