Vandana Thadani, Ph.D.





Associate Professor


Office: University Hall 4763
Telephone: (310) 338-7425


B.A.University of Chicago, 1992
M.A.U.C. Los Angeles, 1994
Ph.D.U.C. Los Angeles, 2000

Specialty/Areas of Interest:

Educational psychology, the measurement of classroom instruction, program evaluation in education, education technology, and professional development for educators.

Courses Taught:

Psychology and Education, Non-experimental Research Methods, Introduction to Psychology, Developmental Psychology,

Brief Bio:

I completed my Ph.D. in Developmental psychology at UCLA and came to LMU in 2004, after doing program evaluation research for an educational consulting firm.  My research is in educational psychology, specifically using video-based observational techniques to study, understand, and measure classroom teaching. In a recent project, funded through the Spencer Foundation and an internal LMU grant, I’m examining whether measures of teaching that I developed predict student and teacher outcomes in elementary school science.  I have also worked with K12 teachers and principals, and university faculty members, on using findings from psychology in their classrooms to improve teaching and student learning.

Recent Publications:

Kenney, S., Thadani, V., Ghaidarov, T. M., & LaBrie, J. (in press). First-year college women’s motivations for hooking up: Using the Drinking Motives Questionnaire to examine normative perceptions and behaviors. International Journal of Sexual Health.

Grills, C. N., Fingerhut, A. W., Thadani, V. & Machón, R. A. (2012). Residential learning communities centered within a discipline: The Psychology Early Awareness Program. New Directions for Teaching and Learning, 143, 43-55.

Thadani, V., Breland, W., & Dewar, J. (2010) College instructors' implicit theories about teaching skills and their relationship to professional development choices. Journal on Excellence in College Teaching, 21, 113-131.
Thadani, V., Cook, M. S., Griffis, K., Wise, J. A., & Blakey, A. (2010). The possibilities and limitations of curriculum-based science inquiry interventions for challenging the "pedagogy of poverty." Equity & Excellence in Education, Special Issue: Teaching and Learning Science For Social Justice, 43, 21-37. Guest Editors: Angela Calabrese Barton and Bhaskar Upadhyay.
Thadani, V., Huchting, K., & LaBrie, J. (2009). Alcohol-related information in multi-component interventions and college students' drinking behavior. Journal of Alcohol and Drug Education, 53(2), 31-51.
Thadani, V., Stevens, R. H., & Tao, A. (2009). Measuring complex features of science instruction: Developing tools to investigate the link between teaching and learning. The Journal of the LearningSciences, 18, 285-322.
Griffis, K., Thadani, V., & Wise, J.  (2008). Making authentic data accessible: The Sensing the Environment inquiry module. Journal of Biological Education, 43(8), 53-56.
Stevens, R. H., & Thadani, V. (2007). Quantifying students' scientific problem solving efficiency and effectiveness. Technology, Instruction, Cognition and Learning, 5(4), 325-337.
Stevens, R. H., & Thadani, V. (2006). A Bayesian Network approach for modeling the influence of contextual variables on scientific problem solving.  In M. K. D. Ashley & T. Chan (Eds), Proceedings of the 8th International Conference on Intelligent Tutoring Systems: Vol. 4053. Lecture Notes in Computer Science (pp.71-84). Berlin: Springer. [Book chapter from a peer-reviewed conference paper]

Director of:

Psychology Early Awareness Program (PEAP)

Downloadable Curriculum Vitae:

Click here to download.