K. Ann Renninger
Professor and Chair
Department of Educational Studies
500 College Avenue
Swarthmore, PA 19081-1397
Office: Pearson 201
Educational Psychology Lab: Pearson 222
Fax: 610-690-6892 (please mark any faxed materials with Ann's name)
Research and Teaching Interests
I generally am interested in: (a) the role of individual interest in learning and development; (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 addresses (1) the role of interest in learners’ abilities to make connections to and develop their ability to ask questions about content to be learned; (2) the characteristics of the learning environment that allow interest to develop and deepen; and (3) the relation among motivational variables, especially interest, self-efficacy, and self-regulation. I have studied questions related to these topics across a variety of contexts including children’s play and learners’ work with: expository text, Latin, mathematical word problems, music, science, and writing. The learners and sites for this work currently include: participants in the HHMI-funded Science-for-Kids program housed at Swarthmore College; teachers and preservice teacher participants in online workshops and course modules being developed by staff members of the Math Forum (mathforum.org), and undergraduate students in schools with rigorous STEM offerings.
My teaching responsibilities reflect my research interests. Some courses I teach focus on research and theory about how and why learning occurs (Introduction to Education, Educational Psychology, the Honors Seminar, Psychology and Practice). Other courses are grounded in practice and are informed by research and theory about how students learn (Curriculum and Methods, supervision of student teachers).
Hidi, S. & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41 (2), 111-127.
Renninger, K. A. (2009). Interest and identity development in instruction: An inductive model. Educational Psychologist, 44 (2), 1-14.
Renninger, K. A. & Su, Stephanie (in press). Interest and its development. In Richard Ryan (Ed.), Oxford Handbook of Motivation, Oxford University Press.
Renninger, K. A. & Hidi, S. (in press). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist.
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.
Lipstein, R. & Renninger, K. A. (2007). "Putting things into words": The development of 12-15-year-old students' interest for writing. In Boscolo, P. & Hidi, S. (Eds.), Motivation and writing: Research and School Practice (pp. 113-140). New York: Elsevier.
Renninger, K. A., Bachrach, J. E., & Posey, S. K. E. (2008). Learner interest and motivation: Distinct and Complementary. In M. L. Maehr, S. A. Karabenick, & T. C. Urdan (Eds.), Social psychological perspectives (pp. 461-491). Volume 15: Advances in Motivation and Achievement. United Kingdom: Emerald.
Assessing learning and participation in virtual communities
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: Cambridge University Press.
Renninger, K. A., Ray, L. S., Luft, I., & Newton, E. L. (2005). Coding online content-informed scaffolding of mathematical thinking. New Ideas in Psychology, 23, pp. 152-165.
Renninger, K. A., Cai, M., Lewis, M. C., Adams, M., & Ernst, K. L. (in press). Motivation and learning in an online unmoderated, mathematics workshop for teachers. Education, Technology, Research and Development.
Alejandre, S. & Renninger, K. A. (2009). Moving from feedback to scaffolding: Improving the LTD student's experience. In C. DiGiano, S. Goldman, & M. Chorost (Eds.), Education learning technology designers: Guiding and inspiring creators of innovative educational tools (pp. 101-121). New York: Routledge.
The Math Forum's Bridging Research and Practice Group (2000). Encouraging mathematical thinking: Discourse around a rich problem. http://mathforum.org/brap/wrap/
Renninger, K. A., Stein, S., Koenig, J., & Mabbot, A. (2006). Conditions that support the development of mathematical thinking. In J. O. Masinglia (Ed.), Teachers engaged in research: Inquiry into mathematical practice in grades 6-8 (119-146). Reston, VA: National Council of Teachers of Mathematics.
Theory to practice
Lipstein, R. & Renninger, K. A. (2007). Interest for writing: How teachers can make a difference. English Journal, 96 (4), 79-85.
Renninger, K. A. (1998). Developmental psychology and instruction: Issues from and for practice. In W. Damon (Gen. Ed.) & I. E. Sigel & K. A. Renninger (Vol. Eds.), Handbook of child psychology: Vol. 4. Child psychology in practice (5th ed., pp. 211-274). New York: John Wiley and Sons.
Renninger, K. A. (2010). Working with and cultivating interest, self-efficacy, and self-regulation. In D. Preiss & R. Sternberg (Eds.), Innovations in educational psychology: Perspectives on learning, teaching and human development (pp. 158-195). New York: Springer.
- ED 14 - Introduction to Education
- ED 16 - Supervision of Student Teachers
- ED 17 - Curriculum and Methods Seminar
- ED 21 - Educational Psychology
- ED 121 - Psychology and Practice, Honors Seminar