Dr. Lampert-Shepel is passionate about developing contexts for human development and innovative programs. 

Prior to her current role at Touro University, Elina Lampert-Shepel taught NYC Teaching Fellows and collaborated with urban teachers, focusing on bringing innovative theory and practice to inner-city classrooms to create meaningful, transformational learning experiences for culturally and socially diverse communities.

As a Vygotskian scholar, Elina coordinated the development of a graduate teacher education program grounded in the principles of Vygotsky's cultural-historical psychology and activity theory at Eureka University, Moscow, Russia. Her research interests include cultural-historical psychology and activity theory, culture and cognition, learning as praxis, socially constructed and culturally mediated learning and development, communities of practice, and developing and sustaining transformational change in education.

Elina has conducted cross-cultural research on the development of reflexivity as a higher psychological function, teachers' learning as praxis, and the development of teachers' transformative agency. She presented her research internationally and worked as a researcher and teacher educator in Eastern and Western Europe, the Middle East, and Brazil.

Elina has participated in the development of doctoral programs in England and the Netherlands, served as a doctoral dissertation advisor at Walden University, and acted as a US PREP Research Coach for the University of Portland and the University of Houston, consulting on institutional self-study research to ensure continuous program improvement. She has been elected to serve as Chair of the Cultural-Historical Research Special Interest Group (SIG) at the American Educational Research Association (AERA) in 2024.

Education

• Master of Education (Ed.M.) in Curriculum & Teaching, Teachers College, Columbia University
• Doctor of Education (Ed.D.) in Curriculum & Teaching, Teachers College, Columbia University

Publications

• Lampert-Shepel, E., & Sullivan-Rubin, S. (2023). Dare to Imagine: Creative Scaffolding for Transformative Teachers’ Praxis. The IAFOR International Conference on Education in Hawaii 2023 Official Conference Proceedings, 373-384. https://doi.org/10.22492/issn.2189-1036.2023.29
• Lampert-Shepel, E. & Best, R. (2021 April 9). Building the culture of inquiry-based data use: Program quality continuous improvement project [Presentation]. American Educational Research Association.
• Lampert-Shepel, E., Sullivan-Rubin, S. & Rabinovitch, I. (2021, April 8). Development of beginning teachers as agents of reflexive praxis [presentation]. American Educational Research Association.
• Lampert-Shepel, E., Sullivan-Rubin, S., Rabinovitch, I., Wellner, L., & Pierce-Friedman, K. (2021). Teacher Learning to Craft a Vision of Reflexive Praxis. Supporting Early Career Teachers With Research-Based Practices, 232–259. Retrieved from https://touroscholar.touro.edu/gse_pubs/206
• Lampert-Shepel, E., & Murphy, C. (2018). Learning to reflect: Teachers' mastery and development of mediational means and psychological tools of reflective practice. Journal of Cognitive Education and Psychology, 17(3), 278-300.
• Urban, D., & Lampert-Shepel, E. (2017). Discussing standards: A dialogic analysis of the NYS social studies framework. In S. G. Grant, J. Lee, & K. Swan (Eds.), Teaching social studies: A methods book for methods teachers (pp. 199-208). Charlotte, NC: Information Age Publishing.

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Languages

English, Russian, Ukrainian