Biography

My research focuses on two broad areas: 1) reading comprehension of illustrated scientific text and 2) cognitive and motivational predictors of STEM students' achievement and retention. My research includes both studies of basic processes (how learning works) and classroom interventions (how to help students learn better). I use a variety of research methods, including questionnaires, think-aloud protocols, eye tracking, analyses of student work products such as sketches, and analyses of computer logfiles. My research has been funded by the U.S. Department of Education and the National Science Foundation.

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Key Professional Appointments

Associate Professor, Psychological Studies in Education, Temple University, 2011 - 2014

Assistant Professor, Psychological Studies in Education, Temple University, 2005 - 2011

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Education

Ph.D., Human Development - Educational Psychology, University of Maryland College Park, 2005

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Awards, Honors, Associations

Recognized as a "top 20" female Educational Psychology scholar, Educational Psychology Review, 2018 - 2018

(US) Presidential Early Career Award for Scientists and Engineers, White House, Office of Science and Technology Policy, 2010 - 2010

Research & Service

Dr. Cromley's research focuses on two broad areas: 1) reading comprehension of illustrated scientific text and 2) cognitive and motivational predictors of STEM students' achievement and retention. Her research includes both studies of basic processes (how learning works) and classroom interventions (how to help students learn better). She uses a variety of research methods, including questionnaires, think-aloud protocols, eye tracking, analyses of student work products such as sketches, and analyses of computer logfiles. Cromley's basic research on retention in STEM is being used as the basis of cognitive and motivational interventions in an introductory biology course. Her research has been funded by the U.S. Department of Education and the National Science Foundation. She has been named a "Top 20" educational psychologist worldwide in 2016 and in 2018.

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Publications

Cromley, J. (2020). Analyzing strategic processing: Pros and cons of different methods. Handbook of strategies and strategic processing: Conceptualization, intervention, measurement, and analysis New York, NY, USA: Routledge.

Perez, T., Dai, T., Kaplan, A., Cromley, J., Brooks, W., White, A., Mara, K., & Balsai, M. (2019). Perez, T., Dai, T., Kaplan, A., CromlInterrelations among expectancies, task values, and perceived costs in undergraduate biology achievement. Learning and Individual Differences, 72 26-38.  link >

Cromley, J. (2018). Introduction to the special issue: Desiderata for a theory of multi-source multi-modal comprehension. Learning and Instruction, 57 1-4.  link >

Cromley, J., & Lawrence, L. (2018). Multimedia simulations that foster deep learning: Findings from a review of the literature. Strategies for deep learning with digital technology: Theories and practices in education ( pp. 93-110). Hauppauge, NY: Nova Science Publishers.

de Olivera, D., Lages, F., Paiva, S., Robinson, P., Cota, L., & Cromley, J. (2018). Cross-cultural adaptation of the Brazilian version of the dentine hypersensitivity experience questionnaire. Brazilian Oral Research, 37 10.  link >

Kimber, O., Cromley, J., & Molnar-Kimber, K. (2018). Let your ideas flow: Using flow charts to convey methods and implications of the results in laboratory exercises, posters, and slide presentations. Journal of Microbiology and Biology Education, 19 (1), 1-5.  link >

Schunn, C., Newcombe, N., Alfieri, L., Cromley, J., Massey, C., & Merlino, F. (2018). Using principles of cognitive science to improve science learning in middle school: What works when and for whom? Applied Cognitive Psychology, 32 (2), 225-240.  link >

Zahner, W., Dai, T., Cromley, J., Wills, T., Booth, J., Shipley, T., & Stepnowski, W. (2017). Coordinating multiple representations of polynomials: What do patterns in students’ solution strategies reveal? Learning and Instruction, 49 131-141.  link >

Cromley, J., Booth, J., Wills, T., Chang, B., Tran, N., Madeja, M., Shipley, T., & Zahner, W. (2017). Relation of Spatial Skills to Calculus Proficiency: A Brief Report. Mathematical Thinking and Learning, 19 55-68.  link >

Chang, B., Tran, N., & Cromley, J. (2016). Varying demands for coordinating multiple representations in a reform calculus textbook International Journal of Science and Mathematics Education, 14 (8), 1475–1497.  link >

Cromley, J., Weisberg, S., Dai, T., Newcombe, N., Schunn, C., Massey, C., & Merlino, F. (2016). Improving middle school science learning using diagrammatic reasoning. Science Education, 100 (6), 1184-1213.  link >

Miller, B., Cromley, J., & Newcombe, N. (2016). Improving diagrammatic reasoning in middle school science using conventions of diagrams instruction delivered in electronic warm-ups. Journal of Computer-Assisted Learning, 32 (4), 374-390.  link >

Cromley, J. Learning from multiple representations: Roles of task interventions and individual differences. Handbook of learning from multiple representations and perspectives New York, NY, USA: Routledge.

