- Educational Psychology & Technology
The Chicago School of Professional Psychology
- Office Phone
Kelly Torres, Ph.D., earned her doctorate degree in Educational Psychology. She also earned two master's degrees in the areas of Educational Psychology and Curriculum and Instruction. Her second master's degree was earned in a teacher preparation program which allowed her to receive a Florida K-12 English for Speakers of Other Languages (ESOL) teaching certificate. Kelly has six years of volunteer experience working with K-12 English language learning students. She also has taught numerous university-level courses in both online and face-to-face settings in a variety of content areas. Her research interests are focused on the implementation of technology into educational settings in order to enhance student learning outcomes and on various aspects of the motivational influences that may impact second language learning and culture.
- Education History
Degree Institution Ph.D. Educational Psychology-Learning and Cognition Florida State University M.S. Curriculum and Instruction-ESOL Florida State University M.S. Educational Psychology-Learning and Cognition Florida State University B.A. Psychology Florida State University
- Professional Memberships
Role Organization Member American Educational Research Association Member College English Association: Caribbean Chapter Member Comparative and International Education Society Member Eastern Educational Research Association Member TESOL International Association
State of Florida ESOL K-12 Professional Educator Certification
- Areas of Expertise
Area Expertise Child & Adolescent Development Learning/Learning Disabilities Diversity Cultural Issues Diversity Issues Ethnic Identity Development Identity Development Immigration/Immigrant Issues Psychology Subdisciplines - Educational Psychology Research Design/Methodology Mixed Methods Research Qualitative Inquiry Quantitative Inquiry School Psychology Academic Interventions Cultural Diversity
Title Location Date Digital storytellingPaper presented at the Online Learning Consortium Accelerating Online Learning Worldwide, Orlando, FL Paper presented at the Online Learning Consortium Accelerating Online Learning Worldwide, Orlando, FL November 2017 The positive impact of faculty mentorship throughout a doctoral program Paper presented at the Online Learning Consortium Accelerating Online Learning Worldwide, Orlando, FL November 2017 Redefining the adult learnerPaper presented at the Council for Adult and Experiential Learning International Conference on Waves of Change Oceans of Opportunity, San Diego, CA. Paper presented at the Council for Adult and Experiential Learning International Conference on Waves of Change Oceans of Opportunity, San Diego, CA. November 2017 Creating student engagement through e-Learning faculty mentorship Paper presented at the 2nd Canadian International Conferences on Advances in Education, Teaching, & Technology June 2017 Community education of the autism spectrum Paper presented at The Society for the Psychological Study of Social Issues in Albuquerque, New Mexico. June 2017 Creating online community through e-learning faculty mentorship programs Paper presented at the International Conference on Education and New Developments, Lisbon, Portugal. June 2017 Digital literacy: Making access equal success Paper presented at the Canada International Conference on Education, Ontario, Canada June 2017 Capturing students’ attention through technology enhanced collaborative learning experiences Paper presented at the 2017 International Journal of Arts and Sciences International Conference for Education, Las Vegas, Nevada. March 2017 Teaching beyond the three r’s: The case for teaching digital literacy Presented at the Society for Information Technology and Teacher Education Conference, Austin, TX. March 2017 Exploring Chinese-Americans’ perceptions of their heritage language and cultural backgrounds Paper presented at Problematizing in Equality, Comparative and International Education Society, Atlanta, GA. March 2017 Using technology-enhanced instruction in teacher education programs Paper presented at the Digital Literacies In and Beyond the L2 Classroom, Center for Educational Resources in Culture, Language and Literacy, Tucson, Arizona. October 2016 International students’ experiences: examining their sociocultural adjustment