Articles with public access mandates - Jennifer CromleyLearn more
Not available anywhere: 6
Drawing-to-learn: does meta-analysis show differences between technology-based drawing and paper-and-pencil drawing?
JG Cromley, Y Du, AP Dane
Journal of Science Education and Technology 29, 216-229, 2020
Mandates: US National Science Foundation
Flexible strategy use by students who learn much versus little from text: transitions within think‐aloud protocols
JG Cromley, TW Wills
Journal of Research in Reading 39 (1), 50-71, 2016
Mandates: US Institute of Education Sciences
Meta-analysis of STEM learning using virtual reality: Benefits across the board
JG Cromley, R Chen, LEM Lawrence
Journal of Science Education and Technology 32 (3), 355-364, 2023
Mandates: US National Science Foundation
Conventional and piecewise growth modeling techniques: Applications and implications for investigating Head Start children’s early literacy learning
AH Hindman, JG Cromley, LE Skibbe, AL Miller
Evaluation Review 35 (3), 204-239, 2011
Mandates: US National Institutes of Health
Deciding on drawing: the topic matters when using drawing as a science learning strategy
A Kunze, JG Cromley
International Journal of Science Education 43 (4), 624-640, 2021
Mandates: US National Science Foundation
Board 409: The Stressors for Doctoral Students Questionnaire: Year 2 of an RFE Project on Understanding Graduate Engineering Student Well-Being and Retention
J Cromley, JF Mirabelli, K Jensen
2023 ASEE Annual Conference & Exposition, 2023
Mandates: US National Science Foundation
Available somewhere: 26
Undergraduate STEM achievement and retention: Cognitive, motivational, and institutional factors and solutions
JG Cromley, T Perez, A Kaplan
Policy Insights from the Behavioral and Brain Sciences 3 (1), 4-11, 2016
Mandates: US National Science Foundation, US Institute of Education Sciences
Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement
T Perez, T Dai, A Kaplan, JG Cromley, WD Brooks, AC White, KR Mara, ...
Learning and Individual Differences 72, 26-38, 2019
Mandates: US Institute of Education Sciences
Coordinating multiple representations in a reform calculus textbook
BL Chang, JG Cromley, N Tran
International Journal of Science and Mathematics Education 14, 1475-1497, 2016
Mandates: US Institute of Education Sciences, US Department of Education
The role of context in educational RCT findings: A call to redefine “evidence-based practice”
A Kaplan, J Cromley, T Perez, T Dai, K Mara, M Balsai
Educational Researcher 49 (4), 285-288, 2020
Mandates: US Institute of Education Sciences
Improving middle school science learning using diagrammatic reasoning
JG Cromley, SM Weisberg, T Dai, NS Newcombe, CD Schunn, C Massey, ...
Science Education 100 (6), 1184-1213, 2016
Mandates: US Department of Education
Relation of spatial skills to calculus proficiency: A brief report
JG Cromley, JL Booth, TW Wills, BL Chang, N Tran, M Madeja, TF Shipley, ...
Mathematical Thinking and Learning 19 (1), 55-68, 2017
Mandates: US Institute of Education Sciences, US Department of Education
Combined cognitive–motivational modules delivered via an LMS increase undergraduate biology grades
JG Cromley, T Perez, A Kaplan, T Dai, K Mara, MJ Balsai
PubPub, 2020
Mandates: US Institute of Education Sciences
Comparing reading comprehension of narrative and expository texts based on the direct and inferential mediation model
H Härtig, S Bernholt, N Fraser, JG Cromley, J Retelsdorf
International Journal of Science and Mathematics Education 20 (Suppl 1), 17-41, 2022
Mandates: German Research Foundation
Intersecting identities of women in engineering
R Mendenhall, KJ Cross, JR Amos, KBH Clancy, P Imoukhuede, ...
ASEE annual conference & exposition proceedings, 2018
Mandates: US National Science Foundation
Using principles of cognitive science to improve science learning in middle school: What works when and for whom?
CD Schunn, NS Newcombe, L Alfieri, JG Cromley, C Massey, JF Merlino
Applied cognitive psychology 32 (2), 225-240, 2018
Mandates: US Institute of Education Sciences
Coordinating multiple representations of polynomials: What do patterns in students' solution strategies reveal?
W Zahner, T Dai, JG Cromley, TW Wills, JL Booth, TF Shipley, ...
Learning and Instruction 49, 131-141, 2017
Mandates: US Institute of Education Sciences, US Department of Education
What cognitive interviewing reveals about a new measure of undergraduate biology reasoning
JG Cromley, T Dai, T Fechter, M Van Boekel, FE Nelson, A Dane
The Journal of Experimental Education 89 (1), 145-168, 2021
Mandates: US Institute of Education Sciences, US Department of Education
Learning from multiple representations: Roles of task interventions and individual differences
JG Cromley
Handbook of learning from multiple representations and perspectives, 62-75, 2020
Mandates: US National Science Foundation
Development of a tool to assess inference-making and reasoning in biology
JG Cromley, T Dai, TS Fechter, FE Nelson, M Van Boekel, Y Du
Journal of Microbiology & Biology Education 22 (2), 10.1128/jmbe. 00159-21, 2021
Mandates: US Institute of Education Sciences, US Department of Education
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