Cromley, J., & Kunze, A. Metacognition in education: Translational research. Translational Issues in Psychological Science.  link >

Cromley, J., & Kunze, A. Multi-text multi-modal reading processes and comprehension. Learning and Instruction.

Cromley, J., Dai, T., Fechter, T., & Nelson, F. Helping introductory biology students succeed—Why a new placement test could help. Journal of College Student Development.

Cromley, J., Dai, T., Fechter, T., Van Boekel, M., Nelson, F., & Dane, A. What cognitive interviewing reveals about a new measure of undergraduate biology reasoning. Journal of Experimental Education.  link >

Cromley, J., Du, Y., & Dane, A. Drawing-to-learn: Does meta-analysis show differences between technology-based drawing and paper-and-pencil drawing? Journal of Science Education and Technology.  link >

Cromley, J., Ma, S., Van Boekel, M., & Dane, A. Pickup of causal language and inference during and after reading illustrated text. Reading Psychology.

Kaplan, A., Cromley, J., Perez, T., Dai, T., Mara, K., & Balsai, M. The role of context in educational RCT findings: A call to redefine “evidence-based practice”. Educational Researcher.

Cromley, J., & &, Wills, T. (2016). Flexible strategy use by readers who learn much versus learn little: Transitions within think-aloud protocols. Journal of Research in Reading, 39 (1), 50–71.  link >

Kanno, Y., Cromley, J., & , . (2015). English language learners' pathways to four-year colleges. Teachers College Record, 117 (12), 1-44.  link >

Bergey, B., Cromley, J., Kirchgessner, A., & Newcombe, N. (2015). Using diagrams versus text for spaced restudy: Effects on learning in 10th grade biology classes. British Journal of Educational Psychology, 85 57-94.  link >

Perez, T., Cromley, J., Bergey, B., & Dai, T. (2015). Educational Psychology. Encyclopedia of Clinical Psychology Baltimore, MD: Wiley.  link >

Dai, T., & Cromley, J. (2014). Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach. Contemporary Educational Psychology, 39 (3), 233-247.  link >

Dai, T., & Cromley, J. (2014). The match matters: Exploring student epistemic preferences in relation to epistemic beliefs about chemistry. Contemporary Educational Psychology, 39 (3), 262-274.  link >

Perez, T., Cromley, J., & Kaplan, A. (2014). The role of identity development, values, and costs in STEM retention. Journal of Educational Psychology, 106 (1), 315-329. doi: 10.1037/a0034027.

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Presentations

Developing a new measure of reasoning in introductory biology education (2019). American Association for Cell Biology: Washington, DC.

Meta-analysis of learning from hypermedia: Surprising effects on knowledge, inferences, and transfer (2019). European Association for Learning and Instruction: Aachen, Germany.

Pickup of causal language and inference during and after reading illustrated text (2019). American Psychological Association: Chicago, IL.

Reading process data and learning outcomes from reading multiple illustrated texts (2019). European Association for Learning and Instruction: Aachen, Germany.

Self-perceived conscientiousness on introductory biology learning: For whom does it matter? (2019). American Psychological Association: Chicago, IL.

The relationship between drawing and verbal explanations for multi-text multimodal comprehension (2019). European Association for Research on Learning and Instruction: Aachen, Germany.

Helping learners make sense from diagrams (2019). Gordon Research Conferences: Lewiston, ME.

A multigroup factor analysis approach to analyzing simple-matrix-sampling planned missing data: (When) does it work? (2019). American Educational Research Association: Toronto, Canada.

Combined Cognitive-Motivational Interventions with Substantial Benefits for Undergraduate Biology Grades: A Meta-Analysis of 10 New Experiments (2019). American Educational Research Association: Toronto, Canada.

