T. L. Wallace, p.1 of 7
Tanner LeBaron Wallace
5946 Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260
Education
Ph.D.2008Graduate School of Education and Information Studies, University of California, Los Angeles
Specialization: Social Research Methodology
M.Ed.2002Harvard Graduate School of Education, Harvard University
Specialization: Adolescent Risk & Prevention
B.A.1999College of Arts and Sciences, University of Virginia
Dual major: English Literature & Asian Studies
AcademicPositions
Associate Professor Psychology in Education University of Pittsburgh2015 - present
Pittsburgh, Pennsylvania
Co-ChairThe Motivation Center2015 - 2018
Pittsburgh, Pennsylvania
Visiting ScholarStanford UniversitySummer 2015
Palo Alto, California
Center AssociateLearning Research & Development Center2013 - present
Pittsburgh, Pennsylvania
Assistant Professor Psychology in Education University of Pittsburgh2008 - 2015
Pittsburgh, Pennsylvania
RESEARCH EXPERTISE
Relationship-based classroom management
Social-relational contexts for motivation
Mindfulness-based teacher training
white critical race consciousness
External Grants and Funding—Awarded
Co-Principal Investigator (with Geoffrey Cohen), The role of psychologically2017 - 2018
wise teaching in student achievement, Raikes Foundation ($74, 465)
Co-Principal Investigator (with Timothy Nokes-Malach), Investigating 2015 - 2018
Motivation and Transfer in Physical Science through Preparation for
Future Learning Instruction, National Science Foundation ($593,278)
Principal Investigator, Employing Urban Adolescents’ Interpretations of2013 - 2014
Instructional Practices to Determine Ceiling Effect from Teacher
Proficiency in the Classroom Organization Domain
William T. Grant Foundation ($25,000)
Principal Investigator, Creating a Culture of Respect: 2011 - 2013
Case Studies of High-Performing Schools
Propel Charter Schools
U.S. Department of Education Charter Schools Program ($90,500)
Internal Grants and Funding—Awarded
Co-Principal Investigator (with Qiana Lighter-Lachaud)2018 - 2019
Transformative PedagogyProject
School of Education Student-Faculty Research Grant, University of Pittsburgh ($3000)
Co-Principal Investigator (with Timothy Nokes-Malach)2014 - 2016
Innovating Motivation Research: Insights from Urban Middle School Classrooms
on the Links between Psychosocial Support and Mathematics Learning
Learning Research & Development Center, University of Pittsburgh ($150,000)
Co-Principal Investigator (with Jasmine Williams)2014 - 2015
African American Students’ Opportunities to Learn: How Classroom
Climate Factors Condition Participation and Learning in High School Math Classrooms
Center on Race and Social Problems, University of Pittsburgh ($10,000)
Co-Principal Investigator (with Hannah Sung)2014 - 2015
Decomposing Teaching Practice in Mathematics
School of Education Student-Faculty Research Grant, University of Pittsburgh ($3000)
Principal Investigator, Beyond Belonging: The Meaning-Making2010 - 2011
Component of School Connectedness
Central Research Development Fund,University of Pittsburgh($6,000)
Articles in Peer-Reviewed Journals(* indicates graduate student)
Wallace, T.L.,Sung, H. C.*(2017). Student perceptions of autonomy-supportive instructional interactions in the middle grades.Journal of Experimental Education.85(3), 425-449.doi: 10.3102/0002831216671864
Wallace, T. L., Kelcey, B., & Ruzek, E. (2016). What can student perception surveys tell us about teaching?: Empirically testing the underlying structure of the Tripod student perception survey. American Educational Research Journal.53(6), 1834-1868.doi: 10.3102/0002831216671864
Williams, J.D.,*Woodson, A. N., & Wallace, T.L.(2016). “Can we say the n-word?”: Exploring psychological safety during race talk. Research in Human Development.13(1), 15-31.doi: 10.1080/15427609.2016.1141279
Horner, C.G.,*Wallace, T.L., Bundick, M. J. (2015).Adolescents’ interpretations of the role of emotion in high school.Teachers College Record.117(5), 1-34.
