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Collings, Natalia

Professor

FACULTY

Biography

Dr. Collings has been teaching undergraduate and graduate courses at CMU since 2006. Most recently she has taught EDU 210: Adolescent Dev and Learning for Teachers, EDU 293: Educational Psychology for Elementary Ed, EDU 432: Student Teaching Seminar, EDU 614: Advanced Educational Psychology, and EDU 662: Data-Driven Educational Assessment.

Her research interests focus on studying learning and teaching primarily through the lens of cultural-historical theory originated by Lev Vygotsky in its historical and contemporary interpretations, as well as on advancing cultural-historical theory itself. 

More about Natalia Collings

Collings, N. (2020). Analysis of how the practice of using rubrics for evaluating learning evolved in the United States and how it compares to other countries. Sabbatical project and report.

Collings, N. (2021). Effective feedback: Building a community of learners. Paper presented at Enhancing online, onsite, and hybrid teaching and learning: ITLC (International Teaching Learning Cooperative) Lilly conference.

Collings, N. (2021). Review of Vygotsky’s Pedology of the School Age edited by Rene van der Veer. Teachers College Record, Date Published: March 15, 2021, https://www.tcrecord.org, ID Number: 23634.

2006 Ph.D., Michigan State University. Program: Learning, Technology and Culture. Supervisors: Anne Haas Dyson, Ph.D., Yong Zhao, Ph.D., Carol Sue Englert, Ph.D. Collings, N. (2006). Language Socialization in the Absence of Language and Society: A Case Study of How Students Learn Foreign Language in a College Classroom. Doctoral Dissertation directed by Anne Haas Dyson, Ph.D., Michigan State University.

2001 M.A., Michigan State University. Major: Teaching Russian to Non-Native Speakers. Supervisor: David Prestel, Ph.D. 

1999 Specialist (5-year university degree), Volgograd State Pedagogical University, Russia. Major: Teaching Russian, English, and Literature, all grades certification.

While overall my professional practice is multifaceted, the research interests closest to my heart focus on studying learning and teaching primarily through the lens of cultural-historical theory originated by Lev Vygotsky in its historical and contemporary interpretations, as well as on advancing cultural-historical theory itself.

American Educational Research Association (AERA)

Association of Supervision and Curriculum Development (ASCD)

International Society of Cultural-Historical Activity Research (ISCAR)

Courses Taught

EDU 310 Educational Psychology for Secondary Teachers 

EDU 393: Learning Theory in Elementary Education

EDU: 614: Advanced Educational Psychology

EDU 613 Current Educational Issues

EDU 662: Advanced Educational Measurement and Evaluation