Professor, Educational Psychology
Dr. Mark K. Felton is a Professor of Educational Psychology in the Connie L. Lurie College of Education at San José State University, San Jose, USA. His work focuses on argumentative discourse and learning in school settings with an emphasis on academic literacy in science and history. His research on collaborative argument and the role it plays in knowledge construction has been published in The British Journal of Educational Psychology, Science Education, International Journal of Science Education and Discourse Processes. Most recently, he has looked at the role of collaborative argument in adult discourse, among novices (Written Communication) and experts, to build a developmental model of argumentative discourse development. He has also looked at the role of argumentative discourse in driving literacy practices, including both reading and writing (Contemporary Educational Psychology, Journal of Curriculum Sciences, and Theory and Research in Social Education.) This work has been funded by grants from the Ministerio de Educación (España), and the Institute of Educational Sciences (U.S. Department of Education), respectively. Currently, grants from the National Science Foundation and the U.S. Department of Education fund projects aimed at providing ongoing professional development to teachers and instructors in order to support the use of academic discourse in high school and college settings.
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About Mark K. Felton
Dr. Mark K. Felton is a Professor of Educational Psychology in the Connie L. Lurie College of Education at San José State University, San Jose, USA. His work focuses on argumentative discourse and learning in school settings with an emphasis on academic literacy in science and history. His research on collaborative argument and the role it plays in knowledge construction has been published in The British Journal of Educational Psychology, Science Education, International Journal of Science Education and Discourse Processes. Most recently, he has looked at the role of collaborative argument in adult discourse, among novices (Written Communication) and experts, to build a developmental model of argumentative discourse development. He has also looked at the role of argumentative discourse in driving literacy practices, including both reading and writing (Contemporary Educational Psychology, Journal of Curriculum Sciences, and Theory and Research in Social Education.) This work has been funded by grants from the Ministerio de Educación (España), and the Institute of Educational Sciences (U.S. Department of Education), respectively. Currently, grants from the National Science Foundation and the U.S. Department of Education fund projects aimed at providing ongoing professional development to teachers and instructors in order to support the use of academic discourse in high school and college settings.
| 2010 - Present | Professor, San Jose State University ‐ Teacher Education | |
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| 2009 - 2014 | Chair, San Jose State University ‐ Secondary Education | |
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| 2011 - 2012 | Visiting Scholar, Universitat de Barcelona ‐ Department of Educational and Developmental Psychology | |
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| 2005 - 2010 | Associate Professor, San Jose State University ‐ Teacher Education | |
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| 1999 - 2005 | Assistant Professor, San Jose State University ‐ Teacher Education | |
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Disciplines
Research Interests
Grants
| 2012 - 2016 | Trio Project: Professional Development Across the Teacher Continuum |
| U.S. Department of Education | |
| Office of English Language Acquisition: National Professional Development Grant | |
| Role: Principal Investigator | |
| $1,800,000 | |
| 2013 - 2015 | SPOT: An Classroom observation tool and protocol for STEM in Higher Education |
| National Science Foundation | |
| Promoting Research and Innovation in Methodologies for Evaluation (PRIME) Grant | |
| Role: Co-Principal Investigator | |
| $250,000 | |
| 2012 - 2013 | San José State University Single Subject Intern Program |
| California Department of Education | |
| Alternative Certification Grant | |
| Role: Interim Director | |
| $80,500 | |
| 2009 - 2012 | Disciplinary Writing Instruction for the Social Studies Classroom: A Path to Adolescent Literacy |
| U.S. Department of Education | |
| Institute for Education Sciences Grant: Interventions for Struggling Adolescent Readers and Writers | |
| Role: Co-Principal Investigator | |
| $1,500,000 | |
| 2009 - 2010 | Learning Productivity Program Phase II Grant. Assessing progress before outcomes: Developing a formative assessment system for future teachers |
| San José State University | |
| Role: Principal Investigator | |
| $19,778 | |
| 2008 - 2009 | Learning Productivity Program Phase I Grant. Assessing progress before outcomes: Developing a formative assessment system for future teachers |
| San José State University | |
| Role: Principal Investigator | |
| $9,542 | |
| 2003 - 2004 | The PEER Writing Project |
| California State University System | |
| CSU Chancellor’s Grant | |
| Role: Principal Investigator | |
| 2000 - 2001 | From Dialogue to Two-Sided Reasoning: A Comparison of Writing Interventions for the History Classroom |
| San José State University | |
| ITL Junior Faculty Career Development Grant | |
| Role: Principal Investigator | |
| 1998 - 1999 | Minority Research Scholarship |
| Teachers College, Columbia University | |
| 1997 - 1998 | Minority Research Scholarship |
| Teachers College, Columbia University |
Professional Service and Affiliations
| Accreditation Assessment Coordinator, Department of Secondary Education | Chair, Member, Department of Secondary Education: Assessment Committee | Chair, Member, Department of Secondary Education: Curriculum Committee | Chair, Member, Department of Secondary Education: Retention, Promotion and Tenure Committee | Member, Department of Secondary Education: Search Committee |
| 1999 | Ph.D., Teachers College at Columbia University ‐ Human Development | |
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| 1998 | M.Phil., Teachers College at Columbia University ‐ Human Development | |
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| 1990 | B.A. (with Distinction), Stanford University ‐ Psychology; Interdisciplinary Honors in Education | |
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