Wallace, T.L., Sung, H.C.,*& Williams, J.D.* (2014).The defining features of teacher talk within autonomy-supportive classroom management. Teaching and Teacher Education.(42), 34-46. doi: 10.1016/j.tate.2014.04.005
Wallace, T.L.,Chhuon, V. (2014).Proximal processes in urban classrooms: Engagement and disaffection in urban youth of color. American Educational Research Journal.51(5), 937-973.doi: 10.3102/0002831214531324
Schall, J.,*Wallace, T. L., Chhuon, V. (2014). “Fitting in” in high school: How adolescent belonging is influenced by locus of control beliefs. International Journal of Youth and Adolescence.doi: 10.1080/02673843.2013.866148
Ye, F., & Wallace, T.L. (2013).Psychological sense of school membership scale: Method effects associated with negatively worded items. Journal of Psychoeducational Measurement.32(3), 202-215.doi: 10.1177/0734282913504816
Horner, C.G.,*Wallace, T.L. (2013). Measuring emotion socialization in schools. Journal of School Health.83(10), 697-703. doi: 10.1111/josh.12083
Hansen, M.,*Alkin, M.,Wallace, T.L. (2013). Depicting the logic of three evaluation theories. Evaluation and Program Planning. 38(2), 34-43.doi: 10.1016/j.evalprogplan.2012.03.012
McHugh, R.M.,* Horner, C.G.,*Colditz, J.,*Wallace, T.L. (2013). Bridges and barriers: Adolescent perceptions of student-teacher relationships. Urban Education. 48(1), 9-43.doi: 10.1177/0042085912451585
Wallace, T. L., Ye, F., Chhuon, V. (2012).Subdimensions of adolescent sense of belonging in high school. Applied Developmental Science. 16(3), 122–139. doi: 10.1080/10888691.2012.695256
Wallace, T.L.,Ye, F., McHugh, R.M.,*Chhuon, V. (2012). The Development of an Adolescent Perception of Being Known Measure. The High School Journal.95(4), 19-36.doi: 10.1353/hsj.2012.0010
Chhuon, V.,Wallace, T.L. (2012).Creating connectedness through being known: Fulfilling the need to belong in U.S. high schools. Youth & Society. 46(3), 379-401.doi: 10.1177/0044118X11436188
Wallace, T.L. (2011).An argument-based approach to validity in evaluation. Evaluation: The International Journal of Theory, Research, and Practice. 17(3), 233-246.doi: 10.1177/1356389011410522
Wallace, T.L. (2009).Evaluation theory as pedagogy.American Journal of Evaluation.30 (3), 437.doi: 10.1177/1098214009341661
Wallace, T. L.,Alkin, M. (2009). Refocusing accountability as improvement: Informed professional decision-making based on evidence. Canadian Journal of Program Evaluation.23(1), 211-214.
Wallace, T. L., & Alkin, M. C. (2008). Process of evaluation: Focus on stakeholders. Studies in Educational Evaluation, 34(4), 192-193.doi: 10.1016/j.stueduc.2008.10.002
Wallace, T. L. (2008). Integrating participatory evaluation elements into an effectiveness evaluation. Studies in Educational Evaluation.34(4), 201-207.doi: 10.1016/j.stueduc.2008.10.008
Lee, J. S., Wallace, T. L.,Alkin, M. (2007). Using problem-based learning to train evaluators. American Journal of Evaluation.28(4), 536-545. doi: 10.1177/1098214007305613
ConferencePresentations
Wallace, T.L. (2018). Comparing adolescent and adult assessments of teachers’ classroom management, American Educational Research Association Annual Meeting, New York City, NY.
Wallace, T.L. (2016). Investigating Cognition and Motivation at the Classroom-level, American Educational Research Association Annual Meeting, Washington, D.C.
Wallace, T. L. (2015).What Can Student Perception Surveys Tell Us About Teaching?:
Empirically Testing Theoretically-Proposed Dimensions of Effective Teaching, American Educational Research Association Annual Meeting, Chicago, Illinois.
Wallace, T. L., & Bundick, M.J. (2014). A Mechanism-Based Understanding of the Student Voice Process, American Educational Research Association Annual Meeting, Philadelphia, Pennsylvania.
Wanless, S., Wallace, T. L. et al., (2014). Helping Preservice Teachers Feel Ready to Teach: Mindfulness and Self-Regulation, American Educational Research Association Annual Meeting, Philadelphia, Pennsylvania.
Williams, J.D., Wallace, T.L., & Sung, H.C. (2014).Developing a Framework for Enhancing Student Connections in the Classroom, American Educational Research Association Annual Meeting, Philadelphia, Pennsylvania.
Wallace, T. L., Sung, H.C., & Williams, J.D. (2014).Exploring the Ecological Validity of Autonomy Support Measures, Society for Research on Adolescence Biennial Meeting, Austin, Texas.
Wallace, T.L. (2013). An Ecological Perspective on Classroom Management: Policy, Culture, Relationship, and Disposition, American Educational Research Association Annual Meeting, San Francisco, California.
Wallace, T. L.(2012).Reaching-Down Reaching-Up Models of Applied Adolescent Development Research, American Educational Research Association Annual Meeting, Vancouver, British Columbia, Canada.
Wallace, T. L.,Chhuon, V., McHugh, R. (2011).Beyond Belonging: The Meaning-Making Component of School Connectedness, American Educational Research Association Annual Meeting, New Orleans, Louisiana.
