Research
Ian Thacker studies STEM teaching, learning, and teacher education. He uses qualitative and quantitative methods to investigate the role of attitudes, emotions, beliefs, biases, and epistemic cognition in conceptual change. He pursues three general strands of research focused on: (a) mathematical skills that can be leveraged to support conceptual change about scientific topics, (b) the use of technology for STEM teaching and learning, and (c) teacher beliefs and biases that contribute to gender and racebased achievement gaps in STEM. He is the recipient of the 2020 USC Ph.D. Achievement Award and his research and collaborations has been funded by NSF, Gates, SSHRC, APA, and internal research awards.
 PeerReviewed Journal Publications
 Thacker, I. (in press). Climate change by the numbers: Leveraging mathematical skills for science learning online. Learning & Instruction.
 CopurGencturk, Y., Thacker, I. & Cimpian, J. R. (2023). Teachers' race and gender biases and the moderating effects of their beliefs and dispositions. International Journal of STEM Education 10(31), 125.
 CopurGencturk, Y., Thacker, I. & Cimpian, J. R. (2022). Teacher bias in the virtual classroom. Computers & Education, 191, 104627.
 Thacker, I., Seyranian, V., Madva, A., & Beardsley, P. (2022). STEM faculty's support of togetherness during mandated separation: Accommodations, caring, crisis management, and powerlessness. Education Sciences, 12(9), 632.
 Thacker, I. & Sinatra, G. M. (2022). Supporting Climate Change Understanding With Novel Data, Estimation Instruction, and Epistemic Prompts Journal of Educational Psychology. 114(5), 910927.
 Thacker, I., Seyranian, V., Madva, A., Duong, N., & Beardsley, P. (2022). Social connectedness in physical isolation: Online teaching practices that support underrepresented undergraduate students' belongingness and engagement in STEM. Education Sciences, 12(2), 61.
 Jacobson, J. G., Thacker, I., & Sinatra, G. (2021). The importance of emotions in mediating the backfire effect of refutation text. Discourse Processes, 59(12), 1335.
 Kennedy, A., Thacker, I., & Sinatra G. M., Nye, B., Swartout, W., & Lyndsey, E. (2021). Promoting interest, positive emotions, and knowledge using augmented reality in a museum setting. International Journal of Science Education, 11(3) 242258.
 MacNaul, H. L., Garcia, R., CivdiniMotta, C., & Thacker, I. (2021). Effect of Assignment Choice on Student Academic Performance in an Online Class. Behavior Analysis in Practice, 14, 10741078.
 CopurGencturk, Y., & Thacker, I. (2021). A comparison of perceived and observed learning from professional development: Relationships among selfreports, direct assessments, and teacher characteristics. Journal of Teacher Education, 72(2), 138151.
 Thacker, I. (2020). An embodied design for grounding the mathematics of slope in students' perceptions of steepness. Research in Mathematics Education, 22(3), 304328.
 Thacker, I., Muis, K.R., Danielson, R.W., Sinatra G.M., Pekrun, R., Winne, P.H., & Chevrier, M. (2020). Using persuasive refutation texts to prompt attitudinal and conceptual change. Journal of Educational Psychology, 112(6), 10851099.
 CopurGencturk, Y., Thacker, I. & Quinn, D.(2020). K8 Mathematics teachers' overall and genderspecific beliefs about mathematical aptitude. International Journal of Science and Mathematics Education, 19(6), 12511269.
 CopurGencturk, Y., RobinsonCimpian, J. P., Lubienski, S. T., & Thacker, I. (2020). Mathematics teachers' bias against the mathematical ability of female, black and hispanic students. Educational Researcher, 49 (1), 3043.
 Kim, A.Y. & Thacker, I. (2020). A good sine?: Seeking math help using online discussion boards. ELearning and Digital Media, 17(1), 7893.
 Thacker, I. & Sinatra, G.M. (2019). Visualizing the greenhouse effect: Restructuring mental models of climate change through a guided online simulation. Educational Sciences, 9(1), 14.
 Published Book Chapters and Conference Proceedings
 Thacker, I., CopurGencturk, Y., & Cimpian, J. R. (2022). Teacher bias: A discussion with special emphasis on gender and STEM learning. In T. L. Good & M. McCaslin (Eds.), The Routledge Encyclopedia of Education: Educational Psychology Edition.
 Thacker, I. (2022). Climate change by the numbers: How numerical estimation can support science learning. In A. E., Lischka, E. B., Dyer, R. S., Jones, J., Lovett, J., Strayer, S., & Drown (Eds.). Proceedings of the fortyfourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 20572065). Middle Tennessee State University. ISBN: 9781734805710
 Thacker, I., Broadway, R.*, & Feder, S. (2021). Estimating climate change numbers: How tolerance for error can support science learning. In Olanoff, D., Johnson, K., & Spitzer, S. M. (Eds.). Proceedings of the fortythird annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 17381743). Philadelphia, PA.
 Thacker, I. (2020). Numerical estimation skills, epistemic cognition, and climate change: Mathematical skills and dispositions that can support science learning. To be published in the Proceedings of the FortySecond Annual Meeting of the NorthAmerican Chapter of the International Group for the Psychology of Mathematics Education (pp. 10541062). Mazatlan, Sinaloa, Mexico. ISBN: 9781734805703
 Thacker, I. & Rasiej, R. (2020). Mathematics teachersâ€™ epistemic dispositions and their relationship with teacher instruction and student learning: A systematic research synthesis. To be published in the Proceedings of the FortySecond Annual Meeting of the NorthAmerican Chapter of the International Group for the Psychology of Mathematics Education (pp. 21262132). Mazatlan, Sinaloa, Mexico. ISBN: 9781734805703
 CopurGencturk, Y., Du, H., & Thacker, I. (2020). Differences in mathematical ability beliefs between teachers and mathematicians in higher education. To be published in the Proceedings of the FortySecond Annual Meeting of the NorthAmerican Chapter of the International Group for the Psychology of Mathematics Education (pp. 573577). Mazatlan, Sinaloa, Mexico. ISBN: 9781734805703
 Rodrigues, J. & Thacker, I. (2019) Refuting a Fraction Misconception: A Brief Intervention Promotes Teachers' Conceptual Change. To appear in the Proceedings of the FortyFirst Annual Meeting of the NorthAmerican Chapter of the International Group for the Psychology of Mathematics Education (Vol. 8, pp. 731735). St Louis, MA: University of Missouri. ISBN: 9780578577913
 Abrahamson, D., Bryant, M. J., Gutierrez, J. F., Mookerjee, A. V., Souchkova, D., & Thacker, I.E. (2009). Figuring it out: Mathematical learning as guided semiotic disambiguation of useful yet initially entangled intuitions. In S. L. Swars, D. W. Stinson & S. LemonsSmith (Eds.), Proceedings of the ThirtyFirst Annual Meeting of the NorthAmerican Chapter of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 662670). Atlanta, GA: Georgia State University. ISBN: 9780615313979 [Author names are in alphabetical order]
