| Year |
Citation |
Score |
| 2020 |
Ruzek E, Jirout J, Schenke K, Vitiello V, Whittaker JV, Pianta R. Using self report surveys to measure PreK children’s academic orientations: A psychometric evaluation Early Childhood Research Quarterly. 50: 55-66. DOI: 10.1016/J.Ecresq.2018.10.012 |
0.4 |
|
| 2020 |
Schenke K, Redman EJ, Chung GK, Chang SM, Feng T, Parks CB, Roberts JD. Does “Measure Up!” measure up? Evaluation of an iPad app to teach preschoolers measurement concepts Computers & Education. 146: 103749. DOI: 10.1016/J.Compedu.2019.103749 |
0.388 |
|
| 2019 |
Rutherford T, Liu AS, Lam AS, Schenke K. Impact on mathematics self-beliefs from a mastery-based mathematics software Journal of Research On Technology in Education. 52: 79-94. DOI: 10.1080/15391523.2019.1689210 |
0.536 |
|
| 2019 |
Ruzek EA, Schenke K. The tenuous link between classroom perceptions and motivation: A within-person longitudinal study. Journal of Educational Psychology. 111: 903-917. DOI: 10.1037/Edu0000323 |
0.424 |
|
| 2018 |
Jiang S, Schenke K, Eccles JS, Xu D, Warschauer M. Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses. Plos One. 13: e0202463. PMID 30212458 DOI: 10.1371/Journal.Pone.0202463 |
0.517 |
|
| 2018 |
Schenke K. From structure to process: Do students' own construction of their classroom drive their learning? Learning and Individual Differences. 62: 36-48. DOI: 10.1016/J.Lindif.2018.01.006 |
0.62 |
|
| 2018 |
Schenke K, Ruzek E, Lam AC, Karabenick SA, Eccles JS. To the means and beyond: Understanding variation in students’ perceptions of teacher emotional support Learning and Instruction. 55: 13-21. DOI: 10.1016/J.Learninstruc.2018.02.003 |
0.735 |
|
| 2017 |
Schenke K, Nguyen T, Watts TW, Sarama JH, Clements DH. Differential effects of the classroom on African American and non-African American's mathematics achievement. Journal of Educational Psychology. 109: 794-811. PMID 28824200 DOI: 10.1037/Edu0000165 |
0.621 |
|
| 2017 |
Schenke K, Richland LE. Preservice teachers’ use of contrasting cases in mathematics instruction Instructional Science. 45: 311-329. DOI: 10.1007/S11251-017-9408-2 |
0.711 |
|
| 2017 |
Schenke K, Ruzek E, Lam AC, Karabenick SA, Eccles JS. Heterogeneity of student perceptions of the classroom climate: a latent profile approach Learning Environments Research. 20: 289-306. DOI: 10.1007/S10984-017-9235-Z |
0.742 |
|
| 2016 |
Reimer LC, Schenke K, Nguyen T, O'dowd DK, Domina T, Warschauer M. Evaluating Promising Practices in Undergraduate STEM Lecture Courses Rsf: the Russell Sage Foundation Journal of the Social Sciences. 2: 212-233. DOI: 10.7758/Rsf.2016.2.1.10 |
0.594 |
|
| 2016 |
Schenke K, Rutherford T, Lam AC, Bailey DH. Construct Confounding Among Predictors of Mathematics Achievement Aera Open. 2: 233285841664893. DOI: 10.1177/2332858416648930 |
0.674 |
|
| 2015 |
Lam AC, Ruzek EA, Schenke K, Conley AM, Karabenick SA. Student Perceptions of Classroom Achievement Goal Structure: Is It Appropriate to Aggregate? Journal of Educational Psychology. DOI: 10.1037/Edu0000028 |
0.721 |
|
| 2015 |
Schenke K, Lam AC, Conley AM, Karabenick SA. Adolescents' help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year Contemporary Educational Psychology. 41: 133-146. DOI: 10.1016/J.Cedpsych.2015.01.003 |
0.72 |
|
| 2015 |
Ian O'Byrne W, Schenke K, Willisiii JE, Hickey DT. Digital badges: Recognizing, assessing, and motivating learners in and out of school contexts Journal of Adolescent and Adult Literacy. 58: 451-454. DOI: 10.1002/Jaal.381 |
0.4 |
|
| 2014 |
Schenke K, Rutherford T, Farkas G. Alignment of game design features and state mathematics standards: Do results reflect intentions? Computers and Education. 76: 215-224. DOI: 10.1016/J.Compedu.2014.03.019 |
0.71 |
|
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