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Dr. Ravinder Koul

Dr. Ravinder Koul
Phone: 8148652197
Office Address:
177 Chambers Bldg
University Park, PA 16802
Campus: University Park


Associate Professor of Education


Curriculum and Instruction


Curriculum and Instruction


About me:

I am a member of faculty in the Department of Curriculum and Instruction, serving at Great Valley Campus (1998-2014) and University Park Campus (2014-present).  My underlying goal as an educator is to help all students reach their academic potential.  My research has focused on the associations of personal, instructional, and contextual factors with motivation and curricular engagement of students.  Fulbright senior specialist awards have enabled me to establish professional ties with universities in Asia and build cross-disciplinary and collaborative international relationships with faculty and students.  I have employed a variety of theoretical perspectives to examine different aspects and measures of student engagement and dis-engagement, which include career aspirations, attitudes toward science, attitudes toward foreign language learning, cheating behavior, and college retention and persistence.  Recently, I have published on career aspirations of high school students and engineering identities of college students in Thailand.  I teach courses in science education, educational research and curriculum development.

My interest and expertise:

  • Curricular design and motivational engagement
  • Motivational perspectives on questions of equity in STEM education

My publications:

 Book chapter:

Koul, R., Lerdpornkulrat, T., & Poondej, C. (in press). Learning environments and student motivation and engagement: A review of studies from Thailand” in “Student Motivation, Engagement, and Growth: Asian Insights. This volume is part of the book series, “Schools and Schooling in Asia” with the book series editor Prof. Kerry J. Kennedy, The Education University of Hong Kong. The book will be published by Routledge in 2018. 

 Peer-reviewed journal publications

Koul, R. (2018). Work and family identities and engineering identity. Journal of Engineering Education107(2), 219-237. Available at:

Sangkawetai, C., Neanchaleay, J., Koul, R., Murphy, E. (2018). Predictors of k-12 teachers’ instructional strategies. Technology, Knowledge and Learning. Advanced online publications. Available at:

Lerdpornkulrat, T., Koul, R., & Poondej, C. (2018). Student perceptions of learning environment: Disciplinary program versus general education classrooms. Tertiary Education and Management. Advanced online publication. Available at:

Srisupawong, Y., Koul, R., Neanchaleay, J., Murphy, E., & Francois, E. J. (2018). The relationship between sources of self-efficacy in classroom environments and the strength of computer self-efficacy beliefs. Education and Information Technologies, 23(2), 681-703. Available at:

Koul, R., Lerdpornkulrat, T., & Poondej, C. (2017). Gender contentedness in aspirations for careers as engineers or medical doctors. European Journal of Engineering Education, 42(6), 1422-1438. Available at:

Lerdpornkulrat, T., Poondej, C., Koul, R., Khiawrod, G., & Prasertsirikul, P. (2017). The positive effect of intrinsic feedback on motivational engagement and self-efficacy in information literacy. Journal of Psychoeducational Assessment. Advanced online publication. Available at:

Koul, R., Sosik, J. J., & Lerdpornkulrat, T. (2017). Students’ possible selves and achievement goals: Examining personal and situational influences in Thailand. School Psychology International, 38(4), 408-433. Available at:

Sosik, J. J., Chun, J. U., & Koul, R. (2017). Relationships between psychological wellbeing of Thai college students, goal orientations, and gender. Psychology in the Schools, 54(7), 703–717. Available at:

Lerdpornkulrat, T., Koul, R., & Poondej, C. (2017). Relationship between perceptions of classroom climate and institutional goal structures and student motivation, engagement, and intention to persist in college, 42(1), 102-115. Journal of Further and Higher Education.
Available at:

Sosik, J. J., Koul, R., & Cameron, J.C. (2017). Gender and contextual influences in social responsibility in Thai schools: A multi-study person versus situation analysis. Journal of Beliefs & Values, 38(1), 45-62. Available at:

Koul, R.., Lerdpornkulrat. T., & Poondej, C. (2016). Influence of perceived parenting styles on goal orientations and career aspirations of high school science students in Thailand. The International Education Journal: Comparative Perspectives, 15(4), 56-65.

Koul, R., Lerdpornkulrat, T., & Poondej, C. (2016). Gender compatibility, math-gender stereotypes and self-concepts in math and physics. Physical Review Special Topics-Physics Education Research, 12(2), 020115-020126.
Available at:

Deechuay, N., Koul, R., Maneewan, S., & Lerdpornkulrat, T. (2016). Relationship between gender identity, perceived social support for using computers, and computer self-efficacy and value beliefs of undergraduate students. Education and Information Technologies, 21(6), 1699-1713. Available at:

Chantara, S., Koul, R., & Kaewkuekool, S. (2014). Relationship between life-style values and achievement goal orientation among vocational students in Thailand.  Journal of Beliefs and values, 35(1), 36-47.

Hengsadeekul, C., Koul, R., & Kaewkuekool, S. (2014). Motivational orientation and preference for English medium programs in Thailand.  International Journal of Educational Research, 66, 35-44. 

Poondej, C., Koul, R., & & Sujivorakul C. (2013).  Achievement goal orientation and the critical thinking disposition of college students across academic programmes.  Journal of Further and Higher Education, 37(4), 504-518. 

