Disciplined Reading and

Learning Research Laboratory

formerly Alexander Research Lab

PUBLICATIONS

EARLI 2009

Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2009, August). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Paper presented at the biennial meeting of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands.

Fox, E. & Dinsmore, D. L. (2009, August). Reading Competence and Reading Goals in Four Gifted Young Adolescent Readers. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction, Amsterdam

Maggioni, L., Alexander, P.A., & Rikers R. M. J. P. (2009, August). Competence in the high-school history classrooms: Three case studies. In P. A. Alexander (Chair) What is competence really? Seeking threads in empirical research. Symposium presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction, Amsterdam.

AERA 2009

Dinsmore, D. L., Loughlin, S. M., & Parkinson, M. M. (2009). The effects of persuasive and expository text on metacognitive monitoring and control. Paper presented at the annual meeting of the American Educational Research Association, San Diego.

Fox, E., Dinsmore, D. L., Maggioni, L., & Alexander, P. A. (2009). Factors Associated with undergraduates' success in reading and learning from course texts. Paper presented at the annual meeting of the American Educational Research Association, San Diego.

Loughlin, S. M., Alexander, P.A., Dinsmore, D. L., Fox, E. W., & Grossnickle, E. M. (2009, April). Visual comprehension: cognitive processing of art text by preadolescent and adolescent readers. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Maggioni, L., & Fox, E. (2009, April). Adolescents’ reading of multiple history texts: An interdisciplinary exploration of the relation between domain-specific reading and epistemic beliefs. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego.

Parkinson, M. M. (2009). “What Did I Learn?” and “How Did I Do?” The relation between metacognition and word learning. Paper presented at the annual meeting of the American Educational Research Association, San Diego.

AERA 2008

Alexander, P.A., Schallert, D., & Reynolds, R. (2008, March). What is learning anyway? A topographical perspective considered. Paper presented at the annual meeting of the American Educational Research Association, New York City, NY.

Dinsmore, D., Alexander, A., & Loughlin, S. (2008, March). The impact of new learning environments in an engineering design course. Paper presented at the annual meeting of the American Educational Research Association, New York City, NY.

Fox, E., Maggioni, L., Dinsmore, D. L., & Alexander, P.A.(2008, March).The multi-layered reading goals of expert readers: Bridging between knowledge, interest, and strategy use. Paper presented at the annual meeting of the American Educational Research Association, New York City, NY.

Fox, E., Dinsmore, D. L., Maggioni, L., & Alexander, P.A.(2008, March).Undergraduates¡¯ independent and scaffolded reading of course texts: Further evidence of fragile understanding. Paper presented at the annual meeting of the American Educational Research Association, New York City, NY.

Magda, J., & Van Slyck, M. R. (2008, March). Exploring undergraduates' beliefs about instruction: a qualitative investigation. Poster presented at the annual meeting of the American Educational Research Association, New York City, NY.

Winters, F. I., & Alexander, P. A. (April, 2008). Peer collaboration: The relation of regulatory processes to conceptual knowledge learning. Paper presented at the annual meeting of the American Educational Research Association, New York City, NY.

AERA 2007

Maggioni, L., Alexander, P.A. & Costich, C. (2007, April). Teaching history using multiple sources: Exploring teacher's epistemic stances. In P.A.Alexander (Chair) Fragile Understanding: When Good Ideas Go Bad. Symposium presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Fox, E., Alexander, P.A., & Dinsmore, D. (2007). Situational success at reading challenging texts: Exposing the fragile understanding of college students.Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL

Journal Publications

Alexander, P.A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32(8), 10-14.

Loyens, S.M.M., Rikers, R.R.J.P., &Schmidts, H.G. (2007). The impact of students' conceptions of consturctivist assumptions on academic achievement and dropout. Studies in Higher Education, 32, 582-602.

Maggioni, L., VanSledright, B., & Alexander, P.A. (in press). Walking on the borders: A measure of epistemic cognition in history. The Journal of Experimental Education.

Maggioni, L., & Alexander, P.A. (in press). Knowledge domains and domain learning. In B. McGaw, P.L. Peterson, & E. Baker (Eds.), International encyclopedia of education (3rd ed.). Amsterdam: Elsevier.

Maggioni, L., Riconscente, M., & Alexander, P. A. (2006) Perceptions of knowledge and beliefs among undergraduate students in Italy and in the United States. Learning and Instruction 16(5), 467-491.

Maggioni, L., Alexander, P. A., & VanSledright, B. (2004). At a crossroads: The development of epistemological beliefs and historical thinking. European Journal of School Psychology (2)1-2, 169-197.