Sheila Landers Macrine

Sheila L. Macrine, Ph.D. is a US-based professor, educator, and cognitive psychologist. She currently serves as a full professor at the University of Massachusetts Dartmouth, where she directs the Special Education Program. Macrine is best known for her scholarship that focuses on embodied cognition, embodied learning, cognitive neuroscience, translational educational research, and critical feminist theory.
Macrine has been recognized for her scholarship, leadership, teaching, and activism in the field of education and for her mentorship of faculty, students, and colleagues. She has also received certification in Elementary, Secondary, Special Education, Social Studies, Curriculum Supervisor, and School Psychology.
Macrine throughout her career has published numerous books and research articles. She also serves on the editorial boards of Frontiers in Educational Psychology, Journal of Curriculum and Pedagogy, International Journal of Progressive Education, Journal of Educational Policy, and The SoJo Journal-Ed. Foundations and Social Justice Education, Applied europsychology-Child, and Journal for Critical Education Policy Studies.
==Education==
Macrine earned a bachelor’s degree in Sociology from the University of Massachusetts. After receiving her master’s degree from Temple University, she went on and completed two Phds one in Psychological Studies in Education and the other in the Educational Psychology Program.
==Career==
Macrine started her career in 1978 as a classroom teacher at a public school. She served in this position for over a decade and then became a reading specialist and school psychologist. In 1994, Macrine joined Saint Joseph’s University, as an associate professor. She also served as the director of the Reading and Special Education Programs.
In 2006, after her exit from Saint Joseph’s University, Macrine joined Montclair State University’s Department of Curriculum and Teaching as an associate professor. Five years later, Macrine became a professor at the University of Massachusetts-Dartmouth in its Department of Stem Education and Teacher Development where she currently works.
Macrine has authored several books throughout her academic career. Her most recent publication, Movement Matters: How Embodied Cognition Informs Teaching and Learning (2022), released by MIT Press, explores the application of embodied cognition to enhance teaching practices and student learning.
In 2021, Macrine co-authored Transnational Feminist Politics, Education, and Social Justice, examining the intersection of transnational feminist politics, education, and social justice. Her 2020 publication, the second edition of Critical Pedagogy in Uncertain Times: Hope and Possibilities, addresses the role of critical pedagogy in navigating uncertainty and fostering hope.
In addition to her books, Macrine has contributed numerous articles to journals such as the International Journal of School and Educational Psychology, Oxford Research Encyclopedias-Education, and Teachers College Record. Her research interests encompass embodied cognition, cognitive development, alternative assessment, and the learning sciences. Notable works include "Toward a Dialogical Mediated Action Approach to Reading Remediation," published in Frontiers in Education (2021), and her work on inclusive education, featured in Knowledge & Power in the Global Economy.
==Scholarships==
Macrine’s scholarship evolved into two arcs. Her primary focus is cognitive psychology research which includes translating embodied cognition’s neuroscience findings for the Learning Sciences to promote science-based understandings of body-based learning. Her educational policy research connects cultural, political, and institutional contexts of critical feminist pedagogy in education related to democracy, the public sphere, and social imagination. 
Macrine's most recent empirical research on Embodied Cognition Research focuses on translating and applying Embodied Cognition's neuroscience applications to teaching and learning. This research shows that embodied learning improves and promotes memory and learning. Embodied Cognition scientifically endorses and advances sensorimotor learning and offers potentially useful tools for educators’ understanding of teaching and learning. Macrine and Fugate created a Translational Learning Sciences Research model in 2021 to help teachers and students understand and disseminate the latest teaching applications in embodied cognition from neuroscience, psychology, and cognitive science.
==Organizations==
In 2006, Macrine was elected Chair of the Masses Sig at AERA, where she served for eight years in various capacities. In 2007, Macrine was appointed to The Executive Committee of the International Association of Educators (INASED). INASED announced the selection of Professor Sheila Macrine to serve as a Director of the Advisory Board, in the Academic Division of Special Education. She was named as the Paulo Freire SIG's Program Chair in 2018 and two years later was chosen Chair of AERA's Paulo Freire SIG for a three-year term in 2020. 
==Books and journals==
===Books===
* Macrine, S.L & Fugate, J.B. (2022). Movement Matters: How Embodied Cognition Informs Teaching and Learning. Cambridge, MA: MIT Press.
* Edling, S. & Macrine, S.L. (2021). Transnational Feminist Politics, Education and Social 	Justice: Post Democracy and Post Truth. London, Eng: Bloomsbury Press. ISBN: 	9781350174467
* Macrine, S. L. (2020). Critical Pedagogy in Uncertain Times: Hope and Possibilities, 2nd edition. New York, NY: Palgrave Macmillan. 
