Helenrose Fives, PhD is a Professor of Educational Foundations in the College of Education and Human Services at Montclair State University. She earned her PhD in Human Development, specializing in Educational Psychology, from the University of Maryland, College Park. Dr. Fives taught grades 5-8 for 6 years in Washington, D.C. where she developed and implemented an interdisciplinary curriculum with the Folger Shakespeare Library.

Her research focuses on the intersection of teacher beliefs and practices, with an emphasis on understanding the interrelationship between teachers' beliefs (specifically efficacy, knowledge, and ability beliefs) and the process of teaching and learning to teach.

Dr. Fives has published in outlets such as Journal of Educational Psychology, Contemporary Educational Psychology, and Teaching and Teacher Education. She recently co-edited The International Handbook of Research on Teachers' Beliefs.

Focuses on the intersection of teacher beliefs and practices, with an emphasis on understanding the interrelationship between teachers' beliefs (specifically efficacy, knowledge, and ability beliefs) and the process of teaching and learning to teach. The primary foci of her research agenda include investigations into: Teachers’ Beliefs, Motivation, and Knowledge; Classroom Assessment; Epistemic Cognition; and Expertise Development.

At the core of Dr. Fives research agenda is the firm belief that teachers’ matter. That is, the roles they play within society, by shaping the cultures of individual classrooms, schools, and in national discourse, matter greatly to the well-being and success of our communities. She enacts this belief by finding ways to support teachers’ work. However, to support teachers’ practice also means understanding teachers, in particular, their beliefs and motivation, knowledge, epistemic cognition, and how they develop teaching expertise. Further, these areas work in tandem to support or hinder teachers’ development and well-being. The primary foci of her research agenda include investigations into: Teachers’ Beliefs, Motivation, and Knowledge; Classroom Assessment; Epistemic Cognition; and Expertise Development.