Katerina Schenke
Katerina Schenke
Katalyst Methods
Bestätigte E-Mail-Adresse bei - Startseite
Zitiert von
Zitiert von
Predicting MOOC performance with week 1 behavior
S Jiang, A Williams, K Schenke, M Warschauer, D O'dowd
Educational data mining 2014, 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
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
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
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
Digital badges: Recognizing, assessing, and motivating learners in and out of school contexts
WI O'Byrne, K Schenke, JE Willis, DT Hickey
Journal of Adolescent & Adult Literacy 58 (6), 451-454, 2015
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
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
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
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
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
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
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
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
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
From structure to process: Do students' own construction of their classroom drive their learning?
K Schenke
Learning and Individual Differences 62, 36-48, 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
Design principles for motivating learning with digital badges: Consideration of contextual factors of recognition and assessment
C Tran, K Schenke, DT Hickey
Boulder, CO: International Society of the Learning Sciences, 2014
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
Open Digital Badges and Reward Structures
T Hickey, Daniel, K Schenke
The Cambridge Handbook of Motivation and Learning, 209-237, 2019
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