Paper presented at the 2016 Sociolinguistics Symposium 21, Murcia, Spain. June 2016 Utilizing technology to promote meaningful academic experiences for English language learners Paper presented at 2016 Society for Information Technology and Teacher Education Conference, Savannah, GA. March 2016 Latino First-Generation College student motivations and perceptions of university support: An exploratory study Paper presented at 2016 Annual Conference, Eastern Educational Research Association, Hilton Head, SC. February 2016 Spanish heritage language coursework: Meeting the needs of all learners Paper presented at Toward Justice: Culture, Language and Heritage in Education Research and Praxis, American Educational Research Association, Chicago, IL. April 2015 Freshman student typologies of academic and social engagement based on time use data Paper presented at 2015 Annual Conference, Eastern Educational Research Association, Sarasota, FL. February 2015 Social engagement of college freshmen during their first semester and implications for persistence Paper presented at 2015 Annual Conference, Eastern Educational Research Association, Sarasota, FL. February 2015 Korean immigrant children's heritage language maintenance Paper presented at Reaching Global Confidence, American Council on the Teaching of Foreign Languages, San Antonio, Texas. November 2014 Using VoiceThread to enhance second and foreign language skills Paper presented at the Digital Literacies In and Beyond the L2 Classroom, Center for Educational Resources in Culture, Language and Literacy, Tucson, Arizona. October 2014 Puerto Rico the 51st state: The implications of statehood on culture and language Paper presented at Revisioning Education for All, Comparative and International Education Society, Toronto, Canada. March 2014 Pre-service teachers' beliefs of their ability to effectively educate ESOL students Paper presented at the Annual Meeting, Eastern Educational Research Association, Jacksonville, FL. February 2014
Arrastia, M., Torres, K. M., & Tackett, S. (2017). Using reflection to increase self-regulation among pre-teachers. In Djoub, Z. (Ed.) Handbook of Research on Fostering Reflective Teaching Practice in Pre-Service Education: .
Torres, K. M., & Tackett, S. (2016). Preparing pre-service teachers to meet the unique academic needs of 21st century learners. In O. Dean & D. Polly (Ed.) Handbook of Research on Teacher Education for Ethical Professional Practice in the 21st Century: .
Torres, K. M., & Arrastia, M. (2017). Second language acquisition developmental differences: Exploring migrant children’s language production in a daycare setting. Early Child Development and Care, , 1-15.
Torres, K. M., Arrastia, M., & Tackett, S. (2017). University Spanish heritage language coursework: Meeting the needs of all heritage learners. Journal of Hispanic Higher Education, , 1-18.
Torres, K. M. (2017). Puerto Rico, the 51st state: The implications of statehood on culture and language. Canadian Journal of Latin American and Caribbean Studies, 42 (2), 165-180.
Torres, K. M. & Turner, J. E. (2016). Students’ foreign language anxiety and self-efficacy beliefs across different levels of university foreign language coursework. Journal of Spanish Language Teaching, 3 (1), 57-73.
Torres, K. M., & Tackett, S. (2016). Pre-service teachers' beliefs about teaching ESOL students in mainstream classrooms. International Online Journal of Education and Teaching, 3 (3), 186-200.
Torres, K. M. & Turner, J. E. (2015). Heritage language learners' perceptions of acquiring and maintaining the Spanish language. International Journal of Bilingual Education and Bilingualism, 17 (1),
Galeano, R. A., & Torres, K. M. (2014). Teaching culture in U.S. foreign language classrooms: Meeting goals of intercultural competence. The Journal of Language Teaching and Learning, 2 , 1-14.
Tackett, S., & Torres, K. M. (2014). Constructing social constructivism in distance learning courses. International Journal of Social Media and Interactive Learning Environments, 1 (24),
Torres, K. M., & Turner, J. E. (2014). Exploring students' foreign language anxiety: Students' intercultural sensitivity and their perceptions of teachers' effectiveness. The Journal of Language Teaching and Learning, 26 (1),
Galeano, R. A., Mirici, I., & Torres, K. M. (2013). Galeano, R. A., Mirici, I., & Torres, K. M.. Novitas-ROYAL, 18 (1),