Carla M. Firetto is an assistant professor of educational psychology in the Division of Teacher Preparation in Mary Lou Fulton Teachers College. The overarching focus of her research aims to facilitate learners’ high-level comprehension of complex texts and content through the use of small-group discussions. Dr. Firetto's research in this area also focuses on identifying the individual differences that account for variation in learners’ ability to comprehend and integrate between multiple, complex texts as well as the mechanisms that promote learners’ comprehension and integration processes.
Ph.D. Educational Psychology, The Pennsylvania State University 2013
M.S. Educational Psychology, The Pennsylvania State University 2007
Firetto, C. M., Van Meter, P. N., Kottmeyer, A. M., Turns, S. R., & Litzinger, T. A. (2021). A replication and extension of the Thermodynamics Conceptual Reasoning Inventory (TCRI): Measuring undergraduate students’ understanding of introductory thermodynamics concepts. International Journal of Science Education, 43(15), 2555-2576. https://doi.org/10.1080/09500693.2021.1975847
Wei, L., Firetto, C. M., Duke, R., Greene, J. A., & Murphy, P. K. (2021). High school students’ use of epistemic ideals and reliable processes during small-group Quality Talk discussions in science. Education Sciences, 11(10), 616. https://doi.org/10.3390/educsci11100616
Lobczowski, N. G., Allen, E. M., Firetto, C. M., Greene, J. A., & Murphy, P. K. (2020). An exploration of social regulation of learning during scientific argumentation discourse. Contemporary Educational Psychology, 63(4), 1-17. https://doi.org/10.1016/j.cedpsych.2020.101925