Avi Kaplan, Ph.D.

Avi Kaplan, Ph.D.

Associate Professor
Psychological Studies in Education

Ritter Annex 209
1301 Cecil B. Moore Avenue 
Philadelphia, PA 19122
phone/fax: (215) 204-4497 / (215) 204-6013
akaplan@temple.edu

Education
  • Ph.D. Education and Psychology, University of Michigan
  • M.A. Education and Psychology, University of Michigan
  • B.A. Psychology and General Studies, Haifa University, Israel
Areas of Professional Interest
  • Student Motivation and Self-Regulation
  • Learning Environments
  • Self and Identity Development
Recent Scholarship
Kaplan, A., & Patrick, H. (in press, 2016). Learning environments and motivation. In K. Wentzel & D. Miele (Eds.) Handbook of motivation at school (2nd Ed.). Routlege. 
 
Kaplan, A. (2015). Paradigms, methods, and the (as yet) failed striving for methodological diversity in educational psychology published research. Frontiers in Psychology; Educational Psychology, 6:1370.
 
Lichtinger, E., & Kaplan, A. (2015). Employing a case study approach to capture motivation and self-regulation of young students with learning disabilities in authentic educational contexts. Metacognition & Learning, 10, 119-149.
 
Kaplan, A., Sinai, M., & Flum, H. (2014). Design-based interventions for promoting students’ identity exploration within the school curriculum. In S. Karabenick & T. Urdan (Eds.) Advances in motivation and achievement (Vol. 18), (pp. 247-295). Emerald Group. 
 
Kaplan, A. (2014). Theory and research on teachers’ motivation: Mapping an emerging conceptual terrain. In P. W. Richardson, S. Karabenick & H. M. G. Watt (Eds.), Teacher Motivation: Theory and Practice (pp. 52-66). NY: Routledge.
 
Perez, T., Cromley, J., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology. 106, 315-329.
 
Kaplan, A., Katz, I., & Flum, H. (2012). Motivation theory in educational practice: Knowledge claims, challenges, and future directions. In K. R. Harris, S. G. Graham, & T. Urdan (Eds.), APA Educational Psychology Handbook Vol. 2: Individual differences, cultural considerations, and contextual factors in educational psychology (Ch. 7, pp. 165-194). Washington, DC: American Psychological Association.
 
Kaplan, A, & Flum, H. (Guest Eds.) (2012). Special Issue: Identity formation in educational settings. Contemporary Educational Psychology, 37(3).
 
Sinai, M., Kaplan, A., & Flum, H. (2012). Promoting identity exploration within the school curriculum: A design-based study in a junior high literature lesson in Israel. Contemporary Educational Psychology, 37, 195-205.
 
Publications
Flum, H. & Kaplan, A. (Guest Eds.) (in press, 2016). Special Section: Higher Education in a Transforming Society: The Case of Arabs in Israel. International Journal of Educational Research, 76.
 
Kaplan, A, & Flum, H. (Guest Eds.) (2012). Special Issue: Identity formation in educational settings. Contemporary Educational Psychology, 37(3).
 
Kaplan, A., Karabenick, S. A., & De Groot, E. V. (Eds.). (2009). Culture, self and motivation: Essays in honor of Martin L. Maehr. Charlotte, NC: Information Age Publishing.
 
Presentations
 
Kaplan, A. & Garner, J. (2015, April). Applying dynamic systems theory to research on learningand instruction. Invited presentation at the Division C Graduate Student Session “New Directions,” at the American Educational Research Association annual convention, Chicago, IL, USA.
 
Kaplan, A. (2012, Dec.). Principles for promoting motivation for learning and achievement in the middle grades. Keynote presented at the national conference for teachers of science and technology in the middle grades on Motivation in the 21st Century, Weizmann Institute of Science, Rehovot, Israel. (Hebrew)
 
Kaplan, A. (2012, Dec.). Promoting identity exploration in school: Why and how? University of Helsinki, Helsinki, Finland.
 
Kaplan, A. (2012, Sept.). Promoting agency in the middle grades. An invited talk as part of the Middle Shift Learning Network organized by the Raikes Foundation. Menlo Park, CA.