Brandy Quinn, Ph.D.

Brandy Quinn, Ph.D.

Assistant Professor

Program Area: Educational Psychology

(817) 257-5408  |  b.quinn@tcu.edu

Texas Christian University
TCU Box 297900
Fort Worth, TX 76129

Bio

Brandy Quinn is an Assistant Professor in the College of Education at Texas Christian University. Prior to earning her Ph.D. in Education at Stanford University, she taught high school religious studies and elementary special education in Southern California. In her current research, she investigates whether and how school communities foster in youth the desire and drive to contribute to society through their own gifts and talents. Her goal is to generate research that helps schools educate young people who are academically, morally, socially and emotionally prepared to be contributing members of their communities.

Education

Ph.D., Education
Stanford University
2013

M.Ed., Teaching
California Lutheran University
2005

M.A., Theology
Loyola Marymount University
2003

B.A., English
Whittier College
1998

Academic Areas

  • Human Development
  • Educational Psychology

Research Areas

  • Adolescent Development
  • Positive Youth Development in Schools
  • Social Emotional Learning
  • Social Justice Learning
  • Moral Development in Schools

Selected Publications

Quinn, B. P. (in press). Learning from the wisdom of practice: Teachers’ educational purposes as pathways to supporting adolescent purpose in secondary classrooms. Journal of Education for Teaching, 42 (5).

Quinn, B. P. (2016). The beyond-the-self dimension of adolescent purpose: Absence and change. The Journal of Positive Psychology. DOI: 10.1080/17439760.2016.1209543 

Quinn, B. (2015). International School of the Americas: Social emotional learning and social justice education for the 21st century. Stanford, CA: Stanford Center for Opportunity Policy in Education (SCOPE). Retrieved from SCOPE website.

Malin, H., Reilly, T. S., Quinn, B., and Moran, S. (2014). Adolescent purpose development: Exploring empathy, discovering roles, shifting priorities, and creating pathways. Journal of Research on Adolescence, 24(1), 186 – 199. DOI: 10.1111/jora.12051

Geiser, K. E., Borsato, G. N., and Quinn, B. P. (2013, July). Oakland Kids First’s PASS-2 Program: Youth & Adults Joining Forces to Promote College Readiness. May be requested from John Gardner Center for Youth and Their Communities.

Quinn, B. P. & Geiser, K. E. (2013). PASS-2: Putting youth contribution at the center of positive youth development in Oakland high schoolsJohn W. Gardner Center, Stanford, CA.

Geiser, K. E. & Quinn, B. P. (2012). Oakland Kids First: Peers advising students to succeed implementation study. John W. Gardner Center, Stanford, CA.

Quinn, B. (2012). Other-oriented purpose: The potential roles of beliefs about the world and other people. Youth and Society. Published online before print July 1, 2012, DOI: 10.1177/0044118X12452435.

Malin, H., Quinn, B., & Damon, W. (Guest Eds.) (2011). American identity: philosophical foundations, developmental perspectives, and implications for citizenship education. [Special Issue]. Applied Developmental Science, 15(2).

Quinn, B. (2011). The school as democratic community. Applied Developmental Science, 15(2), 94 – 97. DOI: 10.1080/10888691.2011.560812.

Benninga, J. & Quinn, B. (2011). Enhancing American identity and citizenship in schools. Applied Developmental Science, 15(2), 104 – 110. DOI: 10.1080/10888691.2011.560816.

Tirri, K. & Quinn, B. (2010). Exploring the role of religion and spirituality in the development of purpose: Case studies of purposeful youth. British Journal of Religious Education32(3), 201 – 214. DOI: 10.1080/01416200.2010.498607.

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