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 Iowa State Uni= versity

 College of = Human Sciences

 Curr. & Inst. Dept.

 Coll= ege of LAS

&nb= sp;Dept. of Psychology

<= ![endif]>

Thomas Andre 

Dept. of Curriculum and Instruction 
N131 Lagomarcino
Iowa State University 
Ames, IA 50011-3190

Voice:   515-294-1754

Fax:      515-294-= 6206

Email:   tandre@iastate.edu

Resear= ch Interests and Description<= /o:p>

Vita

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Research Interests=


 

Pr= ofessor Thomas Andre is a cognitive educational psychologist in the Departments of Curriculum and Instruction and Psychology.  He has been at ISU since 1= 974.
=  
His work has focused on instructional variables related to teaching and learning productive knowledge (= the ability to generalize learning to new situations for reasoning and problem-solving). His current research interests include: individual differences, motivational issues, conceptual change, and applications of technology in science learning and teaching.
 
Alfred North Whitehead distinguished between productive and inert knowledge and also argued:
 

The mind is never passive; it i= s a perpetual activity, delicate, receptive, responsive to stimulus. You cannot postpone its life until after you have sharpened it. Whatever interest attaches to your subject-matter must be evoked here and now; whatever powers you are strengthening in the pupil, must be exercised here and now; whatever possibilities of men= tal life your teaching should impart, must be exhibited here and now. That is the golden rule of education, and a very difficult one to follow (Whitehead,= 1929, p. 6, emphasis added).  Whiteh= ead, A.N. (1929), The Aims of Education and Other Essays, Free Press, New York, NY, .

 
 
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Vita

Top of Page

V I = T A

 

 

Thomas Andre

Professor

Department of Curriculum and Instruction

Department of Psychology

Iow= a State University

Ames, Iowa  50011=

<= span style=3D'mso-bookmark:OLE_LINK5'>tandre@ia= state.edu

515-294-1754 voice

515-294-6202 fax=

 

B= iographical Data

 

Born Acushnet, Massachusetts

Birthdate November 7, 1945

Married (Susan Hegland)=

Two children (David and Tamara)

 

E= ducation:

 

B.S.  = Psychology, cum laude (1967)    &nb= sp;            =           University of Massachusetts

M.A.  =             &nb= sp; Educational Psychology (1970)    &n= bsp;            = ;        University of Illinois<= /span>

Ph.D.  = ;            &n= bsp; Educational Psychology (1971)    &n= bsp;            = ;        University of Illinois<= /span>

 

E= xperience (Post – Doctorate):

=  =

1971-1974: =              Assistant Professor of Psychology, State <= st1:PlaceType w:st=3D"on">University of New York, College of Arts and Sciences at Cortland.

1974-1977: =              Assistant Professor of Psychology and Education, Iowa State University, Ames.

1977-1989: =              Associate Professor of Psychology and Education, Iowa State University, Ames.

1989-1997:  = ;            = Professor of Psychology and Education, Iowa State University, Ames. <= o:p>

1997-2001            =    Professor of Education and Psychology, Iowa State University, Ames.

1999, Fall =             &nb= sp;  Visiting Professor at University of North Carolina on Faculty Professional Developme= nt Assignment (sabbatical) from Iowa State University (Aug-Dec).

2001-2006 &= nbsp;           &nbs= p; Chair of Curriculum and Instruction and Professor of Education and Psychology, Iowa State University, Ames.

2006-2008 &= nbsp;           &nbs= p; Associate Dean for Research and Graduate Education, Colleg= e of Human Sciences; and Professor= of Education and Psychology, , Iowa= State University, Ames.

2008-  = ;            &n= bsp;        Professor of Education and Psychology, Iowa State University, Ames.

2008, Fall =             &nb= sp;  Visiting professor at North Carolina State University on Faculty Professional Development Assignment (sabbatical) from Iowa State University (Aug-Dec).

 

 

G= raduate Faculty Membership:=

=  =

Associate 11-21-74; Full, 5-22-75

=  =

= H= onors

= <= o:p> 

Elected to membership in the Iowa Academy of Education, 2004.

Established in 199= 6 by the First In the Nation in Education (FINE) Foundation, the Iowa Academy of Education (IAE) is composed of outstanding Iowa scholars whose work has earned re= spect and recognition among peers for making a significant contribution to the fi= eld of education. The Academy’s principal function is to inform education= al policies and practices in the state of Iowa through the scholarly consideration and analysis of significant educational= issues. (Membership is limited to 30 active members)

=  

Recipient, Superior Research Medallion, College of Human Sciences, Iowa State University, For outstanding contributions in research over an extended period of time and research acti= vity that has influenced students.

= =  =

L= eadership and Offices Held:=

=  =

Midwestern Educational Research Associati= on,
Association Council (1979-82),
Vice President (1992-93),
President-Elect (1993-94),
President (1994-95),
Past President (1995-96)

National Association for Research in Science Tea= ching, Strand Chair, 2001-2003.

Society for the Scientific Study of Sex, Midwest= ern Region (Local Chapters Chair, Executive Council, 1986)

Iow= a Academy of Science, Local Arrangements Chair (1999)

Iowa Association of Colleges of Teacher Education, Governing Board Member, 2002-2006.

= =  =

E= ditorial Boards (Past & Current):

 

Computers in Human Behavior

Contemporary Educational Psychology

Educational Psychologist

Educational Psychology Review<= /span>

Journal of Educational Psychology

Journal of Experimental Education

Journal of Research in Science Teaching

Journal of School Psychology

Journal of Youth and Adolescence

MidWestern Educational Researcher=

= =  =

= R= eviewing (past and current):=

 

G= rants:

Faculty Grants for the Improvement of Undergradu= ate Instruction, Research Foundation of SUNY, Fall, 1973.,

ISU College of Education Grants, 1997, 1998.

ISU= College of Human Sciences Grants (2006-2008)=

Iowa Agriculture and Home Economics Experiment S= tation (grant)

First in the Nation in Education Foundation Gran= ts (1985)

<= span style=3D'mso-bookmark:OLE_LINK5'>Social Sc= iences and Humanities Research Council of Canada (grant)<= /span>

<= span style=3D'mso-bookmark:OLE_LINK5'>Reviewer-= -Proposals AECT 99 conference

 

J= ournals

American Educational Research Journal=

Computers in Human Behavior

Computers in Teacher Education=

Educational Evaluation and Policy Analysis<= /o:p>

Educational Psychologist

Educational Psychology Review<= /span>

Educational Research and Evaluation

Elementary School Journal

Journal of Educational Psychology,

Journal of Experimental Education

Journal of Experimental Personality

Journal of Research in Personality

Journal of Research in Science Teaching

Journal of School Psychology

Journal of Youth and Adolescence

Mid-Western Educational Researcher

Psychological Bulletin<= /span>

Psychological Reports

Review of Educational Research=

=  

= =  =

J= ournal Publications: 

=  =

1.      =     Andre, T., = & Kulhavy, R. W.  (1971).  Category clust= ering in the free recall of sentences.  Psychological Reports, 29, 631-634= .

2.      =     Anderson, R= . C., Kulhavy, R. W., & Andre, T.  (1971).  Feedback procedures in programmed instruction.  Journal of Educational Psychology, 62, 148-156.<= /o:p>

3.      =     Anderson, R= . C., Kulhavy, R. W., & Andre, T.  (1972).  Conditions under which feedback facilitates learning from programmed lessons.  Journal of Educational Psychology, 63, 186-188.=

4.      =     Andre, T.  (1973).  Retroactive inhibition of prose and change in physical or organizational context.  Psychological Reports, 32, 781-782.

5.      =     Andre, T.  (1973).  Clustering in the free recall of sentences.  Psychological Reports, 32, 971-974.

6.      =     Andre, T., Anderson, R. C., & Watts, G. H.  (1974).  Organizational strategy and retroa= ctive inhibition in free recall.  American Journal of Psychology, 87= (4), 609-628.

7.      =     Andre, T.  (1975).  The priority in recall of new items effect:  A strategy model.  Journal of General Psychology, 92, 187-204.

8.      =     Andre, T.  (1975).  Retroactive inhibition of prose materials as a function of test mode and delay interval.  Catalog of Selected Documents in Psychology, 5, 245, MS#952.  

9.      =     Andre, T.  (1976).  Forgetting of prose as a function = of verbatim and paraphrased test items.  Journal of General Psycholog= y, 95, 5-19.

10.      = Andre, T., Anderson, R. C., & Watts, G. H.  (1976).  Item-specific interference and list discrimination in free recall.  Journal of General Psychology, 95, 21-31.

11.      = Andre, T., & Sola, J.  (1976).  Imagery, verbatim and paraphrased questions, and retention of meaningful sentences.  Journal of Educational Psychology, 68, 661-669.=

12.      = Andre, T., & Womack, S.  (1978).  Verbatim and paraphrased adjunct questions and learning from prose.  <= /span>Journal of Educational Psychology, 70<= /i>, 796- 802.

