Akane Zusho

Akane Zusho, Ph.D.

Ph.D.

Chair of the Division of Educational Leadership, Administration, and Policy

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

Akane Zusho, Ph.D. is Professor and Chair of the Division of Educational Leadership, Administration, and Policy in Fordham’s Graduate School of Education, and the faculty director of the Bronx Research Institute for Community Solutions, housed in Fordham’s Center for Community Engaged Learning.

She is the driving force behind the Liberatory Motivation Framework, a groundbreaking approach that centers equity, purpose, and joy in how leaders and the communities they serve stay engaged and empowered. For more than two decades, her scholarship has guided educators and leaders in creating schools where all students can thrive. Building on this foundation, she now extends that impact across sectors by advancing workforce development initiatives focused on opportunity and liberation in underserved communities.

Dr. Zusho is a dedicated mentor who collaborates with graduate students and community partners to turn research into real-world impact. She was honored with the APA’s Richard E. Snow Early Contributions Award and is Editor-in-Chief of the Journal of Experimental Education, while also serving on the editorial boards of Educational Psychologist, Contemporary Educational Psychology, Theory into Practice, and Educational Psychology for Policy and 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