Sherri Horner

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

EIEC 2100 Inclusive Perspectives on Early Childhood Education (blended)

EDFI 3010 Educational Psychology Applied to Early Childhood (face to face)

EDFI 6300 Psychological Foundations of E­Learning (On­line)

EDFI 6710 Life­Span Development (blended, face to face, on­line)

EDFI 6720 Psychological Foundations of Education (face to face)

EDFI 6750 Cross-cultural Human Development & Learning (face to face) 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

EDFI 6770 Contemporary Theory and Research

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. (April 2008). Modeling: It's more than just imitation.Childhood Education,84, 219-222.

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