Combining different motivation and cognitive supports in undergraduate biology in different Contexts: Lessons learned (2019). American Educational Research Association: Toronto, Canada.

Modeling semester-long recursive dynamics of the expectancy-value motivation system among undergraduate biology students (2019). American Educational Research Association: Toronto, Canada.

A Comparison of Sketching and Self-Explanation When Solving Math and Science Problems (2019). Society for Research in Child Development: Baltimore, MD.

PECASE award recipients panel (2014).: Washington, DC.

Calculus expertise and strategy use when comparing multiple representations (2014).: Quebec, QC.

What gaze data reveal about coordinating multiple mathematical representations. (2014).: Quebec, QC.

Affordances of process and object views for coordinating polynomial representations (2014).: Vancouver, BC.

Local and global approaches in coordinating multiple mathematical representations (2014).: New Orleans, LA.

Individual differences in eye gazes: Coordination of equations, graphs, and tables (2014).: Philadelphia, PA.

Instruction Increases Diagrammatic Reasoning through Behavioral Engagement (2014).: Philadelphia, PA.

Strategies for coordinating multiple mathematical representations: Integration of eye-tracking and think-aloud data (2014).: Philadelphia, PA.

The critical role of knowledge gain in improving diagram comprehension (2014).: Philadelphia, PA.

Using cognitive interviewing to explore college students’ epistemic aims and source beliefs in online research on three chemistry topics (2014).: Philadelphia, PA.

What do questions have to do with comprehension? Student-generated questions, perceived comprehension, and achievement (2014).: Philadelphia, PA.

Using CogSketch to support student science learning through sketching with automatic feedback. (2014).: Philadelphia, PA.

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Grants

Principal Investigator, Inference-Making and Reasoning: Refinement of an Assessment for use in Gateway Biology Courses, Institute of Education Sciences, 2016 - 2020

Principal Investigator, Bootstrapping Achievement and Motivation in STEM: An Integrated Cognitive-Motivational Intervention to Improve Biology Grades, Institute of Education Sciences (Temple University), 2014 - 2019

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Service

Associate Editor, Cognition and Instruction, 2015 - 2017

Associate Editor, Journal of Experimental Education, 2014 - 2016

Ad Hoc Reviewer, British Journal of Educational Psychology, 2019 - present

Ad Hoc Reviewer, InfoVis Conference (IEEE), 2019 - 2019

Ad Hoc Reviewer, Reading & Writing, 2019 - present

Invited speaker, CRUE Symposium on Experimental Research in Higher Education, University of Iowa, May 22, 2017, 2017 - 2017

Ad Hoc Reviewer, American Educational Research Journal, 2016 - 2016

Ad Hoc Reviewer, Discourse Processes, 2016 - present

Ad Hoc Reviewer, Instructional Science, 2016 - 2016

Ad Hoc Reviewer, Journal of Research in Reading, 2016 - 2016

Conference Paper Review, American Educational Research Association, 2016 - 2016

Editorial Board Member, Educational Psychology, 2016 - present

Grant Proposal Reviewer, NWO Dutch Scientific Organization (NSF), 2016 - 2016

Member, Scientific Review Committee, EARLI Special Interest Group 2, 2016 - 2016

Ad Hoc Reviewer, Cognitive Development,

Ad Hoc Reviewer, Journal of Engineering Education,

Ad Hoc Reviewer, Journal of Language Identity and Education,

Ad Hoc Reviewer, Journal of Research in Science Teaching,

Ad Hoc Reviewer, Learning and Individual Differences,

Ad Hoc Reviewer, Written Language & Literacy,

Ad Hoc Reviewer, American Educational Research Journal, 2015 - 2015

Ad Hoc Reviewer, Educational Psychology, 2015 - 2015

Ad Hoc Reviewer, Educational Researcher, 2015 - 2015

Ad Hoc Reviewer, Instructional Science, 2015 - 2015

Ad Hoc Reviewer, Journal of Experimental Education, 2015 - present

Ad Hoc Reviewer, UIUC College of Education Graduate Student Organization, 2015 - 2015

Grant Proposal Reviewer, NWO (Dutch NSF agency), 2015 - 2015

Grant Proposal Reviewer, Social Sciences and Humanities Council (Canada), 2015 - 2015