13.      = Andre, T.  (1979).  On productive knowledge and levels of questions.  <= /span>Resources in Education. 

14.      = Andre, T.  (1979).  Does answering higher level questions while reading facilitate productive learning.  Review of Educational Research, 49(2), 280-318.

15.      = Andre, T., Schumer, H., & Whitaker, P.  (1979).  Group discussion and individual creativity.  Journal of General Psychology, 100, 111-123.<= /span>

16.      = Andre, T., & Strahan, R. F.  (1979).  On predicting the age of achieveme= nt in psychology:  A reply to Zusne.  = American Psychologist, 34, 562.

17.      = Andre, T., Mueller, C., Womack, S., Smid, K., & Tuttle, M.  (1980).  Adjunct application questions faci= litate later application, or do they?  Journal of Educational Psychology, 72<= /i>, 533-543.

18.      = Andre, T.  (1981).  The role of paraphrased adjunct questions in facilitating learning from prose.  Contemporary Educational Psychology, 6, 22-27.

19.      = Andre,  T.  (1984).  Questions and reading:  A review of recent research.  Questioning Exchange:  A Multidisciplinary Review, 1, 3-5.

20.      = Glynn, S. M., Andre, T., & Britton, B. K.  (1986).  The design of instructional text:<= span style=3D'mso-spacerun:yes'>  Introduction to the special issue.=   Educational Psychologist, 21(4), 245-252.

21.      = Andre, T.  (1987).  Questions and learning from reading.  Questioning Exchange, 1, 47-86.=

22.      = Holland= , A., & Andre, T.  (1987).  Participation in extracurricular activities in secondary school:  What is known, what needs to be known?  Review of Educational Research, 57, 437-466.

23.      = Andre, T., & Thieman, A.  (1988).  Level of adjunct question, type of feedback and learning concepts by reading.=   Contemporary Educational Psychology, 13, 296-307.

24.      = Holland= , A., & Andre, T.  (1988).  Beauty is in the eye of the reviewer.  Review of Educational Research, 58, 113-118.<= /span>

25.      = Phye, G., & Andre, T.  (1989).  Delayed retention effect:  Attention, perseveration, or both?=   Contemporary Educational Psychology, 14(2), 173-185.=

26.      = Andre, T., Frevert, = R. L., & Schuchmann, D. L.  (1989).  From whom have college students le= arned what about sex?  Youth and Society, 20(3), 241- 268= .

27.      = Andre. T.  (1990).  Type of insert= ed questions and the study-posttest delay.&nb= sp; Journal of Experimental Educ= ation, 58(2), 77-86.

28.      = Andre, T., & Hegland, S.  (1990).  Educational psychology and the ref= orm of teacher education.  Educational Psychology Review, 2(3= ), 237-253.

29.      = Andre, T., & Bormann, L.  (1991).  Knowledge of AIDS and sexual responsibility among high school students.=   Youth and Society, 22, 339-361.

30.      = Holland= , A., & Andre, T.  (1991).  Is the extrac= urriculum an extra curriculum?  American Secondary Education, 19, = 6-12.

31.      = Wang, T., & Andre, T.  (1991).  Conceptual change text versus traditional text and application questions versus no questions in learning about electricity.  Contemporary Educational Psychology, 1= 6, 103-116.

32.      = Andre, T., Dietsch, = C., & Cheng, Y.  (1991).  Sources of sex education as a func= tion of sex, coital activity, and type of information.  Contemporary Educational Psychology, 16, 215-240.

33.      = Andre, T., & Veldhuis, G. H.  (1991).  Use of computers by physics and ph= ysical science teachers.  The Journal of Computer-Based Instruction,= 18(4), 113-117.

34.      = Andre, T., & Ding, P.  (1991).  Student misconceptions, declarative knowledge, stimulus conditions and problem solving in basic electricity.  Contemporary Educational Psychology, 16(4), 303-313.=

35.      = Howard, C. K., O'Boyle, M. W., Eastman, V. J., A= ndre, T., & Motoyama, T.  (1991).  The relative effectiveness of symb= ols and words to convey photocopier functions.=   Applied Ergonomics, 22(4= ), 218-224.

36.      = Chambers, S., Alexander, J., Howard, C., Andre, = T., O'Boyle, M., & Eastman, V.  (1992).  Symbol and word effectiveness for conveying photocopier functions in experienced photocopier users.  Perceptual and Motor Skills, 74, 1203-1215.

37.      = Holland= , A., & Andre, T.  (1992).  College students' attitudes toward women:  A three dimensional approach.  College Student Journal, 26, 253-259. =

38.      = Carlsen, D., & Andre. T.  (1992).  Use of a micro-computer simulation= and conceptual change text to overcome student preconceptions about electric circuits.  The Journal of Computer-Based Instruction, 19, 105-109.

39.      = Hegland, S., & Andre, T.  (1992).  Helping learners construct knowledge.  Educational Psychology Review, 4, 223-240.

40.      = Andre, T., Chambers, D. K., Alexander, J. E., O'= Boyle, M. W., Howard, C. K., Motoyama, T., & Eastm= an, V.  (1993).  Experienced and inexperienced photocopier users' perceptions of possible and useful functions.  Perceptual and Motor Skills, 76, 215-234.

41.      = Lamport, L. L., & Andre, T.  (1993).  AIDS knowledge and sexual responsibility.  Youth and Society, 25, 38-61.=

42.      = Holland= , A., & Andre, T.  (1994).  The relationship of self-esteem to selected personal and environmental resources of adolescents.  Adolescence, 29, 345-360.

43.      = Holland= , A., & Andre, T.  (1994).  Athletic participation and the soc= ial status of adolescent males and females.&nb= sp; Youth and Society, 25, 388-407.

44.   Andre, T. A., & Holland, A.  (1995).  Relationship of sport participatio= n to sex role orientation and attitudes toward women among high school males and females.  Journal of Sport Behavior, 19, 241-253.

45.      = Holland= , A., & Andre, T.  (1995).  Prestige ratings of high school extracurricular activities.  The High School Journal, 78(2), 67= -72.

46.      = Chambers, S. K., & Andre, T.  (1995).  Are conceptual change approaches to learning science effective for everyone:&n= bsp; Gender, prior subject matter interest, and learning about electricity.  Contemporary Educational Psychology, 20, 377-391.

47.      = Chambers, S. K., & Andre, T.  (1997).  Gender, prior knowledge, interest,= and experience  in electricity and conceptual change text manipulations in learning about direct current.  Journal of Research in Science Teaching. 34, 105-123.

48.      = Andre, T. (1997).  Fulfilling its promise, a content analysis of 20 years of research at MWERA, Mid-Western Educational Researcher, 10, 37.=

49.      = Windschitl, M., & Andre, T.  (1998).  Using computer simulation to enhan= ce conceptual change:  The roles = of constructivist instruction and student epistemological beliefs.  Journal of Research in Science Teaching.

50.      = Andre, T. (1998) The impact of digital and elect= ronic technology in education: A multiply-caused glacier?, Journal of Computers in Teacher Education. 14, 17-20

51.      = Andre, T. and Hegland, S. (1998). Range restrict= ion, outliers, and the use of the Graduate Record Examination to predict graduate school performance, American Psychologist<= /i>, 53, 574-575.

52.      = Andre, T., Whigham, M., Hendrikson, A., & Chambers, S., (1999). Competency Beliefs, Positive Affect, and Gender Stereotypes of Elementary Students and Their Parents about Science Versus O= ther School Subjects, Journal of Researc= h in Science Teaching, 36, 719-748.

53.      = Akpan<= /span>, J. P., & Andre, T. (1999) The effect of a = prior dissection simulation on middle school students’ dissection performan= ce and understanding of the anatomy and morphology of the frog, Journal of Science Education and Technology, 8, 107-121.<= /span>

54.      = Holland= , A., & Andre, T.  (1999).  Student characteristics relate to = choice of high school remembrance role.  Adolescence. 34, 315-338.

55.      = Nonis<= /span>, A. S., Andre, T., & S= asser, S., (1999) The graduate education curriculum: the process of change in an instructional technology program, Technology in Teacher Education Annual= . 1673-1676.

56.      Akpan<= /span>, J. P., & Andre, T. (2000). Using a compute= r simulation before dissection to help students learn anatomy, Journal of Computers in Mathematics and Science Teaching, 19, 297-313..

57.      Andre, T. Schmidt, D., Noni= s, A. &  Hall, S. (2000), Preparing Tomorrow's Teachers Today: Using Videos of Technology-Using Teachers to Enhance Pre-Service Teachers’ Technology Skills, Technology in Teacher Education Annual. 1452-1455.=

58.      = Koeppen, K.E. & Andre, T. (2000). Connecting Cultur= es via the Internet: The United States and Russia. Staff and Educational Development International. 4, (1), 9-17.<= /o:p>

59.      = Chumbley, S., Hargrave, C.P., Constant, K., Andr= e, T., & Hand, B. (2002)  Project= ExCEL- Web based SEM for K-12 Education. Journal of Engineering Education. April, p 203-210.

