Faculty and Staff

**Faculty Personal Pages**

**K. Ann Renninger
**

Professor

Department of Educational Studies

Swarthmore College

500 College Ave.

Swarthmore, PA 19081-1397

Email: krennin1@swarthmore.edu

Office: 610-328-8347

Lab: 610-328-8611

Fax: 610-690- 6892

(Please mark any faxed materials with Ann's name)

*Courses*

Introduction
to Education (Ed 14)

Educational Psychology
(Ed 21)* (**See
also, Educational psychology laboratory below*)

Curriculum and Methods
Seminar (Ed 17)

Supervision of Student Teachers (Ed 16)

Child Psychology
and Practice, Honors Seminar (Ed 121)

* (**See also,
Educational psychology laboratory below*)

Educational Psychology Laboratory

*Research and Teaching Interests:*

I generally am interested in: (a) the role
of individual interest in students' cognition; (b) change in the
cognitive and affective functioning of learners; and (c) links
between theory, research and practice as these pertain to changed
understanding.

My research program focuses specifically
on the role of individual interest in students' cognition. I have
studied questions related to this topic across a variety of contexts
including children's play and students' work with: expository text,
mathematical word problems, and science. I have also undertaken
editing responsibilities and writing that focuses on the implications
of research in developmental psychology for educational practice
in school, community-based, and on-line learning environments.

My teaching responsibilities reflect
my research interests. Some courses I teach involve a focus on theory
and research about how students learn and require consideration
of the implications of this work for practice (Introduction to Education,
Educational Psychology, Child Psychology and Practice). Others are
grounded in the practice of teaching and informed by theory and
research about how students learn (Curriculum and Methods, Supervision
of Student Teachers).

I regularly spend time involved in field-based
responsibilities by way of anchoring my thinking as a researcher
and a teacher. This work has had various casts. Common to each is
a focus on learning, motivation, and the design of learning environments
to enhance learning. Most recently, I have been working as a local
evaluator for the Math Forum at Drexel (www.mathforum.org), a virtual
resource center for mathematics. In the past this commitment to
maintain direct involvement in practice has included: work with
the Chinatown Tutorial Outreach Project housed at Swarthmore, Bryn
Mawr, and Haverford College and the University of Pennsylvania;
the Chester-Swarthmore College Coalition at the William Penn Housing
Project and in Christopher Columbus Elementary School, Chester,
PA; facilitation of on-line discussions for teachers about current
research efforts in mathematics learning; work with grade K-2 teachers
in the local Wallingford-Swarthmore School District to incorporate
more developmental approaches in their work with students; and in-services
for teachers ranging from individualizing instruction, multicultural
approaches to education, to workshops on science instruction.

*Representative publications: *

The Math Forum BRAP Project (2000). *Encouraging
mathematical thinking: Discourse around a rich problem**.*

Renninger, K.A. (1998). Developmental psychology and instruction:
Issues from and for practice. In I.E. Sigel & K.A. Renninger
(Vol. Eds.) *Child psychology in practice*, Volume 4. In W.
Damon (Gen. Ed.), *Handbook of child psychology (pp. 211-274)*,
5th edition. New York, NY: John Wiley and Sons.

Renninger, K. A. (in press). Effort and interest. In J. Gutherie
(Gen. Ed.), *The Encyclopedia of Education*, Second edition.
New York: Macmillan.

Renninger, K.A. (2000). Individual interest and its implications
for understanding intrinsic motivation. In C. Sansone and J. M.
Harackiewicz (Eds.) *Intrinsic motivation: Controversies and new
directions (pp. 373-404)*. San Diego, CA: Academic Press.

Renninger, K. A. & Hidi, S. (2002). Interest and achievement:
Developmental issues raised by a case study. In A. Wigfield &
J. Eccles (Eds.), *Development of achievement motivation (pp.
173-195).* New York: Academic Press.

Renninger, K.A., Ewen, E., & Lasher, A.K. (2002). Individual
interest as context in expository text and mathematical word problems.
*Learning and Instruction, 12, 467-491.*

Renninger, K.A., Farra, L., & Feldman-Riordan, C. (2000). The
impact of The Math Forum's Problems of the Week on students' mathematical
thinking. *Proceedings
of ICLS 2000*. Mahwah, NJ: Erlbaum.

Renninger, K.A. & Shumar, W. (1998). Why and how students work
with The Math Forum's *Problem(s) of the Week*: Implications
for design. *Proceedings of ICLS 98 (pp. 348-350)*. Charlottesville,
VA: AACE.

Renninger, K.A. & Shumar, W. (2002). Community building with
and for teachers: *The Math Forum* as a resource for teacher
professional development. In K.A. Renninger & W. Shumar (Eds.),
*Building virtual communities: Learning and change in cyberspace(pp.
60-95)*. New York, NY: Cambridge University Press.

Shumar, W. & Renninger, K.A. (2002). On community building.
In K.A. Renninger & W. Shumar (Eds.), *Building virtual communities:
Learning and change in cyberspace (pp. 1-17)* . New York, NY:
Cambridge University Press.