Tanner LeBaron Wallace

Sometimes it takes things really falling apart before you are ready to grow. Humans are like that it seems; our most righteous, inflexible parts only soften and gain pliability when our backs are undeniably against a wall with no clear exit path in sight. I teach and write about the developmental capacity of humans on a variety of platforms and in a variety of spaces. Here, in the School of Education at the University of Pittsburgh, I teach everything I have learned through both the hard knocks of life and findings from research on marriage, parenting, healing, restoration, and walking one's why. I am passionate about content creation focused on authenticity, skill development and inspiration to make amazing things happen.

Let's learn together.

And yes, in case you are wondering, I do have some credentials worth noting here. I am generally considered an expert in the qualitative methods of studying human meaning-making. My research has focused on how teachers naturally communicate psychological messages during their instructional practice, and how interpersonal connections form social and relational contexts for motivation. My research has been published in a variety of education research journals including the the Journal of Educational Psychology, American Educational Research Journal, Teaching and Teacher Education, and Urban Education. I trained at the University of Virginia, Harvard University, and the University of California, Los Angeles.

School Affiliations

Recent Grants

Co-Principal Investigator (with Geoffrey Cohen), The role of psychologically wise teaching in student achievement, Raikes Foundation ($74, 465)
Investigating Motivation and Transfer in Physical Science through Preparation for Future Learning Instruction, Co-Principal Investigator (with Timothy Nokes-Malach), National Science Foundation ($593,278.00)

Innovating Motivation Research

May 2014 - Apr 2016

African American Students’ Opportunities to Learn

May 2014 - Apr 2015

Measures of Effective Teaching Early Career Grant

Mar 1, 2013 - Mar 1, 2014

Recent Publications

Wallace, T. L., & Kuo, E. (2020). Publishing qualitative research in the Journal of Educational Psychology: Synthesizing research perspectives across methodological silos [Editorial]. Journal of Educational Psychology, 112(3), 579-583. https://doi.org/10.1037/edu0000474
Wallace, T. L. & Munter, C. (2018). Adolescent perceptions of being known in the mathematics classroom. Journal of Mathematical Behavior. doi: 10.1016/j.jmathb.2018.10.002
Wallace, T. L., & Sung, H. C.* (2016). Student perceptions of autonomy-supportive instructional interactions in the middle grades. Journal of Experimental Education. doi: 10.1080/00220973.2016.1182885
Kuo, E., & Wallace, T. L. (2020). Introduction to the special section: Qualitative studies of reasoning and participation. Journal of Educational Psychology, 112(3), 417-419. http://dx.doi.org/10.1037/edu0000472
Jensen, B., Wallace, T. L., Steinberg, M. P., Gabriel, R. E., Dietiker, L., Davis, D. S., ...Rui, N. (2019). Complexity and scale in teaching effectiveness research: Reflections from the MET Study. Education Policy Analysis Archives, 27(7). doi: 10.14507/epaa.27.3923
Wallace, T. L., Kelcey, B., & Ruzek, E. (2016). What can student perception surveys tell us about teaching?: Empirically testing the underlying structure of the Tripod student perception survey. 53(6) American Educational Research Journal. doi: 10.3102/0002831216671864
 Tanner LeBaron Wallace


University of Pittsburgh
4318D Wesley W. Posvar Hall
230 South Bouquet Street
Pittsburgh, PA 15260