60.      = Yang, E., Andre, T., & Greenbowe, T., (2003), Spatial ability and the impact of visualization/animation on learning electrochemistry, International Journal of Science Education, 25, 329-349.

61.      = Jones, G. Andre, T., Superfine, R., & Taylor= , R., (2003). Learning at the nanoscale: the impact o= f sudents’ use of haptics on concepts of viruses, scale, and microscopy. Journal of Research in Scien= ce Teaching. 40= , 303-322.

62.      = Jones, G., Andre, T., Kubas= ko, D., Trettor, T., Bokinsky<= /span>, A., Negishi, A., Taylor, R., Superfine, R (2004) Remote atomic force microscopy of microscopic organi= sms:  Technological innovations for hand= s-on science with middle and high school students, Science Education, 88, 55-71.

63.      = Yang, E. Greenbowe, T. J., & Andre, T., (200= 4), The effective use of an interactive software program to reduce studentsR= 17; misconceptions about batteries. Jou= rnal of Chemical Education, 81, = 587-596.

64.      = Painter, J., Jones, M. G., Kubasko, D., Tretter, T., <= span class=3DSpellE>Negishi, A., Andre, T. (2006). Pulling back the curta= in: Scientists in the classroom. School Science and Mathematics. 106, p181-190.

65.      = Tretter<= /span>, T. R., Jones, M. G., Andre, T., Negishi, A., Minogue, J. = (2006). Conceptual boundaries and distances: students' and experts' concepts of the scale of scientific phenomena, Jour= nal of Research in Science Teaching, 4= 3, 282-319

66.      = Jones, M. G., T= retter, T., Paechter, M., Kubasko<= /span>, D., Bokinsky, A., Andre, T., Negishi, A. (2007). Differences in African-American and European-American Students' engagement with nanotechnology experiences: Perceptual position or assessme= nt artifact?  Journal of Research in Science Teaching, 44, 787-799.

67.      = .Kubasko, Dennis, Jones, M. Gail, Tretter, Thomas & A= ndre, Thomas (2007). Is it live or is it memorex?: Students’ synchronous and asynchronous communication with scientists.= International Journal of Science Educa= tion, 30(4), 495- 514

68.      = Han-Chin Liu, H-C., Andre, T., & Greenbowe, = T. (2008). The impact of learner’s prior knowledge on their use of chemi= stry computer simulations: a case study, Journal of Science Education and Technology,  17, 466-482

.B= ooks/Professional Chapters:

 

1.      =     Anderson, R. C., Faust, G., Roderick, M., Cunningham, D.= J., & Andre, T.  (Eds.).  (1969).  Current research on instruction.  = New York:  Prentice-Hall, Inc.

2.      =     Andre, T.  (1986).  Problem-solving and education.  In G. Phye & T. Andre (Eds.), = Cognitive classroom learning, understa= nding, thinking, problem-solving (pp. 169-204).  New York:  Academic Press.

3.      =     Andre, T., = & Phye, G.  (1986).  Cognition, learning, and education= .  In G. Phye & T. Andre (Eds.), = Cognitive classroom learning, understa= nding, thinking, problem-solving (pp. 1-20).&= nbsp; New York:  Academic Press.<= /span>

4.      =     Phye, G. D., & Andre, T.  (Eds.).  (1986).  Cognitive classroom learning, understanding, thinking, problem-solving.  New York:  Academic Press.

5.      =     Andre, T.  (1987).  Processes in reading comprehension= and the teaching of comprehension.  In J. A. Glover & R. R. Ronning (Eds.), Historical foundations of educational psychology (pp. 259-296).  New York:  Plenum.

<= span style=3D'mso-bookmark:OLE_LINK6'>6.      =     Andre, T.  (1997).  Selected micr= oinstructional methods to facilitate knowledge construction:  Implications for instructional design.  In R. D. Tennyson &am= p; F. Schott, Instructional design:  International perspectives.  Vol I.=   Theory and research.  Hillsdale, NJ:&nbs= p; Lawrence Erlbaum Associates.

<= span style=3D'mso-bookmark:OLE_LINK6'>7.      =     Andre, T., = & Windschitl, M., (2002).  Inter= est, epistemology and intentional conceptual change, in G. Sinatra & P. Pintrich, Eds. Intentional Conceptual Change, pp. 173= -195.

G= rants= :

=  =

1.      =     Andre, T. (1972).  SUNY Research Foundat= ion Fellowship and Grant in Aid, $2,165.

2.      =     Andre, T. (1973).  SUNY Research Foundat= ion Fellowship and Grant in Aid, $2,838.

3.      =     Andre, T., = & Hopkins, W.  (1973-74).  Faculty Grant for the Improvement = of Undergraduate Instruction, $3,437.

4.      =     Andre, T.  (1975).  ISU Research Grants Program, "Learning from Prose," $2,998.

5.      =     Andre, T.  (1975).  NIMH Grant, "Learning Concept= s by Reading," $4,= 860.

6.      =     Andre, T.  (1976).  Exxon Education Foundation, $4803.=

7.      =     Andre, T.  (1981-1983).  Iowa Department of Public Instruct= ion, "Evaluation of Autism Programs," $5,500, $7,500, $5,000.

8.      =     Phye, G. D., & Andre, T.  (2/82-5/83).<= span style=3D'mso-spacerun:yes'>  Apple Education Foundation, "Teaching Problem Solving Skills to Prospective Teachers:  Microcomputer Based Instructional Programs,' $6,831.

9.      =     Andre, T.  (9/84).  Iowa Department of Public Instruct= ion, "Develop and Modify Computer Software for Schools," $1,200.<= /o:p>

10.      = Andre, T.  (1985).  Iowa Departmen= t of Public Instruction, "Develop Computer Based Instructional Materials,&q= uot; $2,000.

11.      = Reschly, D. J., & Andre, T.  (8/1/86-7/31/87).  Iowa Department of Public Instruct= ion, "Mental Disability Study," $14,904.

12.      = O'Boyle, M. W., & Andre, T.  (7/1/90-6/30/91).  RICOH Corporation, "Man/Machi= ne Interface," $17,000.

13.      = -Extension (10/90) =3D $4,000-Also RICOH 6620 Photocopier =3D approx $15,000,-Extension (2/91) =3D $ 950,-Extension (3/91= ) =3D $ 4,500, -Extension (7/91) =3D $20,000, -Extension (7/91) =3D $ 900, -Extensi= on (8/91) =3D $ 895, -Extension (9/91) =3D $ 2,000, -Extension (4/92) =3D $ 2,= 500, -Extension (7/92) =3D $13,000, -Extension (9/92) =3D $ 2,000, -Extension (2= /93) =3D $950, -Extension (3/93) =3D $8,985, -Extension (7/93) =3D $15,000, -Extensi= on (11/93) =3D $995, -Extension (3/94) =3D $15,000, -Extension (9/94) =3D $800, -Exten= sion (11/94) =3D $800, -Extension (12/94) =3D $2,000, -Extension (1995-96) =3D $= 16,500 + video equipment, -Extension (9/96) =3D $2,455

14.      = Andre, T., Benbow, C= ., Dark, V., O'Boyle, M., Gerrard, M., Gibbons, F., Bush= man, B., & Wells, G.  (1990-91)= .  Project Vincent Proposal to Acquir= e a Workstation Network in Psychology. ($18,000)

15.      = Andre, T.  (1991-1992).  Proposal = to LASCAC for computers, $12,000.

16.      = Andre, T.  (1992-1993).  Proposal = to LASCAC for computers, $20,000.

17.      = Andre, T.  (1992).  Project Game P= lan, Eisenhower Proposal, $48,000.

18.      = Andre, T. (1997) College of Educatio= n Grant for $6276  (Spring 97, data collection completed Fall, 97)

19.      = Andre, T. & Whigham, M. (1997/1998), College of Education Grant $4275 

20.      = Andre, T. & Whigham, M. (1998/1999), College of Education Grant $4275

21.      = Andre, T. and Schmidt, D., (1998) Miller Fellows= hip Grant from ISU. $25,000

22.      = Whigham, M. & Andre, T. (1998/1999).  Inservice to improve teacher's understanding and use of the National Math and Science Standards, Eisenhower Grant, $171,912 (Project Co-Director/PI)

23.      = Myrna A. Whigham, Project Director and Thomas An= dre (Co-PI) and Brian Hand (Co-PI), (1999/2000) Modeling Science and Mathematics Reform Through Implementation of the National Standards ,  $100,000 from the Eisenhower Grant Program through the State Board of Regents.

