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Carla Firetto

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Assistant Professor
Faculty, WEST Campus, Mailcode 3151
Biography: 

Carla Firetto is an assistant professor of educational psychology. The overarching focus of her research aims to facilitate students’ high-level comprehension of complex texts and content. Toward this end, she examines ways to help students from primary grades through post-secondary education integrate across texts and think more critically and analytically. Professor Firetto’s research in this area focuses on identifying the individual differences that account for variation in students’ ability to comprehend and integrate between multiple, complex texts as well as the mechanisms (e.g., small-group classroom discussions) that promote students’ comprehension and integration processes. 

Education: 
  • Ph.D. Educational Psychology, The Pennsylvania State University 2013
  • M.S. Educational Psychology, The Pennsylvania State University 2007
  • B.A. Psychology/Sociology,  Thiel College, Greenville, PA. 2005
Research Interests: 
  • Multiple Text Integration
  • Classroom Discourse
Publications: 

 Lobczowski, N. G., Allen, E. M., Firetto, C. M., Greene, J. A., & Murphy, P. K. (2020). An exploration of social regulation of learning during scientific argumentation discourse. Contemporary Educational Psychology, 63(4), 1-17. https://doi.org/10.1016/j.cedpsych.2020.101925

Murphy, P. K., Ebersöhn, L., Funke, M. F., & Firetto, C. M. (2020). Exploring the structure and content of discourse in remote, rural South African classrooms. South African Journal of Education, 40(2), 1-11.

Firetto, C. M., Murphy, P. K., Greene, J. A., Li, M., Wei, L., Montalbano, C., Hendrick, B., & Croninger, R. M. V. (2019). Bolstering students’ written argumentation by refining an effective discourse intervention: Negotiating the fine line between flexibility and fidelity. Instructional Science, 47, 181-214. https://doi.org/10.1007/s11251-018-9477-x

Wei, L., Firetto, C. M., Murphy, P. K., Li, M., Greene, J. A., & Croninger, R. M. V. (2019). Facilitating fourth-grade students’ written argumentation: The use of an argumentation graphic organizer. The Journal of Educational Research, 112(5), 627-639. https://doi.org/10.1080/00220671.2019.1654428

Firetto, C. M., & Van Meter, P. N. (2018). Inspiring integration in college biology students reading multiple texts. Learning and Individual Differences, 65, 123-134. https://doi.org/10.1016/j.lindif.2018.05.011

Murphy, P. K., Greene, J. A., Firetto, C. M., Hendrick, B., Li, M., Montalbano, C., & Wei, L. (2018). Quality Talk: Developing students’ discourse to promote high-level comprehension. American Educational Research Journal, 55(5), 1113-1160. https://doi.org/10.3102/0002831218771303  

Wei, L., Murphy, P. K., & Firetto, C. M. (2018). How can teachers facilitate productive small-group talk? An integrated taxonomy of teacher discourse moves. Elementary School Journal, 118(4), 578–609. https://doi.org/10.1086/697531

Spring 2021
Course NumberCourse Title
EDP 311Ed Psych for Future Teachers
TEL 504Learning and Instruction
Fall 2020
Course NumberCourse Title
EDP 311Ed Psych for Future Teachers
Spring 2020
Course NumberCourse Title
EDP 311Ed Psych for Future Teachers
Fall 2019
Course NumberCourse Title
EDP 311Ed Psych for Future Teachers
Summer 2019
Course NumberCourse Title
EDP 310Ed Psychology for Non-Teachers
Fall 2018
Course NumberCourse Title
EDP 311Ed Psych for Future Teachers
Summer 2018
Course NumberCourse Title
EDP 313Childhood and Adolescence
Spring 2018
Course NumberCourse Title
TEL 215Intro to Child&Adolescent Dev
TEL 504Learning and Instruction
Fall 2017
Course NumberCourse Title
EDP 311Ed Psych for Future Teachers