Swarthmore College

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Education

Diane Anderson, Associate Professor

Anderson, D. 2008. The Elementary Persuasive Letter: Two Cases of Situated Competence, Strategy, and Agency. Research in the Teaching of English 42 (3): 270-314.
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Anderson, D. 2003. Students and Service Staff Learning and Researching Together on a College Campus. Michigan Journal of Community Service Learning 9 (2): 47-58.
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Anderson, D. 2002. Casting and Recasting Gender: Children Constituting Social Identities through Literacy Practices. Research in the Teaching of English 36 (3): 391-427.
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Anderson, D. 1998. Review of Beyond Discipline: From Compliance to Community by A. Kohn. Journal of Applied Developmental Psychology 19 (4): 659-662.
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Frank D. Grossman, Assistant Professor

Grossman, F.D. 2010. Dissent from Within: How Educational Insiders Use Protest to Create Policy Change. Educational Policy 24 (4): 655-686.
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Embry, R.A., and F.D. Grossman. 2007. The Los Angeles County Response to Child Abuse and Deafness: A Social Movement Theory Analysis. American Annals of the Deaf 151 (5): 488-498.
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Cheryl Jones-Walker, Assistant Professor

Jones-Walker, C. 2009. Review of Girls in a Goldfish Bowl: Moral Regulation, Ritual and the Use of Power amongst Inner City Girls by R. George. Gender and Education 21 (2): 236-238.
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Margie Linn, Visiting Associate Professor

Linn, M.I. 2011. Inclusion in Two Languages: Special Education in Portugal and the United States. Phi Delta Kappan 92 (8): 58-60.
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K. Ann Renninger, Professor

Renninger, K.A., M. Cai, M.C. Lewis*, M.M. Adams*, and K.L. Ernst. 2011. Motivation and Learning in an Online, Unmoderated, Mathematics Workshop for Teachers. Educational Technology Research and Development 59 (2): 229-247.
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Renninger, K.A., and S. Hidi. 2011. Revisiting the Conceptualization, Measurement, and Generation of Interest. Educational Psychologist 46 (3): 168-184.
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Renninger, K.A. 2009. Interest and Identity Development in Instruction: An Inductive Model. Educational Psychologist 44 (2): 105-118.
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Renninger, K.A. 2007. Irving E. (Irv) Sigel (1921-2006). American Psychologist 62 (4): 321.
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Hidi, S., and K.A. Renninger. 2006. The Four-Phase Model of Interest Development. Educational Psychologist 41 (2): 111-127.
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Renninger, K.A., L.S. Ray*, I. Luft, and E.L. Newton. 2005. Coding Online Content-Informed Scaffolding of Mathematical Thinking. New Ideas in Psychology 23 (3): 152-165.
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Underwood, J.S., C. Hoadley, H.S. Lee, K. Hollebrands, C. DiGiano, and K.A. Renninger. 2005. IDEA: Identifying Design Principles in Educational Applets. Educational Technology Research and Development 53 (2): 99-112.
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Renninger, K.A., and N. Granott. 2005. The Process of Scaffolding in Learning and Development. New Ideas in Psychology 23 (3): 111-114.
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Renninger, K.A., N. Sinclair, V.M. Hand, H. Stohl, S. Alejandre, and J.S. Underwood. 2004. Students' Interest for and Work with Applet-Enhanced Word Problems. Presentation at 6th International Conference of the Learning Sciences, June 22-26, at University of California, Los Angeles, CA.
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2002. Building Virtual Communities: Learning and Change in Cyberspace. K.A. Renninger and W. Shumar, ed. New York: Cambridge University Press.
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Renninger, K.A., L. Ewen, and A.K. Lasher. 2002. Individual Interest as Context in Expository Text and Mathematical Word Problems. Learning and Instruction 12 (4): 467-491.
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Shumar, W., and K.A. Renninger. 2002. Introduction: On Conceptualizing Community. In Building Virtual Communities: Learning and Change in Cyberspace, edited by K.A. Renninger and W. Shumar, 1-20. New York: Cambridge University Press.
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Renninger, K.A., and W. Shumar. 2002. Preface and Acknowledgements, and Community Building with and for Teachers at The Math Forum. In Building Virtual Communities: Learning and Change in Cyberspace, edited by K.A. Renninger and W. Shumar, 60-95. New York: Cambridge University Press.
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Renninger, K.A., and S. Hidi. 2002. Student Interest and Achievement: Developmental Issues Raised by a Case Study. In Development of Achievement Motivation, edited by A. Wigfield and J.S. Eccles. San Diego, CA: Academic Press.
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Renninger, K.A., and S.E. Wade. 2001. Engaging Students in Reading: Implications for Research and Practice. Educational Psychology Review 13 (3): 187-190.
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Basden, J., S. Boone, A. Fetter, J. Koenig, C. Lanius, A. Mabbott, J. McKinstry, K.A. Renninger, R. Salehi, S. Stein, J. Underwood, and S. Weimar . 2000. Encouraging Mathematical Thinking: Discourse around a Rich Problem. In The Math Forum BRAP Project.
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Renninger, K.A., W. Shumar, L. Polin, M. Schlager, and W.S. Spitzer. 2000. Individual Change and Cultural Process: Their Role in Virtual Community Building.
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Renninger, K.A. 2000. Individual Interest and its Implications for Understanding Intrinsic Motivation. In Intrinsic Motivation: Controversies and New Directions, edited by C. Sansone and J.M. Harackiewicz, 373-404. San Diego, CA: Academic Press.
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Renninger, K.A., L. Farra*, and C. Feldman-Riordan*. 2000. The Impact of The Math Forum's "Problems of the Week" on Students' Mathematical Thinking. Proceedings of International Conference of the Learning Sciences.
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Renninger, K.A. 1998. Developmental Psychology and Instruction: Issues from and for Practice. In Handbook of Child Psychology (Vol. 4): Child Psychology in Practice, edited by K.A. Renninger, I.E. Sigel, W. Damon, and R.M. Lerner, 211-274. 5th ed. New York: Wiley.
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1998. Handbook of Child Psychology (Vol. 4): Child Psychology in Practice. K.A. Renninger, I.E. Sigel, W. Damon, and R.M. Lerner, ed. 5th ed. New York: Wiley.
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Renninger, K.A., L. Hoffmann, and A. Krapp. 1998. Interest and Gender: Issues of Development and Learning. Interest and Learning: Proceedings of the Seeon Conference on Interest and Gender: 9-21.
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Renninger, K.A., and I.E. Sigel. 1998. Introduction: Child Psychology Research in Practice. In Child Psychology in Practice (Vol. 4): Child Psychology in Practice, edited by K.A. Renninger, I.E. Sigel, W. Damon, and R.M. Lerner. 5th ed. New York: Wiley.
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Renninger, K.A., and I.E. Sigel. 1998. Introduction: Child Psychology Research in Practice. In Handbook of Child Psychology (Vol. 4): Child Psychology in Practice, edited by K.A. Renninger, I.E. Sigel, W. Damon, and R.M. Lerner. New York: Wiley.
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Krapp, A., K.A. Renninger, and L. Hoffmann. 1998. Some Thoughts on the Development of a Unifying Framework for the Study of Interest. Interest and Learning: Proceedings of the Seeon Conference on Interest and Gender: 455-464.
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Renninger, K.A., S.A. Weimar, and E.A. Klotz. 1998. Teachers and Students Investigating and Communicating about Geometry: The Math Forum. In Designing Learning Environments for Developing Understanding of Geometry and Space, edited by R. Lehrer and D. Chazan, 465-487. Mahwah, NJ: Lawrence Erlbaum.
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Renninger, K.A. 1998. What are the Roles of Individual Interest, Task Difficulty, and Gender in Student Comprehension?. Interest and Learning: Proceedings of the Seeon Conference on Interest and Gender: 228-238.
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Renninger, K.A., and W. Shumar. 1998. Why and How Students Work with The Math Forum's "Problem(s) of the Week": Implications for Design. Proceedings of International Conference of the Learning Sciences: 348-350.
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Lisa Smulyan, Professor