24.      = Constant, K. P. Andre, T., Chumbley, L. S., Hand= , B. Hargrave, C. P., & Thompson, A. (1999-2000) Incorporating inquiry-based science modules involving an environmental scanning electron microscope into preservice teacher education classes, NSF, ($74,877) , awarded for June 1999-August, 2000.

25.      = Andre, T., (PI/Project Director), Whigham, M. (C= o-PI) & Hand, B (Co-PI), Modeling Science and Mathematics Reform Through Implementation of the National Standards Project (2000/2001). $85,000 from = the Eisenhower Grant Program throught the State Boa= rd of Regents.

26.      = Greenbowe,T.,(PI).  Hand, B, (Co-PI) & Andre,T. (Co-PI) Developing a technology enhanced guided inquiry book for introductory chemistry. Directorate of Undergraduate Education NSF, (2001/2004) ~$480,00= 0,

27.      = Andre (PI), and Andreotti, A (co-PI).  Staff Development Leadership Teams= to Promote Science and Mathematics Reform Through Implementation of the Nation= al Standards, Regents Eisenhower Proposal, Spring 2001-Aug. 2002, $87,000.) 

28.      = Andre, T., Hargrave, C.P., Chumbley, S., & Constant, K., Preparing Inservice and Preservice Teachers to Integrate WebSEM into K-12 Science Instruction; April, 2001 – March, 2002.  Funded by Qwest, $24,500.

29.      = Andre, T., Hand, B., Sharp, J., Lubineski, S., Davis, N., Olson, J., & Clough, M. (2001-2003).&n= bsp; Recruiting, educating, inducting, supporting and retaining mathemati= cs and science teachers to improve the quality of mathematics, science, and technology education for K-12 students in the 21st Century. U. S. Department of Education, $249398, (active through May 31, 2003)<= /span>

30.      = Andre, T., Hand, B., Sharp, J., Lubineski, S., Davis, N., Olson, J., & Clough, M. (2001-2004).&n= bsp; Recruiting, educating, inducting, supporting and retaining mathemati= cs and science teachers to improve the quality of mathematics, science, and technology education for K-12 students in the 21st Century. U. S. Department of Education, $150,000, (active through May 31, 2004)=

31.      = Andreotti, A. (PI) and Andre, T. (co-PI) 2002-20= 03: Staff Development Leadership Teams to Promote Science and Mathematics Reform Through Implementation of the National Standards. Eisenhower Funds from Iowa Board of Re= gents. ~$80000

R= eviews/Technical Reports, etc.:=

=  =

1.      =     Anderson, R= . C., Kulhavy, R. W., & Andre, T  (1970).  Feedback procedures in programmed instruction (Report X-11).  Urbana:  University of Illin= ois, Computer-based Educational Research Laboratory.

2.      =     Andre, T. (1970).  Is the new item priority effect an experimental artifact?  (Report X-16).  Urbana:  University of Illin= ois, Computer-based Educational Research Laboratory.

3.      =     Andre, T.  (1981).  Final report of the Autism Evaluation Project.  Des Moines, IA:  Iowa Department of Public Instruct= ion.

4.      =     Andre, T.  (1982).  Final report of the Autism Evaluation Project.  Des Moines, IA:  Iowa Department of Public Instruct= ion.

5.      =     Andre, T.  (1983).  Final report of the Autism Evaluation Project.  Des Moines, IA:  Iowa Department of Public Instruct= ion.

6.      =     Phye, G., &= amp; Andre, T.  (1984).  Teaching master manual.  Ames, IA:&nbs= p; Iowa State University.

7.      =     Holland, A., & Andre, T.  (1988).  The effects of participation in extracurricular activities in secondary school:  What is known, what n= eeds to be known?  ERIC, EDRS E= D 290 804.

8.      =     Andre, T., = & Bormann, L.  (1989).  The relationship of sexual responsibility to knowledge of acquired immuno-deficiency syndrome among high school students= .  ERIC, CG 021 999.

9.      =     Howard, C., Andre, T., O'Boyle, M., & Eastman, V.&= nbsp; (1990).  The effectiveness of generated symbols, in-use symbols, and words in communicating copier functions (Final Report, Human/Machine Interface Project).  Ames, IA:&nbs= p; Iowa State University.

10.      = Andre, T., & Veldhuis, G. H.  (1991).  Use of computers by physics and physical science teachers in Iowa.  ERIC ED 325 338.=

11.      = O'Boyle, M., Andre, T., & Howard, C.  (1991).  Final Report, Human/Machine Interface Project.

12.      = Andre, T., Howard, C., Chambers, S., Alexander, = J.

13.      =  (1992).  Final report.  Human/Machine Interface Project.

14.      = O'Boyle, M., Andre, T., Chambers, S., Gill, H., = & Wojan, T.  (1993).  Final report.<= span style=3D'mso-spacerun:yes'>  Human/Machine Interface Project.

= <= o:p> 

P= apers and Conference Activity:

1.      =          Andre, T., = & Schumer, H.  (1968, February).=   Creativity and conformity as functions of group size and test instructions.  Paper presented at the meeting of = the American Educational Research Association, New York, NY.

2.      =          Anderson, R= . C., Kulhavy, R. W., & Andre, T.  (1970, February).  Feedback procedures in programmed instruction.&= nbsp; Paper presented at the meeting of the American Educational Research Association, Minneapolis, MN

3.      =          Anderson, R= . C., Kulhavy, R. W., & Andre, T.  (1971, February).  Conditions under which feedback facilitates learning from programmed lessons.  Paper presented at the meeting of = the American Educational Research Association, New York, NY.

4.      =          Andre, T.  (1972, April).  Organizational processes in the free recall of sentences.  Paper presented at the meeting of = the American Educational Research Association, Chicago, IL.

5.      =          Andre, T.  (1972, April).  An information-processing model of memory and forgetting.  In T. = Andre, & R. W. Kulhavy, Interference and the forgetting of prose.  Symposium conducted at the meeting= of the American Educational Research Association, Chicago, IL.

6.      =          Hopkins, W.= M., & Andre, T.  (1974, April)= .  Extrinsic and intrinsic cueing in free recall.&n= bsp; Paper presented at the meeting of the American Educational Research Association, Chicago, IL.

7.      =          Hopkins, W.= M., & Andre, T.  (1975, April)= .  Correlates of clustering in free recall.  Paper presented at the meeting of the American Educational Research Association, Washington, DC.

8.      =          Andre, T., = Hill, M., & Poulos, G.  (1976, April).  Forgetting, passage organization, and content.&nbs= p; Paper presented at the meeting of the American Educational Research Association, San Francisco, CA.

9.      =          Andre, T.  (1977, April).  On getting there from here, application questions and applying knowledge.<= span style=3D'mso-spacerun:yes'>  Paper presented at the meeting of = the American Educational Research Association, New York, NY.

10.      =       Fuqua, R. W= ., & Andre, T.  (1977, April)= .  Student ratings of typical and actual instructors.  Paper presented at the meeting of = the American Educational Research Association, New York, NY.

11.      =       Pio, C., & Andre, T.  (1977, April).  Paraphrasing highlighted statements and learning from prose.  Paper presented at the meeting of = the American Educational Research Association, New York, NY.

12.      =       Andre, T.  (1978, April).  Visual memory in reading and recall tasks.&nb= sp; In Symposium presented at the meeting of the American Educational Research Association, Toronto<= /st1:City>, Canada.

13.      =       Andre, T., = Smid, K., Groth, G., &= ; Runge, M.  (1978, April).  Adjunct application questions facilita= te later application, or do they?  Paper presented at the meeting of the American Educational Research Association, Toronto, Canada.

14.      =       Woods, A., = & Andre, T.  (1978, April).  Level of adjunct question, type of feedback and learning from prose.  Paper presented at the meeting of = the American Educational Research Association, Toronto, Canada.

15.      =       Andre, T.  (1978, May).  The role of paraphrased and verbatim adjunct questions in facilitating learning= by reading.  Paper presented = at the meeting of the Midwestern Educational Research Association, Bloomingdale, IL= .

16.      =       Andre, T.  (1979, March).  Asking students higher-order questions while reading doesn't facilitate higher ord= er learning, at least not consistently.&n= bsp; Paper presented at the meeting of the Midwestern Educational Research Association, Kalamazoo, MI.

17.      =       Andre, T., Mueller, C., & Tuttle, M.  (1979, April).  The effects of type and position of ad= junct questions on learning to apply concepts.  Paper presented at meeting of the American Educational Research Association, San Francisco, CA.

18.      =       Andre, T.  (1979, October, December).  Interaction of reasoning and vocabulary abilities and type of inserted question in lear= ning from prose.  Paper present= ed at the meetings of the Midwestern Educational Research Association & Iowa Educational Research and Evaluation Association.

19.      =       Andre, T.  (1979, October, December).  Prediction of high school students overall rating of their instructor.  Paper presented at the meetings of= the Midwestern Educational Research Association & Iowa Educational Research= and Evaluation Association.

