Danielle N. Berry

GSC Junior Co-Chair, AERA Division C

Ph.D. Student, Educational Psychology

Graduate Teaching Assistant

University of Oklahoma

About Me

I am a doctoral student in the Department of Educational Psychology at The University of Oklahoma. Prior to my Ph.D. studies, I received a B.A. in Elementary Education, Mathematics from Michigan State University. I then spent time teaching in Flint, Michigan. I completed my first year of doctoral studies at Virginia Commonwealth University and then accepted the opportunity to transfer to OU. My research broadly focuses on teachers' and students' cognitive and motivational experiences in STEM. Recently, I was awarded a National Science Foundation Graduate Research Fellowship (NSF GRFP) to investigate pre-service teachers’ cognitive load during math instruction and it’s motivational and attritional consequences.

Research

My research broadly focuses on two interrelated lines of inquiry:

(1) I study the interplay of teacher experiences with cognitive load in STEM and its motivational and attritional consequences.

(2) I explore motivational and feedback experiences for secondary students in STEM classrooms.

EXTERNALLY FUNDED PROJECTS

2023

National Science Foundation Graduate Research Fellowship Program (NSF GRFP) Recipient (funded; $147,00).

Berry, D. N. National Science Foundation Graduate Research Fellowship Program. Measuring pre-service teachers’ experiences with cognitive load during math instruction and its consequences for efficacy, burnout, and retention: A multi-study and multi-method investigation. (funded; $147,000)

2022

American Educational Research Association (AERA) Division C Grant Competition Shark Tank Finalist & People’s Choice Award Recipient (funded; $1,000)

Braxton, D. & Berry, D. N. (2022, April). Black special education students’ motivational and feedback experiences in middle school mathematics: Understanding intersecting experiences. Research proposal presented at the Annual American Educational Research Association. San Diego, CA.

2022

American Psychological Association (APA) Division 15 Research Grant (funded: $4,900)

Koenka, A. C., Nicolai, K. D., Braxton, D., Gray, D. L., & Berry, D. N. APA Division 15 Research Grant. Mathematics tracking, feedback experiences, and motivation in Black and Latiné students: A community-engaged exploration and extension. (Funded; $4,900).

TRAVEL AWARDS

2023

Jeannine Rainbolt College of Education Research and Travel Fund, University of Oklahoma (funded; $645).

2023

Teaching Educational Psychology Graduate Student Travel Award, American Educational Research Association (funded; $125).

JOURNAL ARTICLES

Mitchell, K. M., Zumbrunn, S., Berry, D. N., & Demczuk, L. (2023). Writing Self-Efficacy in Postsecondary Students: a Scoping Review. Educational Psychology Review, 35(3), 82. https://doi-org.ezproxy.lib.ou.edu/10.1007/s10648-023-09798-2

MANUSCRIPTS UNDER REVIEW & IN PREPARATION

Danielson, R. W., Heddy, B. C., Ramazan, O., Gan, K., Gill, K., & Berry, D. N. (revise and resubmit). Conceptual contamination: Investigating the impact of misinformation on conceptual change and inoculation strategies.

Koenka, A. C., & Berry, D. N., (initial proposal accepted; second proposal in preparation). The motivational consequences of grades: Towards more equitable grading practices.

Berry, D. N., Bae, C. L., & Koenka, A. C. (in preparation). Are we asking too much of teachers Understanding teachers' experiences with cognitive load.

Koenka, A. C., Dent, A. L., Corpus, J. H., Nicolai, K. D., Berry, D. N., Taylor, M., & Ruiz Brown, A. (in preparation). Can a growth mindset intervention overcome persistent messages about the stability of intelligence?

Koenka, A. C., Nicolai, K. D., Braxton, D., Wallace, M. K., Berry, D. N., & Graham, S. (in preparation). Feedback as a vehicle for promoting and preventing equity: A motivational perspective.

RESEARCH IN PROGRESS

Koenka, A. C., Graham, S., Cheng, S., Nicolai, K. D., Braxton, D., Wallace, M. K., Berry, D. N., & Gray, D. L. (in progress – data collection). Math tracking, feedback experiences, and motivation in Black youth: A mixed methods investigation.

Koenka, A. C., Nicolai, K.D., Zumbrunn, S. K., Berry, D. N., Taylor, M. L., & Barnes, N. (in progress – data collection). K-12 students’ perceptions of feedback: A systematic review.

Koenka, A. C., Nicolai, K. D., Gray, D. L., Berry, D. N., Anderman E. M., Wigfield, A. (in progress - data collection). How, when, and why should theoretical integration occur in the motivation literature? A second-order systematic review.

Zumbrunn, S. K., Broda, M., *Berry, D. N., Nicolai, K. D., *Taylor, M. L., *Wallace, M. K., & *Wineland, T. (in progress – data collection, data analysis). The pathways to belonging and engagement project: Testing a tailored social belonging intervention at an urban public university. *Signifies equal contribution.

Experience

TEACHING

Higher Education

2023

Instructor of Record for EIPT 3473: Learning, Development, and Assessment for Teachers at The University of Oklahoma. 3 credit hours. Lecturing, course preparation, grading, exam development.

2022

Teaching Assistant for EIPT 3473: Learning, Development, and Assessment for Teachers at The University of Oklahoma. 3 credit hours. Lecturing, grading, exam development, course preparation.

K-12

2018-2021

Guest and Summer Enrichment Teacher, Flint Cultural Center Academy, Flint Public Schools, Kindergarten-4th grade.
Student Co-Teacher, Lyons Elementary, Lansing Public School District, 1st grade.
Student Teacher at Marble Elementary, East Lansing Public Schools, 3rd grade.
Student Teacher at Cavanaugh STEAM Elementary, Lansing Public School District, 1st grade.