Koul, R. (2012).  Multiple motivational goals, values, and willingness to cheat.  International Journal of Educational Research, 56, 1-9. 

Lerdpornkulrat, T., Koul, R., & Sujivorakul C. (2012). Influence of ability beliefs and motivational orientation on the self-efficacy of high school science students in Thailand.  Australian Journal of Education, 56 (2), 163-181. 

Koul, R., Roy, L., & Lerdpornkulrat, T. (2012). Multiple goal orientation, perceptions of biology and physics classroom learning environments, and gender.  Learning Environments Research, 15, 217-229.

Koul, R., Lerdpornkulrat, T., & Chantara, S. (2011).  Relationship between career aspirations and measures of motivation toward biology and physics, and the influence of gender.  Journal of Science Education and Technology, 20, 761-770.

Songsriwittaya, A., Koul, R., Kongsuwan, S. (2010).  Achievement goal orientation and differences in self-reported copying behavior across academic programs.  Journal of Further and Higher Education, 34(3), 419-430.

Koul, R., Clariana, R. B., Kongsuwan, S., & Suji-Vorakul, C. (2009).  Students’ goal orientations and perceptions of professional competencies.  Journal of Vocational Education and Training, 61(3), 307-318.

Koul, R., Roy, L., Kaewkuekool, S., & Ploisawaschai, S. (2009).  Multiple goal orientations and foreign language anxiety.  System: International Journal of Educational Technology and Applied Linguistics, 37, 676-688.

Koul, R., Clariana, R. B., Jitgarun, K., & Songsriwittaya, A. (2009).  The influence of achievement goal orientation and gender on plagiarism.  Learning and Individual Differences, 19, 506-512.

Ontakharai, S, Koul, R., & Neanchaleay, J. (2008).  Religious outlook and students’ attitudes towards the environment. Journal of Beliefs and Values, 29(3), 305-311.

Clariana, R. B., & Koul, R. (2008).  The effects of learner’s prior knowledge when creating concept maps from text passages.  International Journal of Instructional Media, 35(2), 229-236.

Koul, R. (2006).  Relationship between religious outlook and attitudes towards school science. Journal of Values and Beliefs, 27(3), 251-267.

Clariana, R., & Koul, R. (2006).  The effects of different form of feedback on fuzzy and verbatim memory of science principles.  British Journal of Educational Psychology, 76(2), 259-270.  

Koul, R. (2006).  Curriculum analysis—helping educators recognize personal and education program philosophies.  The Journal of Educational Alternatives, 2(2), 65-74. 

Clariana, R., Koul, R., & Salehi, R. (2006).  The criterion-related validity of a computer-based approach for scoring concept maps. International Journal of Instructional Media, 33(3), 317-325. 

Koul, R. (2005).  Curriculum ideologies: A card activity.  The Journal of Education, 2(1), 49-52.

Koul, R., Clariana, R., & Salehi, R. (2005).  Comparing several human and computer-based methods for scoring concept maps and text summaries.  Journal of Educational Computing and Research, 32(3), 227-239.

Clariana, R., & Koul, R. (2005). Multiple-Try feedback and higher order learning outcomes. International Journal of Instructional Media, 32(3), 239-245.  

Koul, R. (2003). Revivalist thinking and student conceptualizations of science/religion. Studies in Science Education, 39, 103-124.

Koul, R. (2002).  The relevance of public image of science in science education policy and practice.  Science and Education, 11(1), 1-10.

Koul, R. (2002).  A report on Hoshingabad Science Teaching Program.  Interchange, 33(3), 219- 235. 

Koul, R., Wiesenmayer, R. W., & Rubba, P. A (2001).  Evaluating RuralNet: Teaching with Internet. Journal of Educational Computing and Research, 25(2), 129-140. 

Koul, R., & Rubba, P. A. (1999). An analysis of the reliability and validity of personal Internet teaching efficacy beliefs scale. Electronic Journal of Science Education, 4(1) [Available online]

Wiesenmayer, R, & Koul, R. (1999). Level of use of Internet in a professional development project. Journal of Science Education and Technology, 8(2), 123-135.

Wiesenmayer, R. & Koul, R. (1998).  Integrating Internet resources into the science classroom: Teachers’ perspectives. Journal of Science Education and Technology, 7(3), 271- 277.

Koul, R., & Dana, T. (1997).  School science: curriculum developers’/authors’ perspectives.  Electronic Journal of Science Education, 2(2)

Koul, R., & Dana, T. (1997).  Contextualized science for teaching science and technology.  Interchange, 28(2 & 3), 121-144.


Areas of Expertise

Curriculum Areas

Curriculum Issues
Science Ed

Education Levels

Middle School/Junior High
Professional Education
Secondary/High School

Education Types

Private Ed
Public Ed

Educational Studies

Ethics and Values
International Ed

Higher Education

Higher Education

Individual Difference

Learning Processes

Leadership Preparation

Educational Leadership
Teacher Prep


Curriculum and Supervision
Equity and Diversity
Learning Assessment
Learning Sciences

Methodological Research

Multiple Methods

Social Issues

Civic Engagement
Comparative and International Education
Race and Ethnicity
Social Issues

Teacher Preparation

In-service Teachers
Pre-service Teachers