20.      =       Andre, T., = Engel, J., & Harris, S.  (1980, April).  Feedback and type of adjunct question in learning concepts from rea= ding.  Paper presented at the meeting of = the American Educational Research Association, Boston, MA.

21.      =       Andre, T., = & Harris, S.  (1980, April).  Memory ability, delayed testing and type of adjunct question.  Paper presented at the meeting of = the American Educational Research Association, Boston, MA.

22.      =       Andre, T.  (1980, October).  The incredible green creative--or--releasing the powers that dwell within us:  Problem-solving and the gifted= .  Paper presented at the meeting of = the Midwestern Educational Research Association.

23.      =       Andre, T.  (1980, October).  The role of responses in facilitating school learning.  Paper presented at the meeting of = the Midwestern Educational Research Association.

24.      =       Andre, T.  (1980, December).  Problem solving and the gifted.  P= aper presented at the meeting of the Iowa Educational Research and Evaluation Association.

25.      =       Frevert, R., Andre, T., & Bender, T.  (1980, December).  Does sex education influence sexual knowledge or behavior?  Paper presented at the meeting of = the Iowa Educational Research and Evaluation Association.

26.      =       Lamp, C. K., & Andre, T.  (1980, December).  Attitudes of school personnel towards educational research and evaluation.  Paper present= ed at the meeting of the Iowa Educational Research and Evaluation Association.

27.      =       Andre, T., Bender, T., & Frevert, R.  (1980, December).  The delayed-retention effect:  Imp= act of re-responding and group discussion on feedback.  Paper presented at the meeting of = the Iowa Educational Research and Evaluation Association.

28.      =       Andre, T, B= ender, T., & Frevert, R.  (1981, April).  The influence of group testing taking and responding after feedback on the dela= yed retention effect.  Paper presented at the meeting of the American Educational Research Association, = Los Angeles, CA.

29.      =       Frevert, R., Andre, T., & Bender, T.  (1981, April).  The relationship of sex education to sexual behavior, attitudes, and knowledge<= /i>.  Paper presented at the meeting of = the American Educational Research Association, Los Angeles, CA<= /st1:place>.

30.      =       Andre, T., = Frevert, R., & Hecht, W.  (1981, November).  The relationship of the quantity and affective quality of sex education to sexu= al behavior attitudes and knowledge.  Paper presented at the meetings of the Iowa Educational Research and Evaluation Association & Midwestern Educational Research Association.

31.      =       Andre, T., = & Pio, C.  (1981, November).  Paraphrasing highlighted statements and learning from prose.  Paper presented at the meetings of= the Iowa Educational Research and Evaluation Association & Midwestern Educational Research Association.

32.      =       Andre, T.  (1983, April).  Type of question, delay interval, and learning from prose.  Paper presented at the meeting of = the American Educational Research Association, Montreal, Canada.

33.      =       Andre, T.  (1983, November).  Long term effects of sex education:  A research agenda.  Paper presented at the meeting of the Iowa Educational Research and Evaluation Association, Des Moines, IA.

34.      =       Andre, T.  (1983, November).  Determining the influences of formal and informal sex education on adolescent's and you= ng adult's sexuality.  Paper presented at the meeting of the Iowa Educational Research and Evaluation Association, Des Moines, IA.

35.      =       Andre, T., = & Frevert, R. L.  (1983, November).  Formal and informal affective and informational sex education:  Relationships to sexual knowledge, attitudes and behavior.  Paper presented at the meeting of = the Society for the Scientific Study of Sex, Chicago, IL.

36.      =       Andre, T.  (1984, April).  Adjunct aids and the acquisition of concepts, principles, and problem solving skills from text.  Paper presente= d at the meeting of the American Educational Research Association.

37.      =       Andre, T.  (1984, September).  Designing instruction to better facilitate the learning of intellectual skills.  In symposium conducted at the meet= ing of the Midwestern Educational Research Association, Chicago, IL.

38.      =       Andre, T., = & Moses, B.  (1985, June).  Predicting effective and ineffective contraceptive use:  Sexual responsibility, erotophobia/philia, family relationships, and gender<= /i>.  Paper presented at the meeting of = the Society for Scientific Study of Sex, Midwestern Region, Chicago, IL.

39.      =       Andre, T.  (1986, June).  Electronic communication services for sex researchers, therapists, and educators.<= span style=3D'mso-spacerun:yes'>  Workshop presented at the meeting = of the Midcontinent Region of The Society for the Scientific Study of Sex, Inc., <= st1:place w:st=3D"on">Madison, WI.

40.      =       Andre, T.  (1986, April).  Sources of sex education as a function of type of sex information.  Paper presented at the meeting of = the American Educational Research Association, San Francisco, CA.  (ERIC ED 275 964)

41.      =       Andre, T.  (1986, November).  Sex education in Iowa= schools as a function of school size and public or private status.  Invited paper presented at the meeting of the Iowa Educational Research and Evaluation Association, Am= es, IA.

42.      =       Andre, T.  (1987, April).  Expert-novice differences and the = role of the student response in acquiring schemata in science learning.  In Perspectives on expert learning:  An integr= ative examination of theoretical and empirical issues.  Symposium conducted at the meeting= of the American Educational Research Association, Washington, DC.

43.      =       Andre, T., = & Xiao, B.  (1988, April).  Sexual activity, education, knowledge and responsibility.  Paper presented at the meeting of = the American Educational Research Association, New Orleans, LA.=

44.      =       Andre. T.  (1988, October).  A eulogy for educational psychology.&nbs= p; Paper presented at the meeting of the Midwestern Educational Research Association, Chicago, IL.

45.      =       Ding, P., &= amp; Andre, T.  (1988, December).  The effect of student misconceptions, lack of declarative knowledge, and stimul= us conditions on problem solving in basic electricity.  Paper presented at the meeting of = the Iowa Educational Research and Evaluation Association, Des Moines, IA.<= /st1:place>

46.      =       Wang, T., &= amp; Andre, T.  (1988, December).  Exploring naive students' knowledge of basic electrical circuits:  Developing a multiple-choice test procedure to assess student misconceptions about basic electrical circuits<= /i>.  Paper presented at the meeting of = the Iowa Educational Research and Evaluation Association, Des Moines, IA.<= /st1:place>

47.      =       Andre, T., = & Bormann, L.  (1988, December).=   The development of an AIDS knowledge test and the relationship between knowledg= e of AIDS and sexual responsibility in high school students.  Paper presented at the meeting of = the Iowa Educational Research and Evaluation Association, Des Moines, IA.<= /st1:place>

48.      =       Andre, T., = & Ding, P.  (1989, March).  Misconceptions, declarative knowledge, and the solving of electrical circuit problems.<= span style=3D'mso-spacerun:yes'>  Paper presented at the meeting of = the National Consortium for Instruction and Cognition.=

49.      =       Andre, T., = & Holland, A.  (1989, April).  Extracurricular participation in secondary schools:  Applying research to the future.  Invited presentation at the meetin= g of the North Central Association Chicago, IL.

50.      =       Wang, T., &= amp; Andre, T.  (1989, December).  Conceptual change text versus traditional text and application questions versus no questions in learning about electricity.  Paper presented at the meeting of = the Iowa Educational Research and Evaluation Association, Cedar Rapids, IA.

51.      =       Fagan, P., = Andre, T., & Baker, B.  (1989).  Preliminary findings of student misconceptions on the concept of function.  Paper presented at the meeting of = the Iowa Council of Teachers of Mathematics, Des Moines, IA.

52.      =       Wang, T., &= amp; Andre, T.  (1990, April).  Application questions, text manipulations, and conceptual change in physics.  Paper presented at the meeting of = the American Educational Research Association, Boston, MA.

53.      =       Andre, T.  (1990, October).  Text design for improving science learning.=   Paper presented at the meeting of the Midwestern Educational Research Association, Chicago, IL.

54.      =       Andre. T.  (1990, November).  Educational technology, the schools, and the administrator, being a stimulation of discussion and argument.   Paper presented at the meeting of the Iowa Educational Research and Evaluation Association, Des Mo= ines, IA.

55.      =       Chambers, S= . K., & Andre, T.  (1990, November).  The effects of sex, interest, experience and conceptual change text= manipulation in learning about direct current.  Paper presented at the meeting of the Iowa Educational Research and Evaluation Association, Des Mo= ines, IA.

56.      =       Erickson, A= . R., & Andre, T.  (1990, November).  Relationship of first sources of sex information to rated importanc= e of sources.  Paper presented = at the meeting of the Iowa Educational Research and Evaluation Association, Des Moines, IA.

57.      =       Chambers, S= ., & Andre, T.  (1991, April)= .  Sex, interest, experience, and conceptual change text.  Paper presented at the meeting of = the American Educational Research Association, Chicago, IL.

