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Emily Gonzalez is pursuing a��Ph.D. in Education with a concentration in Educational Psychology. She is working with Dr. Mary Helen Immordino-Yang at the . Emily is interested in promoting equitable educational practices and systems by reimagining educational opportunities for students and teachers. She uses mixed methods to uncover the biological, psychological, and social processes engaged in effective K-12 teaching practices and dispositions, and how they impact learners’ agentic development of interests, scholarly and social identities, and ability to self-author and engage with societal complexities.

Emily previously worked as a researcher at . She earned her Ed.M. in Mind, Brain, and Education from the Harvard Graduate School of Education, and her B.S. in Elementary Education from Wheelock College.

• Recipient of AERA's Brain, Neuroscience, and Education SIG travel grant (2022)
• Recipient of Wheelock College’s Foukal Award for Achievement in Math and Science (2015)

• Grotzer, T.A., Gonzalez, E., & McGivney. (2022). Teaching students to grasp complexity��in biology education using a “Body of Evidence” approach. In O. Ben-Zvi Assaraf & M.C.P.J. Knippels (Eds.)��Fostering understanding of complex systems in biology education: Pedagogies, guidelines and insights from classroom-based research, NY: Springer Nature.
• Grotzer, T.A., Gonzalez, E., & Schibuk, E. (2021). Cause and Effect: Mechanism and Prediction.��In J. Nordine & O. Lee (Eds.) Crosscutting Concepts: Strengthening Science and Engineering Learning. NSTA: Arlington, VA.