Rachel

Ebner

Clinical Assistant Professor of Psychology

Email:

Rachel.Ebner@yu.edu

Office Address:

Beren campus - 215 Lexington Ave
Room#606

Office Address (secondary):

Wilf campus - Belfer Hall
Room#543

Education:

PhD, Graduate Center, City University of New York, 2012

M.A., Harvard Graduate School of Education, 2007

M.A., Teachers College, Columbia University, 2006

B.A., Kenyon College, 2004

Biography:

Dr. Rachel Ebner is an educational psychologist. She specializes in developing, researching, and implementing innovative ways to advance student learning and assessment both inside and outside the classroom. In addition to teaching, she works with Yeshiva University faculty and administrators as Director of Student Learning Assessment.

Teaching and Research Interests:

Assessment of student learning, instruction, and program effectiveness ● Technology, learning, & cognition ● Self-regulation & motivation ● Risk & prevention ● Literacy acquisition & development ● Social-emotional development

Publications:

Ebner, R., & Ehri, L. (2013). Vocabulary learning on the Internet: Using a structured think-aloud procedure. Journal of Adolescent & Adult Literacy, 56(6), 472-481, republished in Digital Literacies: An IRA Cross-Journal Virtual Issue

Ebner, R. (2026). The Value of Structured Think-Aloud Methodologies in the Age of AI. Faculty Focus. Magna Publications: Madison WI. Published on March 11, 2026 and available at http://disq.us/t/51jkwtf

Ebner, R. (2020). Tips for Fostering Students’ Self-Regulated Learning in Asynchronous Online Learning Environments. Faculty Focus. Magna Publications: Madison WI. Published on September 2, 2020 and available at https://www.facultyfocus.com/author/rachaelebner608/

Ebner, R. (2017). Rebranding student learning assessment. Faculty Focus. Magna Publications: Madison WI. Published on May 8, 2017 and available at https://www.facultyfocus.com/articles/educational-assessment/rebranding-student-learning-assessment/

Ebner, R. & Ehri. L. (2016) Teaching students how to self-regulate their online vocabulary learning by using a structured think-to-yourself procedure. Journal of College Reading and Learning, 46(1), 62-73, DOI: 10.1080/10790195.2015.1075448. Published online Oct. 5, 2015 and available at http://dx.doi.org/10.1080/10790195.2015.1075448

Ebner, R. (2015). Self-Regulated Vocabulary Learning On the Internet. In T.V. Rasinski , K.E. Pytask, & R.E. Frerdig (Eds.), Using Technology to Enhance Reading: Innovative Approaches to Literacy Instruction (pp. 81-88). Solution Tree Press: Bloomington, IN.

Ebner, R., & Ehri, L. (2013). Vocabulary learning on the Internet: Using a structured think-aloud procedure. Journal of Adolescent & Adult Literacy, 56 (6), 472-481, republished in Digital Literacies: An IRA Cross-Journal Virtual Issue (International Reading Association)

Ebner, R. (2012). Using the Internet with a structured think-aloud methodology to enhance college students’ vocabulary (Doctoral dissertation). Available at ProQuest Dissertations and Theses. (UMI No. 3508670).Ebner, R. (2012). Using the Internet with a structured think-aloud methodology to enhance college students’ vocabulary (Doctoral dissertation). Available at ProQuest Dissertations and Theses. (UMI No. 3508670).