Christian D. Schunn
Affiliations: | University of Pittsburgh, Pittsburgh, PA, United States |
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"Christian Schunn"Mean distance: 15.71 (cluster 38) | S | N | B | C | P |
Parents
Sign in to add mentor| Kevin N. Dunbar | research assistant | McGill | |
| John Anderson | grad student | Carnegie Mellon | |
| David Klahr | grad student | University of Pittsburgh |
Children
Sign in to add trainee| Kwangsu Cho | grad student | 2004 | University of Pittsburgh |
| Lelyn D. Saner | grad student | 2008 | University of Pittsburgh |
| Xiaohui Kong | grad student | 2009 | University of Pittsburgh |
| Melissa M. Patchan | grad student | 2011 | University of Pittsburgh |
| Eli M. Silk | grad student | 2011 | University of Pittsburgh |
| Jooyoung Jang | grad student | 2013 | University of Pittsburgh |
| Joel S. Chan | grad student | 2014 | University of Pittsburgh |
| Michelle R. Ellefson | post-doc | 2005-2007 | University of Pittsburgh |
| Jarrod Moss | post-doc | 2007-2008 | University of Pittsburgh |
| Alicia Chang | post-doc | 2008-2010 | University of Pittsburgh |
BETA: Related publications
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Publications
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| Wu Y, Schunn CD. (2020) The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students American Educational Research Journal. 283122094526 |
| Vincent-Ruz P, Meyer T, Roe SG, et al. (2020) Short-Term and Long-Term Effects of POGIL in a Large-Enrollment General Chemistry Course Journal of Chemical Education. 97: 1228-1238 |
| Wu Y, Schunn CD. (2020) When peers agree, do students listen? The central role of feedback quality and feedback frequency in determining uptake of feedback Contemporary Educational Psychology. 62: 101897 |
| Wu Y, Schunn CD. (2020) From feedback to revisions: Effects of feedback features and perceptions Contemporary Educational Psychology. 60: 101826 |
| Elizondo-Garcia J, Schunn C, Gallardo K. (2019) Quality of Peer Feedback in Relation to Instructional Design: A Comparative Study in Energy and Sustainability MOOCs. International Journal of Instruction. 12: 1025-1040 |
| Quintana R, Schunn C. (2019) Who Benefits From a Foundational Logic Course? Effects on Undergraduate Course Performance Journal of Research On Educational Effectiveness. 12: 191-214 |
| Tekkumru-Kisa M, Schunn C. (2019) Integrating a Space for Teacher Interaction into an Educative Curriculum: Design Principles and Teachers' Use of the iPlan Tool. Technology, Pedagogy and Education. 28: 133-155 |
| Betancur L, Rottman BM, Votruba-Drzal E, et al. (2019) Analytical assessment of course sequencing: The case of methodological courses in psychology. Journal of Educational Psychology. 111: 91-103 |
| Cannady MA, Vincent-Ruz P, Chung JM, et al. (2019) Scientific sensemaking supports science content learning across disciplines and instructional contexts Contemporary Educational Psychology. 59: 101802 |
| Vincent-Ruz P, Schunn CD. (2019) Identity Complexes and Science Identity in Early Secondary: Mono-topical or in Combination with Other Topical Identities Research in Science Education. 1-22 |