Mentor to a doctoral student, AERA Division C Graduate Seminar, American Educational Research Association, Division C, 2015 - 2015

Rotating panel member, National Science Foundation, ITEST Program, 2015 - 2015

Ad Hoc Reviewer, Learning Analytics, 2014 - 2015

Conference proposal reviewer, American Educational Research Association, Division C, 2014 - 2015

Ad Hoc Grant Proposal Reviewer, National Science Foundation, DLS Program, 2014 - 2014

Editorial Board Member, Contemporary Educational Psychology, 2014 - present

Editorial Board Member, Educational Psychology Review, 2014 - present

Editorial Board Member, Journal of Educational Psychology, 2014 - present

Editorial Board Member, Learning and Instruction, 2014 - present

Editorial Board Member, Metacognition and Learning, 2014 - present

Editorial Board Member, Scientific Studies of Reading, 2014 - present

Special Issue Co-Editor, Contemporary Educational Psychology, 2014 - 2014

Standing grant review panel member, Institute for Education Sciences, US Department of Education, 2014 - 2014

Ad Hoc Reviewer, Journal of Computer Assisted Learning,

Ad Hoc Reviewer, Journal of Educational Computing Research,

Ad Hoc Reviewer, Journal of Research in Reading,

Member, Editorial Board, Reading Research Quarterly, 2015 - present

Ad Hoc Reviewer, Review of Educational Research, 2014 - present

Ad hoc committee member, National Board of Medical Examiners, 2015 - 2015

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Courses

Methods of Educational Inquiry (CI 550) Offers a graduate-level introduction to research in education, including quantitative, qualitative and mixed methods designs and approaches. Key concepts include: identifying a research problem, reviewing the literature, design and analysis, communicating evidence, and the ethics of research. Students should gain the ability to effectively evaluate and critique design/methods sections of research publications; plan and design research studies; and organize a presentation of research to an audience of peers.

Methods of Educational Inquiry (EPOL 550)

Psyc of Learning in Education (EPSY 400) Study of the psychology of human learning as it applies to instruction, educational issues, and educational problems.

Res Methods in Learning Scienc (EPSY 403) This course is an introduction to conducting research in the learning sciences, including how to use theory as a guide to conducting literature reviews and formulating research questions. The course introduces quantitative and qualitative research design, data collection and analysis, and other aspects of research relevant to learning, teaching, and other topics relevant to education. A secondary goal is to better understand research reported in the primary literature as well as in the news media. Assignments will include evaluating research papers and writing a research proposal.

Educational Statistics (EPSY 480) Designed for terminal value for professional training of students not intending to pursue advanced graduate work, and for introductory value for students continuing graduate study in education; descriptive statistics, introduction to correlation and regression, the normal curve, statistical inference, and the presentation and interpretation of statistical data in educational literature.

Methods of Educational Inquiry (EPSY 550)

Statistical Inference in Educ (EPSY 580) Students must have taken EPSY 480 or equivalent introductory statistics course.

Statistical Inference in Educ (EPSY 580) Students must have taken EPSY 480 or equivalent introductory statistics course. An online version of the in-class course; video recordings will be available by Tuesdays and Thursdays at noon, assignments and exams are due at the same time as the in-person course. Designed for graduate students in the social sciences only. Email jcromley@illinois.edu with questions.

Secondary Data Analysis (EPSY 590) Prerequisite: EPSY 580 or equivalent. Federal and state governments make many large data sets available, covering topics as diverse as student learning, teacher tenure, adolescent science and math proficiency, school funding, adult literacy, census data, and much more. Repositories such as the UIUC IDEALS, Michigan ICPSR and others make research data sets available. Data to answer pressing research questions may have already been collected, but secondary data analysis poses specific challenges. This course provides instruction, practice (SPSS or R, student chooses), and feedback on •IRB/privacy/confidentiality •funding for/workshops on secondary data analysis •using data codebooks •operationalizing constructs with extant items and questionnaires •literature review for secondary data analysis •exploratory factor analysis, reliability, validity •merging files, aggregating, disaggregating, and combining variables to identify subgroups •keeping track of data steps •using

Methods of Educational Inquiry (SPED 550)

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Associate Professor, Cognitive Science of Teaching and Learning

Contact

Office

188U Education Building
1310 S. Sixth St.
Champaign IL, 61820

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