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Reevaluating Bloom’s Taxonomy
Stanny, C. J. (2016). Reevaluating Bloom’s Taxonomy: What measurable verbs can and cannot say about student learning. Education Sciences, 6(4). doi:10.3390/educsci6040037
Language-dependent access to autobiographical memory in Japanese-English bilinguals and US monolinguals
Matsumoto, A., & Stanny, C. J. (2006). Language-dependent access to autobiographical memory in Japanese-English bilinguals and US monolinguals. Memory, 14(3), 378-390. doi:10.1080/09658510200365763
The Cognitive Failures Questionnaire revisited
Wallace, J. C., Kass, S. J., & Stanny, C. J. (2002). The Cognitive Failures Questionnaire revisited: Dimensions and correlates. The Journal of General Psychology, 129(3), 238-256. doi:10.1080/00221300209602098
Effects of hierarchical mentoring on freshman retention in a biology first-year experience course
Cavnar, P., & Stanny, C. (2018). Effects of hierarchical mentoring on freshman retention in a biology first-year experience course. The American Biology Teacher, 80(3), 184-190. doi:10.1525/abt.2018.80.3.184.
Assessing the culture of teaching and learning through a syllabus review
Stanny, C. J., Gonzalez, M., & McGowan, B. (2015). Assessing the culture of teaching and learning through a syllabus review. Assessment & Evaluation In Higher Education, 40(7), 898-913. doi:10.1080/02602938.2014.956684
A comparison of student evaluations of teaching with online and paper-based administration
Stanny, C. J., & Arruda, J. E. (2017). A comparison of student evaluations of teaching with online and paper-based administration. Scholarship of Teaching and Learning in Psychology. doi:10.1037/stl0000087
Evidence-based discussions of learning facilitated through a peer-review of assessment
Editor's Notes
Stanny, C. J. (2018). Editor’s Notes. New Directions for Teaching and Learning, (155), 9-9. doi:10.1002/tl.20297
Assessment in Action: Evidence-Based Discussions about Teaching, Learning, and Curriculum [Special issue]
Stanny, C. J. (Ed.). (2018). Assessment in Action: Evidence-Based Discussions about Teaching, Learning, and Curriculum [Special issue]. New Directions for Teaching and Learning, 2018(155).
Development and initial psychometric evaluation of the transgender adaptation and integration measure (TG AIM)
Sjoberg, M. D., Walch, S. E., & Stanny, C. J. (2006). Development and initial psychometric evaluation of the transgender adaptation and integration measure (TG AIM). International Journal of Transgenderism, 9(2), 35-45. doi:I0.1.100/J485v091102_05
Effects of stress induced by a simulated shooting on recall by police and citizen witnesses
Stanny, C. J., & Johnson, T. C. (2000). Effects of stress induced by a simulated shooting on recall by police and citizen witnesses. American Journal of Psychology, 113(3), 359-386. doi:10.2307/1423364
Reviewing syllabi to document teaching culture and inform decisions
Stanny, C., Gonzalez, M., & McGowan, B. (2014). Reviewing syllabi to document teaching culture and inform decisions. Drexel University Assessment Conference.
Putting assessment into action
The role of detail information in the recognition of complex pictorial stimuli
Weaver, G. E., & Stanny, C. J. (1984). The role of detail information in the recognition of complex pictorial stimuli. The Journal of General Psychology, 111(2), 185-199. doi:10.1080/00221309.1984.9921109
What do undergraduate course syllabi say about information literacy?
McGowan, B., Gonzalez, M., & Stanny, C. J. (2016). What do undergraduate course syllabi say about information literacy?. Portal: Libraries and the Academy, 16(3), 599-617. doi:10.1353/pla.2016.0040
Promoting information literacy at UWF
Gonzalez, M., McGowan, B., & Stanny, C. J. (2015). Promoting information literacy at UWF: Collaborations between librarians and faculty. Information Literacy Workshop.
CV
Action Verbs for Bloom's Taxonomy