Associate Professor School of Educational Foundations, Leadership and Policy 568 Education 419-372-7343 shorner@bgsu.edu
Education
Ph.D. Educational Psychology, Specialization: Learning, Development, and Instruction; Subspecialization: Literacy. City
University of New York (CUNY), Graduate School and University Center. Dissertation Topic: The effects of observational learning on preschoolers' letter-name knowledge. Awarded May, 1998.
M.Phil. Educational Psychology, CUNY, Graduate School and University Center. Awarded May, 1997.
B.A. Psychology, Western Michigan University. Awarded May, 1988.
Courses taught
EDFI 3010 Educational Psychology Applied to Early Childhood
EDFI 3020 Educational Psychology
EDFI 6270 Development of the Elementary School Child
EDFI 6710 Life-Span Development
Research Interests
Emergent literacy issues, specifically alphabet learning & environmental print
Self-regulated learning, specifically related to reading
Motivation, specifically related to reading
Recent Publications
Journal Editorship
Horner, S. L., & O'Connor, E. A. (Eds., 2007). Helping beginning & struggling readers and writers develop self-regulated strategies. Special issue of Reading and Writing
Quarterly, 23.
Journal articles
Horner, S. L., Bhattacharyya, S., & O'Connor, E. A. (In Press: April 2008). Modeling: It's more than just imitation. Childhood Education,
Horner, S. L., & O'Connor, E. A. (2007). Developing self-regulation within the Reading Recovery context. In S. L. Horner &
E. A. O'Connor (Eds.), Helping beginning & struggling readers and writers develop self-regulated strategies. Special issue of Reading and Writing
Quarterly, 23, 97-106.
Horner, S. L., & O'Connor, E. A. (2007). Introduction to the special issue. In S. L. Horner & E. A. O'Connor (Eds.), Helping beginning & struggling readers and writers develop self-regulated strategies. Special issue of Reading and Writing
Quarterly, 23, 1-5.
Horner, S. L. (2005). Categories of environmental print: All logos are not created equal. Early Childhood Education Journal, 33, 113-119.
Horner, S. L. (2004). Observational learning during shared book reading: The effects on preschoolers' attention to print and
letter knowledge. Reading Psychology: An International Quarterly, 25, 1-22.
Horner, S. L., & Gaither*, S. (2004). Attribution retraining instruction with a second-grade class. Early Childhood Education Journal,31, 165-170.
Horner, S. L., & Shwery, C. S. (2002). Becoming an engaged self-regulated reader. In S. J. Pape, B. J. Zimmerman, & F. M.
Pajares (Eds.), Becoming a self-regulated learner. Special issue of Theory into Practice, 41, 102-109.
Encyclopedia entries
Bhattacharyya, S., & Horner, S. L. (2007). Albert Bandura. In R. S. New & M. Cochran (Eds.), Early Childhood Education: An International Encyclopedia. Westport, CN: Greenwood Publishing.
Horner, S. L., & Bhattacharyya, S. (2007). Social Cognitive Theory. In R. S. New & M. Cochran (Eds.), Early Childhood Education: An International Encyclopedia. Westport, CN: Greenwood Publishing.
PROFESSIONAL SERVICE
Co-Chair -- Special Issue Group – Academic Studying and Self-Regulated Learning, American Educational Research Association
(AERA).
Proposal Reviewer -- AERA
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