Schultz, K., and L. Smulyan. 2007. Listening as Translation: Reflections on Professional Development Work in a Cross-Cultural Setting. Learning Inquiry 1 (2): 99-106.
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Smulyan, L. 2007. Teacher Education and the Liberal Arts. In Taking Teaching Seriously: What We Can Learn from Educators at Liberal Arts Institutions, edited by C. Bjork, K. Johnston, and H. Ross. Boulder, CO: Paradigm.
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2006. The SAGE Handbook of Gender and Education. C. Skelton, B. Francis, and L. Smulyan, ed. Thousand Oaks, CA: Sage.
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Smulyan, L. 2004. Choosing to Teach: Reflections on Gender and Social Change. Teachers College Record 106 (3): 513-543.
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Smulyan, L. 2004. Redefining Self and Success: Becoming Teachers and Doctors. Gender and Education 16 (2): 225-245.
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Smulyan, L. 2003. Review of Who Controls Teachers' Work: Power and Accountability in America's Schools by R. Ingersoll. Social Forces 82 (2): 845-847.
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Garrod, A., L. Smulyan, S.I. Powers, and R. Kilkenny. 2002. Adolescent Portraits: Identity, Relationship and Challenges. 4th ed. Boston, MA: Allyn and Bacon.
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Smulyan, L. 2000. Balancing Acts: Women Principals at Work. Albany, NY: SUNY Press.
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Smulyan, L. 2000. Feminist Cases of Non-Feminist Subjects: Case Studies of Women Principals. Qualitative Studies in Education 13 (6): 589-609.
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Eva Travers, Professor Emerita

Travers, E. 2006. Review of Forced to Fail: The Paradox of School Desegregation by S. Caldas and C. Bankston. Teachers College Record 108 (8): 1564-1568.
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