College of Education and Human Development - George Mason University
Graduate School of Education - George Mason University

Our Graduate School of Education is the alma mater for one third of teachers and administrators in Northern Virginia’s world-class school systems. Each year, more than 3,000 graduate students enroll in our innovative academic programs, which include advanced study for teachers and school leaders, instructional design and technology, and a renowned PhD in Education program that is among the largest in the country.

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School of Recreation, Health, and Tourism - George Mason University

The School of Recreation, Health, and Tourism (SRHT) offers exciting, career-ready majors in dynamic fields such as athletic training, tourism and events management, health and physical education, kinesiology, sport management, and recreation management. SRHT features renowned faculty, cutting-edge research, six laboratories and centers, and a diverse student body of more than 1,000 undergraduate and graduate students each year. Each major requires one or more internship or clinical experiences, ensuring that students graduate not just with a transcript but with a resume that demonstrates their professional aptitude and skills.

PhD, University of Maryland, College Park
Professor
Division Director (Spring), Division of Educational Psychology, Research Methods, and Education Policy
Academic Program Coordinator, Educational Psychology
Research Methodology

Contact Information

Send email to Dr. Buehl

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

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

Profile

Michelle M. Buehl is an Associate Professor of Education affiliated with the Educational Psychology Program, Graduate 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 Psychology Review, and International Journal of Educational Research.

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

  • Buehl, M. M., & Alexander, P. A. (2006). Examining the dual nature of epistemological beliefs. International Journal of Educational Research, 45, 28-42.
  • Buehl, M. M. & Alexander, P. A. (2005). Motivation and performance differences among domain-specific epistemological belief clusters. American Educational Research Journal, 42, 697-726.
  • Alexander, P. A., Sperl, C. T., Buehl, M. M., Fives, H., & Chiu, S. (2004). Modeling domain learning: Profiles from the field of Special Education. Journal of Educational Psychology, 96, 545-577.
  • Buehl, M. M., & Alexander, P. A. (2004). Longitudinal and cross-cultural trends in young children's analogical and mathematical reasoning abilities. In L. English (Ed.) Mathematical and analogical reasoning of young children (pp. 47-76). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Alexander, P. A., Fives, H., Buehl, M. M., Mulhern, J. (2002). Teaching as persuasion. Teaching and Teacher Education, 18, 795-813.
  • Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain general or domain specific? Contemporary Educational Psychology, 27, 415-449.
  • Alexander, P. A., Buehl, M. M., & Sperl, C. T. (2001). The persuasiveness of persuasive discourses. International Journal of Educational Research, 3, 651-674.
  • Buehl, M. M., Alexander, P. A., Murphy, P. K., & Sperl, C. T. (2001). Profiling persuasion: The role of beliefs, knowledge, and interest in the processing of persuasive texts that vary by argument structure. Journal of Literacy Research, 33, 269-301.
  • Buehl, M. M., & Alexander, P. A. (2001). Beliefs about academic knowledge. [Special Issue: Knowledge and Beliefs] Educational Psychological Review, 13, 385-418.