Photo of Teasdale, Rebecca M.

Rebecca M. Teasdale

Assistant Professor

Educational Psychology

Pronouns: She/Her/Hers

Contact

Building & Room:

1238 ETMSW MC 147

Address:

1040 W. Harrison St.

Office Phone:

312-355-7868

About

Rebecca Teasdale is an evaluation methodologist who examines the valuing process in evaluation: the activities of defining program success, specifying evaluative criteria, and applying criteria to reach conclusions. Her methodological research builds an empirically supported, descriptive theory of valuing and develops methods for specifying endogenous and individualized evaluative criteria. This work informs Dr. Teasdale’s substantive research on science and technology learning in adulthood in informal contexts. Currently, she is investigating women’s engagement with digital fabrication and how makerspaces and making experiences align with and support their definitions of success.

Dr. Teasdale’s research agenda is grounded in her previous work in science, technology, engineering, and mathematics (STEM) research, evaluation, and education. Prior to joining the UIC faculty, she was a research associate investigating the molecular basis of specific human diseases; a science and math librarian in public libraries; and a professional evaluator focusing on informal and formal STEM education.

 

Courses Taught

Educational Program Evaluation (EPSY 560)

Applied Qualitative Research Methods (EPSY 594, Special Topics in Educational Psychology)

Evaluation Principles and Methods (EPSY 594, Special Topics in Educational Psychology)

Selected Publications

Teasdale, R. M. (in press). “It’s a lab full of art machinery”: Implications of women’s experiences, values, and visions of success for makerspace evaluation. Information and Learning Sciences.

Teasdale, R. M. (2021). Evaluative criteria: An integrated model of domains and sources. American Journal of Evaluation. Advance online publication. doi.org/10.1177/1098214020955226

Teasdale, R. M. (2020). Defining success for a public library makerspace: Implications of participant-defined, individualized evaluative criteria. Library and Information Science Research 42(4), 101053. doi.org/10.1016/j.lisr.2020.101053

Garibay, C. & Teasdale, R. M. (2019). Equity and evaluation in informal STEM education. In A. C. Fu, A. Kannan, & R. J. Shavelson (Eds.), Evaluation in informal science, technology, engineering, and mathematics education. New Directions for Evaluation 161, 87-106. doi.org/10.1002/ev.20352

Evans, M. E., Teasdale, R. M., LaLonde, P. G., Crenshaw, H. L., Gannon-Slater, N., Schwandt, T. A., & Greene, J. C. (2019). How did that happen? Teachers’ explanations for low test scores. Teachers College Record 121(2), 1-40. www.tcrecord.org/LIBRARY/abstract.asp?contentid=22555

Evans, M., LaLonde, P., Gannon-Slater, N., Crenshaw, H., Teasdale, R., Greene, J., & Schwandt, T. (2018). Beyond matchmaking: Considering aims for teacher data use. In H. Fives and N. Barnes (Eds.), Cases of teachers’ data use (pp. 112-127). London: Routledge. www.routledge.com/Cases-of-Teachers-Data-Use/Barnes-Fives/p/book/9781138056404

Education

PhD, Educational Psychology, University of Illinois at Urbana-Champaign
Certificate, Program Evaluation, University of Minnesota—Twin Cities
MA, Library and Information Science, University of Iowa
BA, Biology, University of Northern Iowa

Professional Memberships

American Evaluation Association

American Educational Research Association

Chicagoland Evaluation Association