Jennifer G. Cromley
Affiliations: | 2014- | Educational Psychology | University of Illinois, Urbana-Champaign, Urbana-Champaign, IL |
Area:
Educational Psychology Education, Sciences Education, Mathematics EducationGoogle:
"Jennifer Cromley"Parents
Sign in to add mentor| Roger Azevedo | grad student | 2000-2005 | University of Central Florida (Neurotree) |
Children
Sign in to add trainee| Anthony C. Perez | grad student | 2012 | Old Dominion University |
| Bradley W. Bergey | grad student | 2014 | Queens College of the City University of New York |
| Ting Dai | grad student | 2014 | University of Illinois, Chicago |
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Publications
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| Hoang TH, Neville HA, Cromley JG, et al. (2023) Construction and validation of the Racially Biased Reasoning Scale: A measure of beliefs about police interactions with people of color. Cultural Diversity & Ethnic Minority Psychology |
| Cromley JG, Dai T, Fechter TS, et al. (2021) Development of a Tool to Assess Inference-Making and Reasoning in Biology. Journal of Microbiology & Biology Education. 22 |
| Mara KR, Kaplan A, Balsai MJ, et al. (2021) How Instructors Can Enhance Biology Students' Motivation, Learning, and Grades through Brief Relevance Writing and Worked-Example Interventions. Journal of Microbiology & Biology Education. 22 |
| Kaplan A, Cromley J, Perez T, et al. (2020) The Role of Context in Educational RCT Findings: A Call to Redefine “Evidence-Based Practice” Educational Researcher. 49: 285-288 |
| Woods SC, Cromley JG, Hackmann DG. (2020) Relationships between the middle school concept and student demographics Journal of Educational Administration. 58: 265-281 |
| Cromley JG, Dai T, Fechter T, et al. (2019) What Cognitive Interviewing Reveals About a New Measure of Undergraduate Biology Reasoning Journal of Experimental Education. 1-24 |
| Perez T, Dai T, Kaplan A, et al. (2019) Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement Learning and Individual Differences. 72: 26-38 |
| Cromley JG, Du Y, Dane AP. (2019) Drawing-to-Learn: Does Meta-Analysis Show Differences Between Technology-Based Drawing and Paper-and-Pencil Drawing? Journal of Science Education and Technology. 29: 216-229 |
| Cromley JG. (2018) Introduction to the special issue: Desiderata for a theory of multi-source multi-modal comprehension Learning and Instruction. 57: 1-4 |
| Schunn CD, Newcombe NS, Alfieri L, et al. (2018) Using principles of cognitive science to improve science learning in middle school: What works when and for whom? Applied Cognitive Psychology. 32: 225-240 |