* Macrine, S. (2012). Critical Pedagogy in Uncertain Times: Hopes and Possibilities (ed.) Paperback Edition. New York, NY: Palgrave Macmillan. 
* Macrine, S., McLaren, P. & Hill, D. (2010). Revolutionizing Pedagogy: Education for Social Justice Within and Beyond Global Neoliberalism (Eds.). New York, NY: Palgrave Macmillan.
* Kelsh, D., Hill, D., & Macrine, S. (2010). Class in Education: Knowledge, Pedagogy, Subjectivity (eds.). London: Routledge. 
* Macrine, S. (2009). Critical Pedagogy in Uncertain Times: Hopes and Possibilities (ed.) New York, NY: Palgrave Macmillan. 
===Selected Peer Reviewed Chapters and Journal Articles===
* Macrine, S., & Fugate, J. (2022). Embodied Cognition and its Educational Significance. In S.L. Macrine and J.B. Fugate, Movement Matters: How Embodied Cognition Informs 	Teaching and Learning, pp.13-38. Cambridge, MA: MIT Press. 
* Macrine, S.L. & Edling, S. & (2021). The Refugee Crisis is a Feminist Issue. In S. Edling, and S.L Macrine, Transnational Feminist Politics, Education and Social Justice: Post Democracy and Post Truth. London, England: Bloomsbury Press. ISBN: 9781350174467.
* Macrine, S., & Fugate, J. (2020). Embodied cognition. In the Oxford Research Encyclopedia of Education. January 2020, Oxford University Press (OUP). 
* Kitonga, N., Macrine, S.L., Magill, K., & Rodriguez, A. (2020). Book Review Symposium: A Revolutionary Subject: Pedagogy of Women of Color and Indigeneity. Journal for Critical Education Policy Studies , Vol. 18, No.1, 2020, pp. 408-428. 
* Fugate, J. M. B., Macrine, S. L., & Cipriano, C. (2019). The role of embodied cognition for transforming learning. International Journal of School & Educational Psychology, 7(4)
* Macrine, S. L. (2017). Review Essay, Inside Our Schools: Teachers on the Failure and Future of Education Reform (ed. Brett Gardiner Murphy). HEP, Boston. In New York: Teachers College Press, 2018.
* Macrine, S. (2017). Capitalist Education. In K.R. Magill & A. Rodriguez (Eds.), Imagining education: Beyond the logic of neoliberal capitalism (pps. 167-178). Charlotte: Information Age Publishing. 
* Macrine, S. (2016). Essay Review of Hegemony and Education Under Neoliberalism: Insights from Gramsci by Peter Mayo. Antipode, July 2016. 
* Macrine, S. L. Heji, H., Sabri, A. and Dalton, S. (2015). Cross-Cultural Adaptation of a Developmental Assessment for Arabic Speaking Children with Visual Impairment. International Journal of School & Educational Psychology, 3, 256–266, DOI: 10.1080/21683603.2015.1082523 
* Macrine, S. (2014). Imagining a Global Democratic Public Sphere: Reclaiming Feminism, Schooling and Economic Justice, Gender Matters, postcolonial/Post-imperial Journal. 
* Goldstein, R., Macrine, S., and Chesky, N. (2012). Welcome to the New Normal: The News Media and Neoliberal Reforming Education. Journal of Inquiry and Action in Education: Vol. 4: Issue 1, Article 6. 
* Macrine, S. L. (2011) The War on Youth: An Essay Review. Education Review, 14 (7). 
* Macrine, S. (2010). Barriers Success for the Culturally and Linguistically Diverse Students. Peace Studies Journal, Vol. 3, Issue 1, pp.76-90, April 2010.
* Macrine, S. & Sabbatino, E., (2008). Dynamic Assessment and Remediation Approach: Using the DARA Approach to Assist Struggling Readers. Reading and Writing Quarterly: Overcoming Learning Difficulties. Vol. 24, Issue 1, 2008. (Contributed 70%).
* Macrine, S. (2008). Re-Democratize Higher Education ACADEME, Volume 93, Number 6. 
==Awards==
* 2012 - 2013: Citation of Merit, La Fundacion McLaren in conjunction from the Instituto McLaren for her outstanding contributions to revolutionary critical pedagogy in her book, Critical Pedagogy in Uncertain Times: Hopes and Possibilities.
* 2014: 1st Prize - Research Excellence Award in Social Sciences, Arts and Humanities, Qatar Foundation’s Annual Research Conference.
* 2020: Advisor Award, Kappa Delta Pi International Honor Society for contributions to the honor society and for leadership of the UMass Dartmouth Chapter: Alpha Eta Alpha.
==References==
Category:American professors
Category:American educators
Category:American people
Category:American authors
Category:University of Massachusetts alumni