Faculty
Publish in Field’s major Journal
  Several
recent research initiatives appeared in the Journal of Educational
Psychology. “Nearly all of our faculty publish in this
world-leading educational psychology journal from time to
time,” said Tom Rocklin, department
executive officer. For more information, visit 
Assistant
Professor Kathy Schuh finds that in the more
learner-centered classroom, prior learning in conjunction with
open and divergent dialog, positive reactions, and opportunities
within the classroom allowed students to gain new experiences
from which to draw upon to further knowledge construction processes.
 Professor
Nancy Jackson and graduate student Heidi
Doellinger found
that undergraduates
can comprehend
text
well despite being poor at sounding
out unfamiliar
words, although no special
compensation
strategies were apparent.
Associate
Professor Johnmarshall Reeve and research
teams recently published half a dozen studies of collaborative
work with teachers’ motivating styles toward students
to promote high quality engagement and meaningful learning
during classroom learning activities.
Books,
Books, Books
Several
faculty have work published or soon to be published in books.
Professor Robert
Brennan recently published two computer programs
and manuals that coordinate with his new book Generalizability
Theory (2001). The first program (urGENOVA) handles unbalanced
designs in the theory. The second program (mGENOVA) handles
multivariate designs in the theory. He also wrote the section “Generalizability
Theory” in the Encyclopedia of Social Science Research
Methods.
Professor Nancy
Jackson recently published two book chapters. In
the Handbook of Gifted Children, 3rd Edition, edited by Professor
Nick Colangelo and G. Davis, Jackson wrote the chapter, “Young
Gifted Children,” a literature review of giftedness
in preschool-age children, with a focus on precocious reading.
In
Reading Development in Chinese Children, Jackson, Associate
Professor Michael Everson, and Asian Languages
and Literature Assoc. Prof. Chuanren Ke wrote the chapter,
“Beginning Readers’ Awareness of the Orthographic
Structure of Semantic-phonetic Compounds: Lessons from a Study
of Learners of Chinese as a  Foreign
Language.” This chapter focuses on what American students
in a first-year Chinese language class learn about the structure
of Chinese characters. The authors link this research with
adult foreign-language readers to studies of how Chinese children
learn to read their native language.
Professor Walter
Vispoel recently published a chapter, “Measuring
and Understanding Self-perceptions of Musical Ability,” in
the book, International Advances in Self Research, Vol. 1,
edited by Marsh, Cravin, and McInerney. Vispoel says, “Music
self-concept is how you describe and evaluate your skills
in music, including singing, instrument playing, reading
music, listening, composing, and moving to music.” The
chapter summarizes how music self-concept relates to: a)
other facets of self-concept (social, academic, physical,
and emotional), b) how you view yourself in general (i.e.,
overall self-esteem), and c) how well you actually perform
music-related tasks.
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