PROFESSIONAL

2022- present

Graduate Assistant for Dr. Alison Koenka at The University of Oklahoma, Norman, OK.

2021-2022

Graduate Assistant for Dr. Sharon Zumbrunn at Virginia Commonwealth University, Richmond, VA.

2020-2021

Lab Manager for Dr. Lisa Linnenbrink-Garica for the Michigan State Motivate Lab in the department of Educational Psychology and Educational Technology, Michigan State University, East Lansing, MI.

2019-2021

Research Assistant for Dr. Lisa Linnenbrink-Garica in the department of Educational Psychology and Educational Technology, Michigan State University, East Lansing, MI.

Graduate

Undergraduate

Presentations

Pictured: Danielle Berry (Ph.D, Student),

Destini Braxton (Teacher, Ph.D. Student)

Pictured: Danielle Berry (Ph.D, Student),

Destini Braxton (Teacher, Ph.D. Student)

Pictured: Molly Taylor (Ph.D. Student),

Danielle Berry (Ph.D, Student)

2023

Berry, D. N., Koenka, A.C., & Gill, K. S. (2023, August). How Do Pre-Service Teachers Experience Cognitive Load? A Piloted Measure. Poster to be presented at the American Psychological Association Annual Meeting, Washington, D.C.

Berry, D. N., Koenka, A. C., & Gill, K., S. (2023, April). Pre-service teachers' cognitive load: A pilot study. Paper to be presented at the Annual Meeting of the National Consortium of Instruction and Cognition, Chicago, IL.

Berry, D. N. (2023, April). Piloting a measure for pre-service teachers' cognitive load. Research to be presented at the Motivation Sig Graduate Student In-Progress Research Event at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Braxton, D., & Berry, D. N. (2023, April). Shark Tank Competition Research In Progress Update: Black Special Education Students' Motivational and Feedback Experiences in Middle School Mathematics: Understanding Intersecting Experiences. Research to be presented at the Annual Meeting of the American Educational Research Association. Chicago, IL.

Koenka, A. C., Nicolai, K. D., Braxton, D., Wallace, M. K., Berry, D. N., & Graham, S. (2023, April). Feedback as a vehicle for promoting and preventing equity: A motivational perspective. Paper to be presented at the Annual Meeting of the American Educational Research Association. Chicago, IL.

Berry, D. N., Koenka, A. C., & Gill, K. S. (2023, August). How Do Pre-Service Teachers Experience Cognitive Load? A Piloted Measure. Poster to be presented at the American Psychological Association Annual Meeting, Washington, D.C.

Taylor, M. L., Nicolai, K. D., Zumbrunn, S., Braxton, J., Berry, D. N., Koenka, A. C., & Barnes, N. (2023, August). A Systematic Review of Academic Feedback Perceptions in Undergraduate Education. Poster to be presented at the American Psychological Association Annual Meeting, Washington, D.C.

2022

Nicolai, K. D., Garries, R., *Berry, D. N., *Braxton, D. *Meekins, D., *Taylor, M., *Wallace, M. K., *Walls, K. H., *Wineland, T., & Koenka, A. C. (2022, August). Evidence-based practices for teaching human development guided by theory and personal experience. Symposium presented at the Annual Meeting of the American Psychological Association. Minneapolis, MN. *Signifies equal contribution.

Braxton, D., Koenka, A. C., & Berry, D. N. (2022, March). Understanding two intersecting social experiences among black special education middle school students. [Poster presentation]. Virginia Commonwealth University School of Education Research Colloquium, Richmond, VA.

Taylor, M. L., Berry, D. N., *Delay, K., *Banjade, V., *Joy, J., *Nicolai, K., *Ross, E., *Sekhon, N., *Wineland, T., & Zumbrunn S. K. (2022, March). Pathways to belonging and engagement: Testing a tailored social belonging intervention for university students. [Poster Presentation]. Virginia Commonwealth University School of Education Research Colloquium, Richmond, VA.

2021

Lee, A. A., Alberts, K. M., Berry, D. N., & Geletzke, M. (2021, April 14). You can do it!: How to support student motivation in your teaching. [Invited talk]. Virtual Lunch & Learn Best Practices in Teaching Series, Michigan State University, East Lansing, MI.

Berry, D. N., Priniski, S. J., Walton, S. P., Breidis, D., & Linnenbrink-Garcia, L. (2021, March). How female self-efficacy and identity predict persistence in engineering. [Poster Presentation]. Undergraduate Research and Arts Forum (UURAF), Michigan State University, East Lansing, MI.

2020

Berry, D. N., Koskiewicz, R., He, D., Murray, H., Shin, S., Linnenbrink-Garcia, L., Schmidt, J., Liu, P., & Priniski, S. (2020, March). Examining how teachers both support and undermine students’ self-efficacy. [*Poster Presentation]. Undergraduate Research and Arts Forum (UURAF), Michigan State University, East Lansing, MI. *Presentation Delayed due to COVID-19.

Berry, D. N., Koskiewicz, R., He, D., Murray, H., Shin, S., Linnenbrink- Garcia, L., Schmidt, J., Liu, P., & Priniski, S. (2020, August). Examining how teachers both support and undermine students’ self-efficacy. [Poster Presentation]. Mid-Michigan Symposium for Undergraduate Research Experiences (Mid-SURE), Michigan State University, East Lansing, MI.

REACH OUT

Danielle (Dani) N. Berry

berrydn@ou.edu

connect with me