معرفی
Sheri L. Berkeley is a Professor in the Department of Special Education within the College of Education and Human Development at George Mason University. She holds a PhD from George Mason University (2007) and serves as Principal Investigator for an NSF-funded STEM project while teaching doctoral courses including EDRS 810 and EDUC 998/999. Her academic appointments include affiliation with the Helen A. Kellar Institute for Human disAbilities.
- PhD, George Mason University (2007)
Berkeley's research centers on improving self-regulation of learning for adolescents with learning disabilities, particularly in reading comprehension and STEM contexts. She investigates strategy instruction through project-based learning and serious educational game development, focusing on how students with reading disabilities develop metacognitive skills during complex science activities. Her work bridges cognitive theory with classroom applications, emphasizing evidence-based interventions that accommodate diverse learners in inclusive settings.
Analysis of her recent publications reveals strong emphasis on co-teaching effectiveness, reading intervention methodologies, and STEM accessibility for students with disabilities. Her work consistently applies meta-analytic approaches to evaluate instructional strategies while exploring innovative measurement techniques for self-regulated learning processes in authentic classroom contexts.
- Outstanding Achievement and Academic Excellence for PhD Award (George Mason, 2007)
- Award for Outstanding Doctoral Level Research (Council for Exceptional Children, 2007)
- George Mason 2015-16 Emerging Researcher/Scholar/Creator Award
- Immediate Past President, International Council for Learning Disabilities
Berkeley currently leads NSF project DRL-1420448 ($813,329) investigating self-regulation of students with learning disabilities during project-based science activities, including development of Serious Educational Games about renewable energy. This includes a supplemental REU grant ($11,534) fostering undergraduate research careers. Her grant work demonstrates strong interdisciplinary collaboration between special education, STEM education, and educational technology researchers. She has advised numerous doctoral students through dissertation committees and developed significant grant-writing expertise reflected in her EDRS 885 course.
Her research operates through the STEM-UP project at the Helen A. Kellar Institute for Human disAbilities, where her team employs contemporary self-regulation measurement approaches during game-based science learning. The project involves cross-disciplinary collaboration between special educators, science educators, and game designers to create accessible STEM experiences for students with learning disabilities.
