Publications

You are invited to annotate any of the publications listed here using the web tool Hypothes.is by clicking on the PDF or Slides link under each publication.

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Andrews, C. D. (2018). Aligning student discourse with expansive framing in online teacher education. Paper presented at the Learning Sciences Graduate Student Conference (Oct. 12-13, 2018), Nashville, TN.

Paulsen, J., Andrews, C. D. (2018). Reflections on positioning diagnostic classification modeling in classroom assessment. Paper presented at the NCME Special Conference on Classroom Assessment (Oct. 8-10, 2018), Lawrence, KS.

Hickey, D. T., Andrews, C. D., Robinson, J., Feng, Y., & Fiorini, S. (2018). Analyzing the effectiveness of a developmental courses, an artificially intelligent tutor and supplemental instruction for a gateway Chemistry course. Poster presented at the Learning Analytics Summit (Apr. 11-13, 2018), Bloomington, IN.

Hickey, D. T., Andrews, C. D. (2018). Motivating engaged participation and generative learning in online learning contexts. In G. A. D. Liem & D. M. McInerney (Eds.), Big theories revisited (Vol. 2, pp. 353-377). Charlotte, NC: Information Age Publishing.

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Andrews, C. D. (2018). Open web annotation to foster intercontextuality for undergraduate pre-service teachers. Paper presented at the Instructional Systems Technology Conference (Mar. 2, 2018), Bloomington, IN.

Andrews, C. D. (2016). Student self-assessment: Teachers' definitions, reasons, and beliefs (Masters thesis). Retrieved from https://scholarsarchive.byu.edu/etd/.

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