PhD, University of Maryland, College Park
Division Director (Spring), Division of Educational Psychology, Research Methods, and Education Policy
Academic Program Coordinator, Educational Psychology
Phone: (703) 993-9175
Fax: (703) 993-2013
George Mason University
West Building 2104
4400 University Dr.
Fairfax, VA 22030
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.
- Student and Teacher Beliefs
- Academic Development
- 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.
Courses Taught This Semester
Other Courses Taught
- Principles of Learner Motivation (EDEP 551)
- Human Development (EDEP 632)
- Process of Learning and Development (EDEP 652)
- Directed Inquiry in Educational Psychology (EDEP 798)
- Thesis in Educational Psychology (EDEP 799)
- Teaching, Learning, and Cognition (EDEP 820)
- Education Research (EDRS 590)
- Quantitative Inquiry in Education (EDRS 620)
- Quantitative Methods in Educational Research (EDRS 811)
- Directed Reading, Research, and Individual Projects (EDUC 598)
- Independent Study for the Doctor of Philosophy in Education (EDUC 897)
- Advanced Internship in Education (EDUC 994)