• Associate Professor of Education and Coordinator of Curriculum and Instruction
  • 864.294.3077
  • Hipp Hall 101Q
  • temi.bidjerano@furman.edu
  •  

Dr. Temi Bidjerano joined the Department of Education in the fall of 2007. She has received a Ph.D. and a M.S. degrees in Educational Psychology from the University at Albany, State University of New York, and a M.A. in Social Psychology with sub-concentrations in Clinical and Organizational Psychology from the Sofia University, Bulgaria. Prior to coming to Furman, she worked as a research associate in outcomes assessment at Excelsior College, Albany, NY and a program evaluator at the Evaluation Consortium, University at Albany, SUNY. Her areas of expertise include educational research and educational measurement and assessment. Dr. Bidjerano has published research in nationally and internationally recognized peer reviewed journals. As an active member of several national and regional associations, she has numerous conference presentations in the areas of child development, learning and instruction. Her current research interests include self-efficacy, self-regulated learning, and online education.

Name Title Description

EDCI-732

Educational Assessment and Gra

Theory and practice of assessment for teachers and other education professionals. Emphasis on classroom assessment and evaluation practices consistent with SC Curriculum Standards and including differentiated instruction.

EDFD-600

Research and Inquiry I

Designed for candidates enrolled in Furman's extended program. The course uses several theoretical frameworks as a foundation for furthering the professional development of induction teachers to become leaders and scholars. Major emphasis on classroom-based research serves to link theory to practice.

EDFD-601

Research and Inquiry I

As a follow-up to EDFD 600, the course continues to focus on developing induction teachers as leaders and scholars. Building on the research done in EDFD 600, participants will produce a publishable research paper, to be presented in a formal academic setting.

EDFD-602

Learning Theory

Study of emerging theories of learning, with emphasis on the application of psychological concepts and principles to the learning process. Recent research and critical issues are examined as they related to learning.

EDFD-604

Eductional Stats & Measurement

Explores concepts related to measurement and evaluation processes, including descriptive statistics, technical measurement characteristics, test item construction, alternative assessment, standardized achievement and aptitude measures, and non-achievement related measures. Emphasis on school and classroom-level applications.

EDFD-606

Research in Education

Study of basic educational research design and use of basic research techniques. Topics include identification of a research problem, development of a research design, conducting the subsequent study, and implications of the results for educational practice.

EDSL-852

Data Anlaysis for Ed Ldrshp

The course builds upon student prior experience in analysis and interpretation of basic and inferential statistical procedures with a more refined focus on practical applications for management in educational settings. Advanced data analytic procedures for inference, modeling and forecasting will be emphasized.

EDU-120

Human Development

Physical, cognitive, social and emotional aspects of development, from conception through older adulthood, with applications for parenting and teacher education.

  • Shea, P., Hayes, S., Uzuner-Smith, S., Gozza-Cohen, M., Vickers, J., & Bidjerano, T. (2014). Reconceptualizing the Community of Inquiry framework: Exploratory and confirmatory analysis. The Internet and Higher Education, 23, 9-17.;
  • Shea, P., & Bidjerano, T. (2014). Does online learning impede degree completion? A national study of community college students. Computers & Education, 75, 103-111.;
  • Travis, A., Volk, E., Bidjerano, T., & Shea, P. (2014). Correlating community college students’ perceptions of Community of Inquiry Presences with their completion of blended courses. The Internet and Higher Education, 20, 1-9.;
  • Shea, P., Hayes, S., Smith, S. U., Vickers, J., Bidjerano, T., Gozza-Cohen, M., Jian, S-U., Pickett, A., Wilde, J., & Tseng, C-H. (2013). Online learner self-regulation: Learning presence viewed through quantitative content- and social network analysis. The Internati onal Review of Research in Open and Distance Learning, 14(3), 427-461.;
  • Shea, P., & Bidjerano, T. (2012). Learning presence as a moderator in the community of inquiry model. Computers & Education, 59 (2), 316-326.;
  • Shea, P., Hayes, S., Uzuner, S., Vickers, J., Bidjerano, T., Pickett, A., Gozza-Cohen, M., Milde, J., & Jian, S. (2012). Learning presence: Additional research on a new conceptual element within the community of inquiry (CoI) framework. Internet and Higher Education, 15 (2), 89-95.;
  • Shea, P., & Bidjerano, T. (2011). Understanding distinctions in learning in hybrid, and online environments: An empirical investigation of the community of inquiry framework. Interactive Learning Environments, 1-16.;
  • Shea, P., & Bidjerano, T. (2010). Towards a theory of self-efficacy, self-regulation, and the developments of a community of inquiry in online and blended learning environments. Computers & Education, 55 (4), 1721-1731.;
  • Bidjerano, T., & Newman, J. (2010). Autonomy in after-school activity choice among preadolescents from Taiwan and U.S. The Journal of Early Adolescence, 30 (5), 733-764.;
  • Bidjerano, T. (2010). Self-conscious emotions in response to perceived failure: A structural equation model. Journal of Experimental Education, 78 (3), 318-342.;
  • Shea, P., & Bidjerano, T. (2009). Cognitive presence and online learner engagement: A cluster analysis of the community of inquiry framework. Journal of Computing in Higher Education, 21 (3), 199-217.;
  • Shea, P. & Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster "epistemic engagement" and "cognitive presence" in online education. Computers & Education, 52 (3), 543-553.;
  • Shea, P., & Bidjerano, T. (2008). Measures of quality in online education: An investigation of the community of inquiry model and the net generation. Journal of Educational Computing Research, 39 (4), 339- 361.;
  • Bidjerano, T., & Dai, D. (2007). The relationship between the Big-Five model of personality and self-regulated learning strategies. Learning and Individual Differences, 17, 69-81.;
  • Newman, J., Bidjerano, T., Ozdogru, A., Kao, C.C., Ozkose-Biyik, C., & Johnson, J. (2007). Children’s after-school activities: a cross-cultural comparison. The Journal of Early Adolescence, 27(4), 431-456.;
Education
Ph. D.
University at Albany, State University of New​ York
M.S.
University at Albany, State University of New York
M.A.
Sofia University, Bulgaria
B.A.
Sofia University, Bulgaria

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