Program Coordinator, Adolescent Generalist (Gr. 7 - 12) Special Education Program
Gina Riley, Ph.D. is an educational psychologist and Clinical Professor of Adolescent Special Education at Hunter College. Dr. Riley has over fifteen years experience working with teens with learning disabilities and emotional and behavioral disorders. She is also a seasoned academic, with years of teaching, research, and supervisory experience within the fields of special education, psychology, school psychology, and mental health counseling. Her master’s thesis focused on intrinsic motivation within home education environments, and her doctoral dissertation compared levels of competence, autonomy, and relatedness in home educated and traditionally educated young adults. Dr. Riley also has extensive experience in online education and distance learning at the college/university level.
- Ph.D. in Psychology, Walden University, Minnesota, 2012. Dissertation: Differences in Competence, Autonomy, and Relatedness between Home Educated and Traditionally Educated Young Adults
- M.S. in Psychology, Walden University, Minnesota, 2003. Concentration: Educational Psychology Thesis: An Ethnographic Study of Intrinsic Motivation in Homeschoolers
- B.S. in Psychology, Mercy College, New York, 1999 Summa Cum Laude
Within the Adolescent Special Education program, Dr. Riley teaches Practicum/Student Teaching, Methods of Teaching Reading, Writing, and Math to Adolescents with Learning Disabilities, Methods for Teaching Students with Behavioral Disorders, and Supervised Clinical Teaching of Students with Learning Disabilities.
- SPED 785: Student Teaching/Practicum
- SPED 771: Methods of Teaching Reading for Adolescents with Learning Disabilities
- SPED 777: Supervised Clinical Teaching of Students with Learning Disabilities
- SPED 773: Methods of Teaching Writing, Math, and Organization for Adolescents with Learning Disabilities
Have also taught: SPED 700, 701, 702, 703, 708, 780
Dr. Riley’s research interests include intrinsic motivation, Self Determination Theory, Cognitive Evaluation Theory, Supported Decision Making in students with intellectual/developmental disabilities, online/distance learning in higher education, late readers, and homeschooling, unschooling, and other alternative learning environments.
Gray, P. & Riley, G. (2013). The challenges and benefits of unschooling, according to 232 families who have chosen that route. Journal of Unschooling and Alternative Learning, Volume 7, Issue 14.
Riley, G. (2015). Differences in competence, autonomy, and relatedness between home educated and traditionally educated young adults. International Social Science Review, 90 (2), 1 – 27.
Gray, P. & Riley, G. (2015). Grown unschoolers’ evaluations of their unschooling experience: Report I on a survey of 75 unschooled adults. Other Education, Volume 4, Issue 2, 8 – 32.
Riley, G. & Gray, P. (2015). Grown unschoolers’ experiences with higher education and employment: Report II on a survey of 75 unschooled adults. Other Education, Volume 4, Issue 2, 33 – 53.