Michele Gregoire Gill, Ph.D.

Professor and Program Coordinator

Curriculum and Instruction

Office: ED 222R

Phone: 407-823-1771


Professional Summary

Dr. Michele Gregoire Gill is a professor of educational psychology at the University of Central Florida and program coordinator for UCF’s education doctorate in Curriculum and Instruction. She was recently elected to the American Psychological Association Council of Representatives. Dr. Gill earned her Ph.D. in educational psychology from the University of Florida as an Albert A. Murphree Presidential Fellow. In 2018, she received recognition as a Citizen Psychologist by the American Psychological Association. She serves on three editorial boards: Journal of Educational Psychology, Educational Psychologist, and Educational Psychology Review. Dr. Gill maintains a current professional teacher license in Elementary Education for the state of Colorado and has five years of K-12 teaching experience. Her research interests center on conceptual change, teacher beliefs, implicit beliefs, mathematics education, and educational reform. In 2011, Dr. Gill founded the Galileo School for Gifted Learning, a K – 8 charter school in Seminole County, Florida grounded in a Vygotskian pedagogical model; she continues to serve the school as board chairperson. Her research has been published in leading journals of educational psychology and has received numerous awards, including the American Association of Colleges of Teacher Education Outstanding Dissertation Award (2004) and the Conference of Southern Graduate Schools 2006 Achievement Award for New Scholars in Social Sciences, Business, and Education. Dr. Gill teaches courses in human development and learning theories at UCF.


Ph.D. in Educational Psychology
University of Florida

Areas of Expertise

  • Conceptual Change
  • Teachers' Beliefs
  • Mathematics Education
  • Teacher Reform

Research Interests

  • Beliefs about learning and instruction that guide automatic appraisals, affective responses, cognitive processing, decision making, and volition, particularly in response to implementation of curriculum
  • Conceptual change theory
  • School transformation

Recent Honors and Awards

  • American Psychological Association 2018 Citizen Psychologist
  • UCF Teaching Incentive Program Award, 2016
  • UCF Women of Distinction Award, 2015
  • Seminole County Public Schools Dividend (Volunteer) of the Year—Galileo School, 2015

Recent Publications

Gill, M. G., Trevors, G., Greene, J. A, Algina, J. (2020, in press). Don’t take it personally? The role of personal relevance in conceptual change. Journal of Experimental Education. 10.1080/00220973.2020.1754152

Philp, K. D., & Gill. M. G. (2020). Reframing after-school programs as developing youth interest, identity, and social capital. Policy Insights from Behavioral and Brain Sciences.

Ulenski, A.*, Gill, M. G., & Kelley, M. (2019). Developing and validating the Elementary Literacy Coach Self-Efficacy Survey. The Teacher Educator, 54(3), 225-243. DOI: 10.1080/08878730.2019.1590487

Wilder, O.*, Butler, M. B., Acharya, P., & Gill, M. (2019). Preservice elementary science teacher attitudes matter: A new instrument on positive affect toward science. Journal of Science Teacher Education, 30(6), 601-620. DOI: 10.1080/1046560X.2019.1589849

Fives, H., & Gill, M. G. (Editors, 2015). International Handbook of Research on Teachers’ Beliefs. New York: Routledge.

Gill, M. G., & Hardin, C. (2015). A “hot” mess: Unpacking the relation between teachers' beliefs and emotions. In H. Fives and M. G. Gill (Eds.), International Handbook of Research on Teachers’ Beliefs (pp. 230-245). New York: Routledge.

Recently Funded Projects

Li, X., Gill, M.G., Chini, J., Saitta, E., Moore, B. (2015-2017). MATH-GAINS: Growing as Adaptive Instructors in Gateway to STEM courses. National Science Foundation. $250,000

Professional Organizations

  • American Psychological Association (APA), Division 15 (Educational Psychology)
  • American Educational Research Association (AERA), Division C
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