Denise Winsor, PhD Educational Psychology and Research

Distinguished Core Adjunct Professor, School of Education

Areas of Expertise:

  • Educational Psychology (Cognition, Metacognition, Critical Thinking); Epistemology; Technology in Teaching and Learning; Aspects of Self; Mindset
  • Educational Research (Quantitative/Qualitative, Design & Methods)
  • ​Lifespan Human Development
  • Early Childhood Development
  • Gifted Children and Adolescents

Education:

  • ​PhD Educational Psychology & Research; University of Nevada, Las Vegas; Las Vegas, NV
  • Master of Science Clinical Psychlogy; Edinboro University of Pennsylvania; Edinboro, PA
  • Bachelor of Science Existential Phenomenological Psychology and Hearing Audiology & Speech Pathology; Duquesne University; Pittsburgh, PA 

Dissertation:

  • ​Exploring preschoolers' personal epistemologies using focus groups

Research Areas of Interest:

  • ​Early Childhood Teaching, Learning, and Developmnet
  • Technology in Teaching and Learning
  • DAP use of Technology
  • Giftedness
  • Personal Epistemology
  • Individual Differences and Culture

Select Publications:

  • Winsor, D. L. & Mueller, C. E. (In Press).  Underachieving gifted children and adolescents: What parents and teachers must know about being creative in social and emotional learning and development. Invited Book Chapter
  • Mueller, C. E. & Winsor, D. L. (2020).  When gifted students experience bullying: How to identify and impact psychological, social, emotional, and academic well-being when peer interactions are counterproductive. In F. Piske (ed.), Bullying in Gifted Education, Brazil: Jurua Publishing.
  • Winsor, D. L., & Mueller, C. E. (2020). Depression, suicide, and the gifted student: A primer for the school psychologist. Psychology in the Schools (Special Issue): Serving gifted and talented students in the schools: Opportunities for school psychology, 2(20), 1-13.  https://doi.org.10.1002/pits.22416  
  • Mueller, C. E., & Winsor, D. L. (2018). Depression, suicide, and giftedness: Disentangling risk factors, protective factors, and implications for optimal growth. In S. I. Pfeiffer (Ed.), Handbook of Giftedness in Children – Psychoeducational Theory, Research, and Best Practices (2nd Edition), Springer.
  • Boles, J. C. & Winsor, D. L. (2019). "My school is where my friends are": Interpreting the drawings of children with cancer. Journal of Research in Childhood Education, 3, 211-234.
  •  Boles, J. M., Winsor, D. L., Mandrell, B., Gattuso, J., West, N., Leigh, L., & Grissom, S. M. (2018). Student/patient: the school perceptions of children with cancer. Educational Studies, 43, 5, 549-566. DOI: 10.1080/03055698.2017.1312288
  • Boles, J.C., & Winsor, D.L. (2018). Treading carefully: Conducting qualitative research with children with cancer. Journal of Ethnographic Qualitative Research, 5(1), 98-123.
  • Winsor, D.L., & Boles, J.C. (2018). Using interview-elicited drawings and a developmental framework. Journal of Research in Childhood Education, 1(2), 169-188.
  • Winsor, D.L. & Boles, J. C. (2018). Cancer, schools, and my friends: Perspectives about reentry after cancer. Journal of Research in Childhood Education, 7, 55-79.
  • Payne, A. N. & Winsor, D.L. (2017). Our life's an instrumental: Investigating the role of hip hop culture in the lives and personal epistemology of black men International. Journal of Qualitative Studies in Education.3, 222-240.
  • Payne, A. & Winsor, D, (2017). Exploring the counter-stories of African American men: Using a hip-hop narrative inquiry approach to qualitative research. SAGE Research Methods Cases. 10.4135/9781473956070
  • Mueller, C. E., & Winsor, D. L. (2016). Math/Verbal academic self-concept: Subject-specificity across four distinctive groups of high ability adolescents. Learning and Individual Differences, 50, 240-245.

Select Professional Experience:

  • ​Undergraduate CUrriculum Coordinator University of Memphis
  • Member of the following:
  • APA, AERA, MAECY, SCIPIE
  • Serve on the editorial committee of 9 journals in my field