Wallace, T. L. (2009). Increasing the Validity of Effectiveness Trials: The Participatory, Theory-Based Effectiveness Evaluation Model, Society for Prevention Research Annual Meeting, Washington, District of Columbia.
Wallace, T. L. (2007). Identifying Critical Processes and Outcomes Across Evaluation Approaches: Empowerment, Practical Participatory, Transformative and Utilization-Focused, American Evaluation Association Conference, Baltimore, Maryland.
Invited Talks
Wallace, T.L. (Winter 2017). Trust and Betrayal in Learning Contexts, University of Pittsburgh’s Social Psychology Brown Bag Series, Pittsburgh, PA.
Wallace, T.L. (Spring 2016). Student Voice and the Motivational Power of Teachers' Autonomy-Supportive Talk, Learning and the Brain Conference, San Francisco, California.
Wallace, T.L. (Fall 2015). Conceptualizing Teaching as a Naturally Occurring Intervention, Psychological Interventions In Educational Settings (PIES) Stanford Graduate Student Research Group, Palo Alto, California.
Wallace, T.L. (Fall 2015). Qualitative Methods in the Psychological Sciences, University of Pittsburgh’s Cognitive Psychology Brown Bag Series, Pittsburgh, PA.
Wallace, T. L. (Fall 2014).The Role of Adolescents’ Perceptions and Values in Determining the Developmental Potential of a Classroom Experience,Carolina Consortium on Human Development, Chapel Hill, North Carolina.
Wallace, T. L. (2012).Adolescent-Adult Relationships in U.S. Urban High School Math Classrooms, The Motivation Supergroup, Pittsburgh, Pennsylvania.
Wallace, T.L. (2012). An Argument-Based Approach to Validity in Applied Research.Eastern Evaluation Research Society, Absecon, New Jersey.
Professional Service
Co-editor, Journal of Educational Psychology, Special Section on Reasoning2018
and Participation
Editorial board member, Journal of Educational Psychology2016 - present
Editorial board member, American Educational Research Journal2016 - present
Chair, Adolescence and Youth Development SIG,2014 - present
American Educational Research Association
Program Chair, Adolescence and Youth Development SIG,2013 -2016
American Educational Research Association
Newsletter Editor, Division E, Human Development and Counseling, 2012 - 2015
American Educational Research Association
Editorial board member, Journal of Urban Learning, Teaching, and Research2012 -2014
University Service
Social Justice & Diversity Committee chair, School of Education, University of Pittsburgh
2016 – present
Equity and Justic Scholars Program Coordinator, School of Education, University of Pittsburgh
2013 – present
Teacher Education Steering Committee member, School of Education, University of Pittsburgh
2014 -2016
Academic Affairs Committee member, School of Education, University of Pittsburgh
2013 - 2016
Center for Urban Education Advisory Board member, School of Education, University of Pittsburgh
2013 -2015
Panther Shout Out! First Year Retention Program volunteer, University of Pittsburgh
2011 - 2013
Faculty Residence Hall Mentor, Freshman Honors, Southerland West, University of Pittsburgh
2010 -2012
Professional Memberships
American Educational Research Association
Courses Taught
T. L. Wallace, p.1 of 7
PSYED 3632:Applied Research Design
EDUC 3104:Introduction to Qualitative Methods
PSYED 2265:Attentional Teaching Practice
PSYED 2405:Middle Child and Adolescent Development
Ad Hoc Reviewing
Journal of Educational Psychology • Journal of Adolescent Research • Teaching and Teacher Education •Urban Education• American Educational Research Journal • Applied Developmental Science• Journal of Adolescent Research • Journal of Early Adolescence• Learning and Individual Differences•The High School Journal• Spencer Foundation research proposal reviewer•William T. Grant research proposal reviewer•American Educational Research Association conference reviewer •Society for Research on Adolescence conference reviewer • Society for Research on Educational Effectiveness conferencereviewer •
Awards and Honors
Carol Weinstein Best Paper Award nomination2013
Classroom Management Special Interest Group, AERA
Measures of Effective Teaching Early Career Award2013
National Academy of Education
University of Pittsburgh, School of Education Faculty Research Award2013
Eastern Evaluation Research Society Invited Author Award2012
National Institute of Child Health & Human Development Fellow2011
Applied Research in Child and Adolescent Development Summer Institute
American Educational Research AssociationNew Faculty Mentee2011
Division E, Counseling & Human Development
University of California, Los Angeles Dissertation Fellow 2007 - 2008
Spencer Foundation Research Training Grant Fellow 2003 - 2006
Clinical Experience
Care Coordinator Hamilton Choices, LLC2002 - 2003
Hamilton County, Ohio
Intern Collaborative for School andCommunity Services Harvard University2001 - 2002
Cambridge, Massachusetts
Middle School Teacher Teach for America Corps Member1999 - 2001
Quitman County School District, Mississippi