58.      =       Erickson, A= . R., & Andre, T.  (1991, April)= .  Relationship of first sources of sex information to rated importance.  In Studies of special adolescent problems.  Roundtable conducted at the meeting of the American Educational Rese= arch Association, Chicago, IL.

59.      =       Chambers, S= ., Andre, T., Wanberg, C., Phye, G., & Turnage, T.  (1991, December).  Are student ratings of faculty worth a darn?  The student view.  Paper presented at the meeting of = the Iowa Educational Research and Evaluation Association, Cedar Rapids, IA.

60.      =       Chambers, S= ., & Andre, T.  (1991, December).  A text-based approach for facilitating conceptual change in learning science:  The role of interest= in evidence for long-term effects.  Pa= per presented at the meeting of the Iowa Educational Research and Evaluation Association, Cedar Rapids, IA.

61.      =       Chambers, S= . K., & Andre, T.  (1992, April)= .  Learners' attention to and learning from scientific text as a function of conceptual change or didactically oriented text.&= nbsp; Paper presented at the annual meeting of the National Consortium for Instruction and Cognition, San Francisco, CA.<= o:p>

62.      =       Lamport, L., & Andre, T.  (1992, April).  Sexual responsibility and knowledge of AIDS in high school and college populations= .  Paper presented at the annual meet= ing of the American Educational Research Association, San Francisco, CA.

63.      =       Chambers, S= . K., & Andre, T.  (1992, October).  Learning from scientific text, conceptual change vs. didactic approaches.  Paper present= ed at the annual meeting of the Midwestern Educational Research Association, Chicago, IL.

64.      =       Quick, K. J= ., & Andre, T.  (1992, October).  Schematic influences on the comprehension of AIDS education materia= ls.  Paper presented at the annual meet= ing of the Midwestern Educational Research Association, Chicago, IL.

65.      =       Chambers, S= . K., & Andre, T.  (1992, December).  The acquisition of a scientific understanding of electricity:  Hands on versus computer simulation experience:  Conceptual change versus didactic text.  Pap= er presented at the annual meeting of the Iowa Educational Research and Evalua= tion Association, Ames, = IA.

= 66.      =       Quick, K., = & Andre, T.  (1993, April).  Sexual schema and the comprehension of AIDS education materials.  Paper presented at the meeting of = the American Educational Research Association, Atlanta, GA.

= 67.      =       Quick, K., = & Andre, T.  (1993, October).  Cognitive factors influencing the comprehension of AIDS education materials.  Paper presented at the meeting of = the Midwestern Educational Research Association, Chicago, IL.

= 68.      =       Chambers, S= . K., Haselhuhn, C. W., & Andre, T.  (1994, April).  The acquisition of a scientific understanding of electricity:  Hands-on experience versus computer simulation and conceptual change versus didactic text.  Paper presented at the meeting of = the American Educational Research Association.<= /p>

= 69.      =       Hargrave, C= ., & Andre, T.  (1994, April)= .  Examining the use of computer simulations, journals, and peer group interactions to overcome physics misconceptions.  Paper presented at the meeting of the American Educational Research Association.<= o:p>

= 70.      =       Andre, T., = & Hasselhuhn, C.  (1994, October).  Mission Newton!  Using a computer game that simulates motion in Newtonian space befor= e or after formal physics instruction in mechanics.  Paper presented at the meeting= of the Midwestern Educational Research Association, Chicago, IL.

= 71.      =       Haselhuhn, C., Andre, T., Whigham, M., & Veldhuis, G.  (1994, October).  Attitudes of middle-school students and their parents about education in physical science, biological science, and mathematics. Paper presented at the meeting of the Midwestern Education= al Research Association, Chicago<= /st1:City>, IL.

72.      =       Andre, T., = & Haselhuhn, C.  (1995, April).  Mission Newton!:  Using a computer game that simulates motion in Newtonian space befor= e or after formal instruction in mechanics.=   Poster presented at the meeting of the American Educational Research Association, San Francisco, CA.

73.      =       Haselhuhn, C., Andre, T., Wigham, M., & Veldhuis, G. H.  (1995, April).  Attitudes of middle-school students and their parents about education in physical science, biological science, and mathematics.  Poster presented at the meeting of= the American Educational Research Association, San Francisco, CA.

= 74.      =       Windschitl,= M., & Andre, T.  (1996, April)= .  Using computer simulations to enhance change:&nb= sp; The roles of constructivist instruction and student epistemological beliefs.  Paper presented = at the meeting of the American Educational Research Association.=

75.      =       Wigham, M., Andre, T., Hendrickson, A., & Chambers, S.  (1997, March).  Elementary students’ and parents’ attitudes on perceptions of competence a= bout science.  Paper presented = at the meeting of the American Educational Research Association, Chicago, IL,

76.      =       Haselhuhn, C. W. & Andre. T. (1997, March).  Relationships of gender, science self-efficacy, attitude, and subjective norm to intended enrollment in high school biology, chemistry, and physics, Paper presen= ted at the Annual Meeting of the National Association for Research in Science Teaching, Oak Brook= , Illinois, 

77.      =       Whigham, M., Andre, T., Chambers, S., & Hendrickson, A. (1997, March). Gender and parental and elementary pup= ils attitudes about science and mathematics. Paper presented at the meeting= of the National Association for Research in Science Teaching, Chicago, IL,  March

78.      =       Whigham, M., Andre, T., Hendrickson, & Chambers, S.=   (1997, March).  Science and mathematics versus other s= chool subject areas:  Pupil attitudes versus parent attitudes.  = Paper presented at the meeting of the National Association for Research in Science Teaching, Chicago, = IL.

79.      =       Whigham, M., Andre, T., Hendrickson, A., & Chambers, S. (1998, April). The effect of a teacher inservice on pupil and parent attitudes in science and mathematics, Paper present= ed at the  Annual Meeting of the National Association for Research in Science Teaching, San Diego, CA, 

80.      =       Nonis, A. S., Andre, T., & S= asser, S., (1999, Feb.-Mar.) The graduate education curriculum: the process of change in an instructional technology program, Paper presented at the Society for Information Technology and Teacher Education National Meeting, San Antonio.

81.      =       Andre, T., = Mroch, A., Duschen, A., W= erner, B., & Akpan, J. P., (1999, April) Impact of a prior conceptional change simulation on learning about motion, Paper presented at the Annu= al Meeting of the American Educational Research Association, Montreal, Canada.=

82.      =       Whigham, M.= A., Andre, T. Wang,  E. M., & Hendrikson, A. (1999, April). What = are elementary students and their parent's perceptions of = completence, expectations of success, degree of liking, and gender stereotypes about physical science, biological science, math, and reading? Paper presented at= the Annual Meeting of the American Educational Research Association, Montreal, Canada.

83.      =       Yang, E. M., Greenbowe, T., & Andre, T.  (1999, March). Spatial abili= ty and the impact of visualization/simulations software on learning electro-chemis= try.  Paper presented at the Annual Meet= ing of the National Association for Research on Science Teaching, (Boston, MA).

84.      =       Andre, T., Whigham, M. A., and Yang, E. M. (1999, March). Changing pupil and parent attitutes and beliefs about gender rules in science through teacher workshops, Paper presented at the Annual Meeting of the National Association for Research on Science Teaching, (Boston, MA).

85.      =       Andre, T., = Haselhuhn, C. W., Mroch, = A., Duschen, A., Werner, B., & A= kpan, J. P., (2000, Feb.) Mission Newton! and Think= er Tools:  Using Prior Simulations to Promote Learning about Motion, Mathematics, Science and Educational Technology Conference, San Die= go. CA.

86.      =       Whigham,  M., Andre, T., Yang, E. (2000, April)  Teacher’s Beliefs about the National Math and Science Standar= ds and the Emphasis Placed on the Standards in the Classroom. Paper presen= ted at the annual meeting of the National Association for Research in Science Teaching, (New Orleans. LA)

87.      =       L. S. Chumb= ley, C.P. Hargrave, K. Constant, B. Hand, T. Andre, E.A. Thompson, Iowa State University (2000. Feb.), Project ExCEL - Web-based SEM for K-12 Education,<= span style=3D'mso-spacerun:yes'>  presented at American Society of Engineering Education, St. Louis. MO.

88.      =       M. G. Jones= , R. Superfine, R. Taylor, & T. Andre. (2000, April). Students and Scientists: Investigating viruses with touch. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada.

89.      =       Andre, T. Schmidt, D., Nonis, A. &  Hall, S. (2000, Feb.), Preparing Tomorrow's Teachers Today: Using Videos of Technology-Using Teachers to Enh= ance Pre-Service Teachers’ Technology Skills, paper to be presented at the Society for Information Technology and Teacher Education. San Diego, CA.

