| Predicting MOOC performance with week 1 behavior S Jiang, A Williams, K Schenke, M Warschauer, D O'dowd Educational data mining 2014, 2014 | 262 | 2014 |
| Adolescents' help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year K Schenke, AC Lam, AMM Conley, SA Karabenick Contemporary Educational Psychology 41, 133-146, 2015 | 163 | 2015 |
| Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses S Jiang, K Schenke, JS Eccles, D Xu, M Warschauer PloS one 13 (9), e0202463, 2018 | 91 | 2018 |
| Student perceptions of classroom achievement goal structure: Is it appropriate to aggregate? AC Lam, EA Ruzek, K Schenke, AMM Conley, SA Karabenick Journal of Educational Psychology 107 (4), 1102, 2015 | 84 | 2015 |
| Heterogeneity of student perceptions of the classroom climate: a latent profile approach K Schenke, E Ruzek, AC Lam, SA Karabenick, JS Eccles Learning Environments Research, 1-18, 2017 | 83 | 2017 |
| Differential Effects of the Classroom on African American and Non–African American’s Mathematics Achievement. K Schenke, T Nguyen, TW Watts, J Sarama, DH Clements Journal of Educational Psychology, 2017 | 69 | 2017 |
| Digital BadgesRecognizing, Assessing, and Motivating Learners In and Out of School Contexts. W O'BYRNE, K Schenke, JE WILLIS III, DT Hickey Journal of Adolescent & Adult Literacy 58 (6), 2015 | 67 | 2015 |
| To the means and beyond: Understanding variation in students’ perceptions of teacher emotional support K Schenke, E Ruzek, AC Lam, SA Karabenick, JS Eccles Learning and instruction 55, 13-21, 2018 | 58 | 2018 |
| The tenuous link between classroom perceptions and motivation: A within-person longitudinal study. EA Ruzek, K Schenke Journal of Educational Psychology 111 (5), 903, 2019 | 56 | 2019 |
| Can Flipping the Classroom Work? Evidence From Undergraduate Chemistry T Casasola, K Schenke, T Nguyen, M Warschauer International Journal of Teaching and Learning in Higher Education 29 (3 …, 2017 | 55 | 2017 |
| The roles of teachers, classroom experiences, and finding balance: A qualitative perspective on the experiences and expectations of females within STEM and non-STEM careers M Banerjee, K Schenke, A Lam, JS Eccles International Journal of Gender, Science and Technology 10 (2), 287-307, 2018 | 50 | 2018 |
| Does “Measure Up!” measure up? Evaluation of an iPad app to teach preschoolers measurement concepts K Schenke, EJKH Redman, GKWK Chung, SM Chang, T Feng, CB Parks, ... Computers & Education 146, 103749, 2020 | 43 | 2020 |
| Alignment of game design features and state mathematics standards: Do results reflect intentions? K Schenke, T Rutherford, G Farkas Computers & Education 76, 215-224, 2014 | 40 | 2014 |
| Evaluating promising practices in undergraduate STEM lecture courses LC Reimer, K Schenke, T Nguyen, DK O'dowd, T Domina, M Warschauer RSF: The Russell Sage Foundation Journal of the Social Sciences 2 (1), 212-233, 2016 | 35 | 2016 |
| Beyond badges & points: Gameful assessment systems for engagement in formal education BJ Fishman, S Deterding, L Vattel, T Higgen, K Schenke, L Sheldon, ... University of Wisconsin, Wisconsin, Madison, 2013 | 29 | 2013 |
| Strategy motivation and strategy use: Role of student appraisals of utility and cost SA Karabenick, JL Berger, E Ruzek, K Schenke Metacognition and Learning 16 (2), 345-366, 2021 | 28 | 2021 |
| From structure to process: Do students' own construction of their classroom drive their learning? K Schenke Learning and Individual Differences 62, 36-48, 2018 | 28 | 2018 |
| Badges design principles documentation project: Interim report January 2014 update DT Hickey, N Otto, R Itow, K Schenke, C Tran, C Chow Center for Research on Learning and Technology Indiana University, 2014 | 28 | 2014 |
| Open Digital Badges and Reward Structures T Hickey, Daniel, K Schenke The Cambridge Handbook of Motivation and Learning, 209-237, 2019 | 25* | 2019 |
| Teacher emotional support scale on Italian high school students: A contribution to the validation L Romano, I Buonomo, A Callea, C Fiorilli, K Schenke The Open Psychology Journal 13 (1), 2020 | 24 | 2020 |
Arena C. LamWestEdBestätigte E-Mail-Adresse bei wested.org
