Akane Zusho

Akane Zusho, Ph.D.

Ph.D.

Professor of School Psychology

113 West 60th Street
Room 1016C
[email protected]
212-636-7256

Akane Zusho, Ph.D. is a Professor in the Graduate School of Education at Fordham University. She holds a B.A. and M.A. in psychology, as well as a Ph.D. in Education and Psychology, from the University of Michigan, Ann Arbor.

Dr. Zusho's research is dedicated to empowering students, teachers, and leaders to transform learning environments and promote systemic change, ensuring that all students feel competent and engaged. Her work extensively explores the intersection of culture, achievement motivation, and self-regulated learning (SRL), examining how cultural, cognitive, and motivational processes influence learning.

In recognition of her significant contributions to educational psychology, Dr. Zusho received the Richard E. Snow Early Contributions Award from the American Psychological Association in 2012. She is the co-author of the textbook "Differentiated Instruction made Practical" with Rhonda Bondie. Dr. Zusho currently serves as the Editor-in-Chief of The Journal of Experimental Education and is an editorial board member of Educational Psychologist, Contemporary Educational Psychology, and Theory into Practice.

  • Zusho, A. & King, R. (2024). Cross-cultural research on teaching and learning. In P. Schutz & K. Muis (Eds), Handbook of Educational Psychology, 4th edition. 

     

    Zusho, A.,  Kumar, R., & Bondie, R.S. (2023). Transforming fear into rigor, love, freedom, and joy: A new paradigm of educational standards. Educational Psychologist, 58(4), 244–260. doi.org/10.1080/00461520.2023.2250879

     

    Bondie, R. & Zusho, A. (2018). Differentiating Instruction Made Practical: Engaging the Extremes Through Classroom Routines. New York: Routledge.  

     

    Bondie, R., Zusho, A., Wiseman, E., Dede, C., & Rich, D. (2023). Can differentiated and personalized mixed reality simulations transform teacher learning? Technology, Mind, and Behavior, Special Collection: Learning in Immersive Virtual Reality, 4, DOI: 10.1037/tmb000009 

     

    Bondie, R., Dahnke, C., & Zusho, A. (2019). Does changing “one-size fits all” to differentiated instruction impact teaching and learning? Review of Research in Education, 43, 336-362. 

     

    Kumar, R., Zusho, A., & Bondie, R. (2018). Weaving cultural relevance and achievement motivation into inclusive classroom cultures. Educational Psychologist, 53, 78-96.

     

    Zusho, A. (2017). Self-regulated learning in the college classroom. Educational Psychology Review, 29, 301-324. 

     

    Crane, N., Zusho, A., Ding, Y., & Cancelli, A. (2017). Domain-specific metacognitive calibration in children with learning disabilities. Contemporary Educational Psychology, 50, 72-79 10.1016/j.cedpsych.2016.09.006 

     

    Clayton, K.E., & Zusho, A. (2015).  A cultural heuristic approach to studying achievement motivation: Building practical and useful theories of motivation for Jamaican undergraduate students, British Journal of Educational Psychology, 86, 8-36. 

     

    Karabenick, S., & Zusho, A. (2015). Examining approaches to research on self-regulated learning: conceptual and methodological considerations.  Metacognition and Learning, 10, 151-163. 

     

    Zusho, A., & Barnett, P.A. (2011). Personal and contextual determinants of ethnically diverse female high school students’ patterns of academic help seeking and help avoidance in English and mathematics. Contemporary Educational Psychology, 36, 156-164.

     

    Zusho, A., & Clayton, K. (2011). Culturalizing achievement goal theory and research. Educational Psychologist, 46, 239-260.

     

    Maehr, M.L. & Zusho, A. (2009). Achievement Goal Theory: The past, present, and future. In K Wentzel & A. Wigfield (Eds.), Handbook of Motivation in School (p. 76-104).  New York, NY: Routledge.

     

    Pintrich, P.R., & Zusho, A. (2007). Motivation and self-regulated learning in the college classroom. In R. Perry & J. Smart (Eds.) Handbook on Teaching and Learning in Higher Education, Dordrecht, The Netherlands: Springer Publishers. 

     

    Zusho, A., Pintrich, P.R., Cortina, K.S. (2005). Motives, goals and adaptive patterns of performance in Asian American and Anglo-American students. Learning and Individual Differences, 15(2), 141-158.

     

    Pintrich, P.R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield and J. Eccles (Eds.), The Development of Achievement Motivation (pp. 249-284). San Diego, CA: Academic Press.

  • Cognition and Instruction (PSGE6308)

    Correlational Design and Analysis (PSGE7211)

    Development of Child/Adolescent Development and Learning (PSGE6301)

    Foundations of Interdisciplinary Research I & II (CLGE6140 and CLGE6142)

    Psychology of Motivation (PSGE6320)

    Statistical Methods in Education and Psychology I (PSGE5210)

  • American Psychological Association Division 15 (Educational Psychology) Richard E. Snow Early Contributions Award, 2012