Alyssa Emery from the shoulders up faces the camera smiling. She wears a blue dress and has red hair.

Alyssa Emery

Pronouns
she/her/hers
Position
  • Assistant Professor
  • Director, Post-Secondary Teaching Certificate
I am an assistant professor of learning sciences in the School of Education at Iowa State University. Broadly speaking, my research focuses on achievement motivation, with a particular emphasis on the experiences of students with disabilities in general education and college classrooms. Additionally, I am interested in innovative social science methodologies.

Before earning my Ph.D., I was a special education teacher in Tulsa, Oklahoma. At Iowa State, I support our teacher preparation program by teaching Educational Psychology (EDUC 3320/EDUC 3330), and our graduate programming by offering a variety of courses in theories of learning, motivation, and disability studies, as well as the qualitative methods sequence.

Contact

Email
aemery@iastate.edu
Phone
515-294-1694
901 Stange Rd
Lagomarcino Hall
Ames
,
IA
5-0011
Social Media and Websites

Education

  • B.A., Philosophy; English, William Jewell College
  • M.A., Educational Studies (Educational Psychology), The Ohio State University
  • Ph.D., Educational Studies (Educational Psychology), The Ohio State University

Interdepartmental Programs

Selected Publications
*indicates student co-author


Louick, R.A., Emery, A. (2024). “He understands how I work and how I function”: Math teacher actions that promote autonomy among students with LDs and/or EBDs. Learning Disabilities Research and Practice, 39(2), 70-86. DOI: 10.1177/09388982231225736

Emery, A. & Louick, R. A., & Sabrowsky, J.* (2022). Moving beyond the ableist roots of educational psychology: Audit of the field and a path forward. Educational Psychology Review, 34, 1517-1540. https://doi.org/10.1007/s10648-022-09673-6

Emery, A., & Anderman, L. H. (2020). Using interpretive phenomenological analysis to advance theory and research in educational psychology. Educational Psychologist, 220-231. https://doi.org/10.1080/00461520.2020.1787170.