Maleka Donaldson serves as an Associate Professor of Education & Child Study at Smith College, where she focuses on the learning sciences and STEM teaching methods at the elementary level. With a background as a former classroom teacher, she brings practical experience to her academic work and teacher education. Ed.D., Harvard University Ed.M., Harvard University A.B., Harvard University Dr. Donaldson's research primarily examines how teachers and students respond to mistakes in classroom settings, with particular attention to how these interactions shape instruction in real-world contexts. Her work explores the dynamics of error processing in early childhood education, investigating how mistakes can be leveraged as learning opportunities rather than failures. She has developed significant expertise in understanding how classroom interactions around errors influence student learning trajectories, particularly in kindergarten settings where foundational learning attitudes are formed. Her approach integrates cognitive psychology with practical classroom applications, emphasizing the importance of creating learning environments where mistakes are viewed as essential components of the educational process. Analysis of her recent publications reveals a consistent thematic focus on mistake-based learning across educational contexts. Her work spans diverse settings including urban public schools, elite institutions, and kindergarten classrooms, examining how different educational environments handle student errors. The research demonstrates an evolution from theoretical explorations of mistake processing to practical applications for teacher preparation and classroom practice. A recurring theme is the examination of risk-taking behavior in learning contexts and how educators can foster environments where students feel safe to make and learn from mistakes. Her scholarship bridges educational theory with practical classroom applications, particularly in early childhood settings where foundational attitudes toward learning are formed. Dr. Donaldson's advising and professional contributions reflect her commitment to improving teacher preparation and classroom practice. As a teacher educator, she works closely with pre-service and in-service teachers to develop strategies for effectively responding to student mistakes. Her research informs teacher development programs that emphasize the importance of mistake-responsive teaching practices. She has contributed to educational discourse through numerous publications and presentations on classroom interactions, with particular focus on how teachers can transform student errors into productive learning moments.
