“My goal is to produce a nuanced portrayal of teaching that resonates with fellow educators while also offering a scholarly interpretation using concepts and principles from motivation theory as a new filter on their perceptions.”
Read more on my approach to Invisible Forces at the SUNY Press Blog
* indicates graduate student co-author
^ indicates teacher/practitioner co-author
Peer-reviewed articles:
Liu, P., ^Taylor, S., ^Colwell-Johnson, A., *Lee, A. A., McKinney, D., Harris, C. J., Linnenbrink-Garcia, L., Marchand, G. C., & Schmidt, J. A. (2023). Hearing all voices to promote learning orientation and effective collaboration. Science Scope, 46(7) 13-17. https://www.nsta.org/science-scope/science-scope-fall-2023/hearing-all-voices-promote-learning-orientation-and-effective
Liu, P., McKinney, D., *Lee, A. A., Schmidt, J. A., Marchand, G. C., & Linnenbrink-Garcia, L. (2023). A mixed-methods exploration of mastery goal supports in 7th-grade science classrooms. Cognition and Instruction, 41(2), 201-247. https://www.tandfonline.com/eprint/4MJGIJTF3VKWZQT2ZMMH/full?target=10.1080/07370008.2022.2140807
Marchand, G. C., Schmidt, J. A., Linnenbrink-Garcia, L., Harris, C. J., McKinney, D., & Liu, P. (2022). Lessons from a co-design team on supporting student motivation in middle school science classrooms. Theory into Practice, 61(1). https://doi.org/10.1080/00405841.2021.1932155
Liu, P. (2020). After-words: Negotiating participant and portraitist response in the study “aftermath.” Harvard Educational Review, 90(1), 102–126. https://doi.org/10.17763/1943-5045-90.1.102
Liu, P., Savitz-Romer, M., Perella, J., Hill, N. E., & Liang, B. (2018). Student representations of dyadic and global teacher-student relationships: Perceived caring, negativity, affinity, and differences across gender and race/ethnicity. Contemporary Educational Psychology, 54, 281-296. https://doi.org/10.1016/j.cedpsych.2018.07.005
Books and book chapters:
Liu, P. (2023). Invisible forces: Motivational supports and challenges in high school and college classes. State University of New York Press. https://sunypress.edu/Books/I/Invisible-Forces
Patall, E. A., Linnenbrink-Garcia, L., Liu, P., Zambrano, J., Yates, N. (2022). Education practices that support adaptive motivation, engagement, and learning. In A. M. O’Donnell, N. C. Barnes, & J. Reeve (Eds.), The Oxford handbook of educational psychology. Oxford University Press.
Rowan-Kenyon, H. T., Savitz-Romer, M., Ott, M. W., Swan, A. K., & Liu, P. (2017). Finding conceptual coherence: Trends and alignment in the scholarship on noncognitive skills and their role in college success and career readiness. In M. B. Paulsen (Ed.), Higher Education: Handbook of Theory and Research (vol. 32, pp. 141-179). Springer International Publishing.
Other publications:
Liu, P. (2023, December 12). Spanning boundaries in translational research. SUNY Press Blog. https://sunypress.edu/Blog/2023/Spanning-Boundaries-in-Translational-Research
Harris, C.J., Schmidt, J.A., Linnenbrink-Garcia, L., Marchand, G.C., Cabrera, L., McKinney, D., & Liu, P. (2023). Equipping science teachers to support student motivation in NGSS classrooms: Insights from the Development of the M-PLANS program. San Francisco, CA: WestEd. https://www.wested.org/resources/equipping-teachers-to-support-student-motivation-ngss-m-plans-program
Savitz-Romer, M. & Liu, P. (2014). Counseling and college completion: The road ahead. Summary report from the Strengthening School Counseling and College Advising Convening. Cambridge, MA. https://www.gse.harvard.edu/sites/default/files/Counseling-and-College-Completion-The-Road-Ahead_0.pdf
Pei Pei Liu 