90.      =       Andre, T., Whigham, M., & Yang, E. (2001, April). Gender, ethnic, and developmental differences in students' subject specific self-ef= ficacy, liking, expended effort, expected grade, and gender dominance for reading, math, life and physical science, and social studies. Presented at the annual meeting of the American Educational Research Association, Seattle, WA.

91.      =       Andre, T., Whigham, M., & Yang. E. (2001, April). Extending the Eccles/Wigfield Expectancy-Value Motivation= Model to Life and Physical Science, Presented at the annual meeting of the National Association for Research in Science Teaching. St. Louis, MO.

92.      =       Yang, E., A= ndre, T., & Whigham, M. (2001, April) Self- Efficacy Liking Effort Grades and Gender Dominance for Science Among Czech = and American Students, Presented at the annual meeting of the National Association for Research in Science Teaching. St. Louis, MO.

93.      =       Andre, T. J= ones, G., Superfine, R., Tayler, R. (2001, Feb.). Helping teachers and students use adva= nced technology in teaching high school science: A preliminary feasibility study= of the use of a WWW-controlled atomic force microscope in high school science,= Presented at the annual meeting of the Society for Information Technology a= nd Teaching.

94.      =       Jones, G. &= amp; Andre, T. (2001, April) Students and Scientists: Investigating Viruses With Touch. Presented at the annual meeting of the American Educational Research Association, Seattle, WA.

95.      =       Chumbley, S= ., Constant, K., Hargrave, C. P., Andre, T. (2001). Project ExCEL – Web-based SEM for= K-12 Education, Proceeding of the 2001 American Society for Engineering Education Annual Conference and Exposition.=

96.      =       Hargrave, C., Andre, T., Chumbley, S., & Constant, K., (2001, Jun= e). On-line Microscope & Inquiry-based Science Instruction: Improving Science Teacher Education, Paper present= ed at the National Educational Computing Conference, Chicago, IL.

97.      =       Windschitl,= M., & Andre, T., (2002, April). Int= erest, Epistemological Belief, and Intentional Conceptual Change, Presented at= the annual meeting of the American Educational Research Association, New Orleans, LA.

98.&= nbsp;           Jones, M. G= ., Andre, T., Kubasko, D., Taylor, R., and Superfi= ne, R., (2002, January).  Virtual hand-on experiences:  The use of ha= ptics in students’ investigations of viruses.  Paper presented at the Association= of Educators of Teachers of Science Conference, Charlotte, NC.=

99.      =       Jones, M. G= ., Kubasko, D., Andre, T., Taylor, R., Superfine, R., Negishi, A., Bokinsky, A.= , Daye, N., Smith, B., Dennision, P. (2001, November).<= span style=3D'mso-spacerun:yes'>  Virtual Hands-On Experiences:  Using Technology for Students to Touch Viruses.  Presentation made to the North Car= olina Science Teachers Conference, G= reensboro, North Carolina.<= /span>

100.=          Liu, H., An= dre, T., & Barbour, P., (2002, Oct.)  Investigating the Use= of ThinkerTools to Promote Learning of Newton's Laws of Motion Among Middle Sc= hool Students. Science Teachers Section Fall Conference, I= owa Academy of Science, Des Moines, IA. =

101.      =    Nyles, Roque, K., & A= ndre, T., (2002) A Qualitative Examinatio= n of Student Understanding of Newton's 1st Law after Simulation Softw= are Use, Science Teachers Section Fall Conference, Iowa Academy of Science, D= es Moines, IA.

102.      =    Jones, G., = Andre, T., Negishi, A., Tretter, T. & Kubasko, D. (2003, March). Hands-On Science:  The Impact of Haptic Experiences on Attitudes and Concepts.=   Presented at the National Association for research in Science Teachi= ng. Philadelphia, PA.

103.      =    Jones, G., = Andre, T., Kubasko, D., Trettor, T., Bokinsky, A., Negishi<= /span>, A., Taylor, R., Superfine, R (2003, April). Putting Hands-on Science To the Test: Students' Haptic Experiences With Microbes, Presented at the annual meeting of the Ameri= can Educational Research Association, Chicago, Il.

104.=          Liu,  H., Andre, T., Barbour,  P.(2003, April)  How do students use ThinkerTools to learn about mot= ion?, Presented at the annual meeting of the American Educational Research Association, Chicago, Il.

105.=          Madsen, A.,= Megivern, K., Andre, T., (2004, Jan.). STAR Science Camps:  Motivating adolescents to learn and teach science, Presented at = the International AETS Conference, Nashville, TN

106.      =    Tretter , T. R., Jones , M. G., Andre, T., Kubasko, D., Minogue, J.,= (2004, March). How Small Is Small? Students’ Conceptions Of Scale, paper presented at the Annual Conference of the National Association for Research on Science Teaching, Vancouver, Canada.<= span style=3D'mso-bookmark:OLE_LINK6'>

107.      =    Yang, O., & Andre, T. (April 2005). Motivation model for Czech and = U.S. students’ learning of science, mathematics, and reading: Gender effec= ts and causal relationships. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Dallas, TX.

108.      =    Jones, M. G= ., Tretter, R., Paechter, M.= , Kubasko, D., Bokinsky, A.= , Andre, T., & Negishi, A. (2005, April).  Spectator or participant?  African-Ameri= can students’ writing about science.=   Paper presented at the American Educational Research Association Ann= ual Meeting. Montreal, = CA.

109.      =    Tretter, T., Jones, M.G., Andre, T., Negishi, A., & Minogue, J. (2005, April).  Conceptual distances and conceptual boundaries:  Students’ and adults’ conceptualizations of spatial scal= e in science. Paper presented at the American Educational Research Associati= on Annual Meeting. Montreal, CA.

110.      =    Tretter, T., Jones, M.G., Andre, T., Negishi, A., & Minogue, J. (2005, April).  Scale of scientific phenomena:  Demarcation of distinct spatial scales in experts’ and students’ cognitive frameworks. Paper presented at the National Association of Resea= rch in Science Teaching Meeting, D= allas, TX.

111.      =    Jones, M. G= ., Tretter, T., Paechter, M.= , Kubasko, D., & Andre, T. (2005, April).  Differences in African-American and Euro-American students’ perceptions of science instruction. Paper presented at the National Association of Research in Science Teaching Meeting, Dall= as, TX.

112.=          Liu, H.-C.,= & Andre, T. (2006, April). How College Students' Prior Knowledge Level Affected Their Use of Computer Simulations = to Learn Electrochemistry. Paper Presented at annual meeting of the Americ= an Educational Research Association. San Francisco, CA.<= /span>

113.=          Andre, T. (= 2006). Summary poster of Chapter 7, Studying Teacher Education, presented at the I= owa Association of Colleges of Teacher Education, Spring Meeting, Cedar Falls.

114.=          Andre, T. (2006).  Presented a short pap= er on effects of teachers education on student achievement and led a general discussion of research on teacher education in the summing-up session of the Iowa Associa= tion of Colleges of Teacher Education, Spring Meeting, Cedar Falls.

=  =

<= span style=3D'mso-spacerun:yes'> Conference Activities= :

1.      =     Andre, T.  (1975, April).  Invited paper discussant.  Annual Convention of the American Educational Research Association, Washington, DC.

2.      =     Andre, T.  (1977, April).  Organizer.  Productive learning from instruction.  Symposium conducted at the meeting of the American Educational Resea= rch Association, New York, NY.

3.      =     Andre, T.  (1978, April).  Invited discussant.  Annual Convention of the American Educational Research Association, San Francisco, CA.<= o:p>

4.      =     Andre, T.  (1979, March).  Discussant.  Annual Convention of the Midwestern Educational Research Association, Kalamazoo, MI.

5.      =     Andre, T.  (1979).  Organizer.  Research in computer assisted instruction in Iowa:  Directions for the future.  Symposium conducted at the meeting= of the Iowa Educational Research and Evaluation Association.=

6.      =     Andre, T.  (1979).  Organizer.  LEAs, AEAs, DPI, and the universities, areas for cooperation in educational resea= rch.  Symposium conducted at the meeting= of the Iowa Educational Research and Evaluation Association.=

7.      =     Andre, T.  (1980, April).  Invited chair & discussant.  B. Montague & E. Rothkopf, A common flaw in research design:  Inconsistency between learning and testing task requirement.  Symposium conducted at the American Educational Research Association= .

8.      =     Andre, T.  (1980, October).  Chair.  Gifted education.  Paper session at the meeting of the Midwestern Educational Research Association.

9.      =     Andre, T.  (1980, December).  Organizer.  Micro-computers in education:  Research activi= ties and needs.  Symposium cond= ucted at the meeting of the Iowa Educational Research and Evaluation Association.=

10.      = Andre, T.  (1981, April).  Discuss= ion leader.  The association between Piagetian cogni= tive and long-term mnemonic levels and problem-solving in mathematics.  Adjunct aids:  Effects on study behaviors and cog= nitive structure.  Symposium cond= ucted at the meeting of the American Educational Research Association, Los Angeles, CA.

