About Me
Researcher and educator driven to enable effective and equitable education for ‘all’ students. Education is a powerful driver of social transformation. This belief has fueled my passion to work in the capacity of a teacher, manager, consultant, and researcher to drive meaningful change in the educational landscape.
In the past ten years, I have designed, developed, and managed research initiatives, projects, and products in India, the United States, and France to provide holistic learning opportunities for all students. I believe in harnessing the power of data, dialogue, and technology to inform and enhance current educational practices and to develop novel interventions that provide support to educators.
Expertise
Program Design and Management
I have collaborated with education leaders and teachers to design contextually-relevant and culturally-sensitive programs to enhance educational outcomes for students.
For instance, in my role as an Interim Campus Director at Citizen Schools, I launched an after-school program for a new school site. The program was designed and successfully implemented in collaboration with school leaders, teaching fellows, and parents. At Harvard Graduate School of Education (HGSE), I conceptualized and designed an inclusive micro-school. This included designing evaluation rubrics for teachers and students, the entire school day, as well as the school space which was inspired by the Reggio Emilia philosophy.
Research and Evaluation
My research focuses on understanding how middle schoolers and adults learn mathematics, particularly rational numbers. I have contributed to both theoretical and applied research.
I along with a team of mathematics education expert and research assistants led a randomized controlled study (RCT) to evaluate the impact of a game-based intervention on mathematics learning outcomes of fifth graders. I have also co-designed and led a neuroimaging study to investigate the neural representations of both whole numbers and fractions, thereby adding to the theoretical literature on the mechanisms behind acquiring symbolic number knowledge.
Projects
- Randomized Controlled Study: EdTech for Mathematical Outcomes
- The Role of Physical Space in Enhancing Learning Outcomes
- Neurocognitive Correlates of Whole number and Fractions
- Research based Micro-School for Inclusive Education
- Variability, Language, and Context: The Role of Emotions in Learning and Development
- Socio-economic status: The Construct and its role in Reading Ability
I had the opportunity to work on diverse projects while pursuing my Master’s and Doctorate degrees. The above mentioned projects range from program design and evaluation to foundational theories in the field of educational psychology and cognitive science. If you are interested to learn more about them, please don’t hesitate to reach out.
I am also the co-founder of an international book-club on all things Education. Join us now!
Publications
Bhatia, P., Léone, J., Gardes, M.-L., & Prado, J. (2023). Fraction knowledge in adults with persistent mathematics difficulties. Learning Disability Quarterly
Bhatia, P., Le Diagon S., Langlois E., William M., Prado, J., & Gardes, M.-L. (2022). Impact of a game-based intervention on fraction learning for fifth-grade students: A pre-registered randomized control study. Journal of Computer Assisted Learning.PDF
Bhatia, P., Longo L., Chesnokova H., & Prado., J. (2022). Neural representations of absolute and relative magnitudes in symbolic and non-symbolic formats. Cerebral Cortex. PDF
Bhatia, P., Delem, M., Léone, J., Boisin, E., Cheylus, A., Gardes, M.-L., & Prado, J. (2020). The ratio processing system and its role in fraction understanding: Evidence from a match-to-sample task in children and adults with and without dyscalculia. Quarterly Journal of Experimental Psychology
Romeo, R. R., Imhof, A. M., Bhatia, P., & Christodoulou, J. A. (2018) Relationships Between Socioeconomic Status and Reading Development: Cognitive Outcomes and Neural Mechanisms. Neuroscientific Perspectives on Poverty, 153.
CONFERENCES, POSTERS, AND INVITED TALKS
Bhatia, P., Developmental Perspectives: Digital Interventions and Mathematics Learning in Typical and Atypical Populations. Symposium selected for IMBES, July 2022
Bhatia, P., Delem, M., Léone, J., Boisin, E., Cheylus, A., Gardes, M.-L., & Prado, J. The Ratio Processing System and its Role in Fraction Understanding. Flash talk, Society for Research in Child Development, Virtual Biennial Meeting, 2021
Bhatia P. Are fractions intuitive? Exploring the cognitive mechanisms of symbolic fraction processing in children and adults, Invited talk, LaPsyDe Laboratory, Paris Sorbonne University, France
Bhatia P., Gardes, M.-L., & Prado, J. The Behavioral Processing of Fractions in Adults with and without Dyscalculia. Flash talk, The Mathematical Cognition and Learning Society, Virtual Conference, 2020
Bhatia, P., Mesite, L., Romeo, R & Christodoulou, J. Examining Objective and Subjective indices of Socioeconomic Status and Reading Ability. Poster, Student Research Conference, Harvard Graduate School of Education, Cambridge, USA, 2018
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