Dengting Boyanton

Assistant Professor, Long Island University C.W. Post
Greenvale, NY, United States

About Dengting

Bio

Dr. Dengting Boyanton is an Assistant Professor of Educational Psychology in the Curriculum & Instruction Department of the College of Education at Long Island University, C.W. Post Campus in New York. She received her Ph.D. in Educational Psychology from University of Virginia. Her research interests lie in classroom teaching and learning, student-teacher relationships, engagement, and motivation. Through her dissertation research, she developed a new theory of learning: the Mutual Value Theory. She has given national and international presentations and workshops on Mutual Value Theory.
Dr. Boyanton is a member of American Educational Research Association (AERA) and American Psychological Association (APA).She has earned many awards in her academic career including AERA Division K (Teaching and Teacher Education) Early Career Award (nominee), National Endowment for the Humanities (NEH) Summer Stipends Grant Award (nominee), the Curry School of Education Fellowship, the A.L. Bennett Endowed Scholarship, the Virginia Governor’s Education Fellowship, the Dupont Education Fellowship, and recently the LIU Teaching & Learning Initiative (TLI) Instructional Innovation award. Dr. Boyanton is currently working on her first book Towards a Mutual Value Theory: Teachers and students as learners to be published by Peter Lang Publication in New York.

An idea worth spreading

Mutual Value Theory, developed by Dr. Dengting Boyanton through her dissertation research, provides an insightful explanation on what is going on in our schools today and pinpoint its key problems. Mutual Value Theory states that in order to create powerful learning, four different values have to be created in both teachers and students: 1) Self-value—the students/teacher highly value themselves, 2) perceived self-value—the students/teacher perceive themselves as being highly valued by others, 3) other-value—the students/teacher highly value others (e.g., the instructor, peers), and 4) course-value—the students/teacher highly value the class and the course in general (e.g., course materials, class activities). To create powerful learning, each of these four values is crucial.

I'm passionate about

classroom teaching and learning, student-teacher relationships, engagement, and motivation

Favorite talks