Skip to content. | Skip to navigation


Lindsay Portnoy

Visiting Assistant Professor

1131 Hunter West



Lindsay Portnoy received her Ph.D. in Educational Psychology from Fordham University's Graduate School of Education in 2013. Professor Portnoy was an integral part of the Cognitive Learning in Unsupervised Environments Laboratory (CLUE) during her time at Fordham. The CLUE lab studied how novel methods of approaching homework improved recall, which inspired Dr. Portnoy's investigation into student approaches to learning as they vary by domain. Prior to her work at Fordham, Dr. Portnoy earned her Master's degree in Early Childhood and Urban Education and served as an elementary school teacher in the South Bronx.


Professor Portnoy is an educational psychologist teaching graduate level courses in educational psychology, developmental psychology from birth through adolescence, and the assessment of teaching and learning from birth through adolescence. Using her knowledge of the growth and development of children, Dr. Portnoy works to create courses that guide teacher candidates towards using the most authentic methods of engaging and assessing their own students and then using the knowledge they acquire from thoughtful formative assessments to inform their work in the classroom. Her goal is to ensure teachers candidates accurately and reliably evaluate the growth and development of the whole child such that teacher candidates can use feedback from these assessments to guide their instructional planning and tailor learning experiences to the unique individuals in each classroom.


Dr. Portnoy’s research centers on how people approach learning across various contexts and content areas. More specifically, she seeks to explore how approaches to learning vary depending on the domain and the nature of the context in which the domain is presented. Her initial studies used question asking as a tool to evaluate approaches to learning where she discovered categories of inquiry most often used while learning in discrete domains. Using a lens of development or experience, she identified specific inquiry strategies that students use while learning which are not predicated on the age or experience of the learner suggesting affordances of specific domains.

Current work by Dr. Portnoy extends these findings by studying how students approach learning in interdisciplinary content areas (e.g., History of Science), during alternative learning environments (e.g., after school camps, gaming societies, museums), using a variety of learning tools (e.g., analog and digital games), and through alternative modes of instruction (e.g., experience based learning). Results of this work are ongoing and will be used to build a framework for improving curriculum design and aid in the use of effective assessment practices to engage students in the successful acquisition of content across a variety of domains presented through a host of contexts.

Dr. Portnoy’s professional service includes manuscript review for top journals including Educational Researcher as well as review of conference proposals to national conferences for the American Educational Research Association (AERA) Cognition and Assessment SIG (167). She is a board member of Off The Page Education, an educational company that uses content as the lens by which children develop their voice for advocacy, change, and social justice. Dr. Portnoy is also the Chief Education Office for Killer Snails, LLC, an educational gaming company creating games that teach STEM content through engaging and interactive analog and digital games.


Portnoy, L.B., & Lemberger, T. (In Review). Does Context Shape Comprehension: Evaluating the Influence of Presentation on Students’ Inquiry Strategies, Task Persistence and Later Recall. Journal of Applied Research in Memory and Cognition

Portnoy, L.B., & Lemberger, T. Evaluating the Role of Context on Questioning, Comprehension, and Recall in Science Learning. A poster presented at annual meeting of the Association for Psychological Science, National Conference, NY, NY, May 21-24, 2015.

Portnoy, L.B., & Peters, L. Evolving as Educators: An Examination of Pre-Kindergarten Teachers’ Perceptions of ‘Best Practices’ while Enrolled in an Accelerated Teacher Training Program. Presented at the 2015 AERA Annual Meeting, Chicago, IL, April 16 - Monday, April 20, 2015.

Baecher, L., Brown, C., Browne Graves, S., Johnson Lachuk, A., Koeliner, K., Peters, L., Portnoy, L. A school-wide implementation of edTPA:Examining Cross-Departmental Initiatives to Align Coursework and Encourage Student Success. Presented at the 67th Annual Meeting of the American Association of Colleges for Teacher Education, Atlanta, GA, February 25-March 1, 2015.

Portnoy, L.B. & Rabinowitz, M. (2014). What’s in a domain: Understanding how students approach questioning in History and Science. Journal of Educational Research and Assessment, 20 (2), 122-145.

Rabinowitz, M., Acevedo, M., Casen, S., Rosengarten, M., Kowalczyk, M., & Portnoy, L.B. (2013). Distinguishing facts from beliefs: Fuzzy Categories. Psychology of Language and Cognition, 17 (3), 233-324.

Document Actions
School of Education website feedback: email us
695 Park Ave
NY, NY 10065