11.      = Andre, T.  (1983, November).  Chairperson and Organizer.  Research and development in computer-b= ased education:  Directions for the= future.  Symposium conducted at the meeting= of the Iowa Educational Research and Evaluation Association, Des Moines, IA.<= /st1:place>

12.      = Andre, T.  (1983, April).  Invited critic.  Individual differences in adult prose learning.  Annual Convention of the American Educational Research Association, Montreal, Canada.

13.      = Andre, T.  (1984, April).  Organizer.  Pedagogical controls.  In Cognitive processes involved in acquiring knowledge from instructio= ns.  Symposium conducted at the meeting= of the American Educational Research and Evaluation Association.

14.      = Andre, T.  (1984, April).  Invited critic.  Processing comprehension questions.  Session conducted at the meeting o= f the American Educational Research and Evaluation Association.=

15.      = Andre, T.  (1986, April).  Chair.<= span style=3D'mso-spacerun:yes'>  Paper Session.  Meeting of the American Educational Research Association, San Fran= cisco, CA.

16.      = Andre, T.  (1986, October).  Chair= .  Paper Session.  Meeting of the Midwest Educational= /Research Association, Chicago, IL.

17.      = Andre, T.  (1988, December).  Orga= nizer and Chair.  Computers in education:  Anticipating research and development in the 21st century.  Symposium presented at the meeting= of the Iowa Educational Research and Evaluation Association, Des Moines, IA.<= /st1:place>

18.      = Andre, T.  (1990, November).  Commentator.  Student's consciousness or awareness of factors in learning:  A view f= rom the Soviet Union.  Symposium presented at the meeting= of the Iowa Educational Research and Evaluation Association, Des Moines, IA.<= /st1:place>

19.      = Andre, T.  (1991, October).  Participant.  "Meet the Editors" Sessio= n.  Midwestern Educational Research Association, Chicago, IL.

20.      = Andre, T. & Greenbowe, T. (1999), Local Arrangements Co-Chairs, Iowa Academy of Science, held at ISU, April 23-24.<= o:p>

21.      = Conference Activity:  (2006) Organized a series of collaborative posters and papers on the AERA book Studying Teacher Educatio= n, presented at the Iowa Association of Colleges of Teacher Education, Spring Meeting, Cedar Falls.  (Involved ten poster/papers)

= =  =

C= olloquia= :

=  =

1.      =     Andre, T.  (1972, April).  The forgetting of prose.  Coll= oquium presented at SUNY, Oswego, Oswego, NY.

2.      =     Andre, T.  (1973, February).  Retroactive inhibition of prose material.  Colloquium presented at Florida State University, Tallahassee, FL.

3.      =     Andre, T.  (1973, April).  The new item priority effect.  Seminar given at SUCC.

4.      =     Andre, T.  (1974, May).  Colloquium presentation at American College, Bryn Mawr= , PA.

5.      =     Andre, T.  (1979, May).  Concept learning in humans.  Collo= quium presented at Drake University, Des Moines, IA.

6.      =     Andre, T.  (1980, May).  Effects of questions in learning.  Presentation to ISU Media Group, Ames, IA.

7.      =     Andre, T.  (1981).  Sexual behavior of ISU students.  Presentation to Psychology Club, Iowa State University, Ames, IA.

8.      =     Andre, T.  (1983).  Facilitating learning from prose.  ISU Education Seminar, Ames, IA.

9.      =     Andre, T.  (1986, June).  Electronic communication services for sex researchers, therapists, and educators.<= span style=3D'mso-spacerun:yes'>  Workshop.  Midcontinent Region of the Society= for the Study of Sex, Inc., Madiso= n, WI=

10.      = Andre,<= /b> T., & Veldhuis, G. Henry.  (1992, June).  Conceptual change approaches to teaching problem-solving in mechanics and electricity.  Presentation.  Western Hills AEA (12).=

11.      = Andre, T., Vel= dhuis, G. H., & Whigham, M.  (199= 3, July).  Project GAMEPLAN:  A two-week workshop for 5th-9th grade teachers focusing on teaching problem-solving and conceptual change in mechanics and electricity, = Sioux City, IA.<= /st1:place>

12.      = Andre, T., (1995, March).  Constructivist learning theory, learning cycles, and learning styles.  Presentation.  AEA Science Curriculum Meeting, Fort Dodge, IA

13.      = Andre, T.  (1995, August).  Using conceptual change teaching in sc= ience.  Presentation.  Jewell, IA.

14.      = Andre, T.  (1998, June).  Misconceptions in Science and Math Instruction and the National Standards.  Presentation to Eisenhower Inservice, Des Moines, IA=

15.      = Andre, T. (1999, Oct.)  Using simulations before or after instruction in physics.  Presentation to faculty and studen= ts in School of Education<= /st1:PlaceName>, University of North Caroline.<= /span>

16.      = Andre, T. (1998, June).  Technology in Education and the Math and Science Standards, Presentation to Eisenh= ower Inservice, Des. Moines, IA.

17.      = Andre, T. (1999, June). Misconceptions in Science and Math Instruction and the National Standards.  Presentation to Eisenhower Inservice, Des Moines, IA

18.      = Andre, T. (1999, June).  Technology in Education and the Math and Science Standards, Presentation to Eisenh= ower Inservice, Des. Moines, IA.

19.      = Andre, T. (2000, March, 25).  The WEBSEM project.  Presentat= ions to OPPTAG Spring 2000 Investigation Series<= /p>

20.      = Andre, T.  (2005, Nov.) Using simulations to help students learn abo= ut Newton’s first law,  Presentation of NATO class, University of Twente= , Netherlands.


=  =

T= eaching Experience:=

=  =

= Unde= rgraduate:  Introductory Psychology; Educational Psychology; Computer Applicatio= ns in Psychology; Adolescent Psychology; Behavior Modification/Applied Behavio= ral Analysis; Developmental Psychology; Introduction to Instructional Technolog= y

= Grad= uate:  Educational Psychology--Cognition, Learning, and Motivation in Educational Settings; Adolescent Psychology; Applied Research Methods; Psychology of Computer Applications in Education and Training, Research Tre= nds in Technology and Education.

= Grad= uate Seminars:  Learning from Prose; Trait Treatme= nt Interactions; The Psychology of Reading; Research Methods, Instructional Technology, Science Education.

= =  =

T= eaching Interests:

=  =

= Educational Psychology, Learning, Cognition, Instructional Psychology, Computer Applications to Teaching and Learning; Learning and Science Education; Motivation and Management in Classroom Sett= ings.

 

G= raduate Students Supervised

 =

Han Chin = Liu, Ph.D. Curriculum and Instruction, 2004

Eun-Mi Ya= ng, Ph.D. Curriculum and Instruction, 2003

Jeffrey M. Kenton, Ph.D. Curriculum and Instruction, 2002.

Joseph P.= Apkan, Ph.D. Curriculum and Instruction, 1998

Charlotte= W. Haselhuhn, Ph.D. Psychology, 1995

Mark A. <= span class=3DSpellE>Windshitl, Ph.D. Curriculum and Instruction, 1995

Constance= P. Hargrave, Ph.D. Curriculum and Instruction, 1993

Lowell L. Sneller, Ph.D. Education, 1993

David D. = Carlsen, Ph.D. Curriculum and Instruction, 1989.=

&nbs= p;

John M. G= amble, M.A.T. Curriculum and Instruction, 2006

Rohini Vanchiswaran, M.S. Curriculum and Instruction, 2005

Han-Chin = Liu, M.S. Curriculum and Instruction, 2002

Heather Jo Sanders, M.S. Curriculum and Instruction, 2002.

Elizabeth= G. Miller, M.Ed. Curriculum and Instruction, 2000

Steve L. = Neugent, M.S. Curriculum and Instruction, 2000

Eun-Mi Ya= ng, M.S. Curriculum and Instruction, 1999

Gene McClugage, M.Ed. Curriculum and Instruction, 1998

Kathryn J= . Quick, M.S. Psychology, 1993

Linda L. = Lamport, M.S. Psychology, 1991

Tianyu Wang, M.S. Psychology, 1989

Yu Cheng,= M.S. Psychology, 1986

John A. McCullough,. M.S. Psychology, 1979

 

T= heses/Dissertation= :

=  =

1.      =     Andre, T.  Creativity and conformity as funct= ions of group size and test instructions.  Unpublished Senior Thesis, University of Massachusetts.

2.      =     Andre, T.  Is the new item priority effect an experimental artifact?  Unpubl= ished Master's Thesis, Universi= ty of Illinois, June 1970.  Also published as CERL = Report X-16, Computer-based Educational Research Laboratory, Urbana, Illinois= , August 1970.

3.      =     Andre, T.  Retroactive Inhibition and the forgetting of prose.  Unpublis= hed Doctoral Dissertation, Un= iversity of Illinois, October 1971.

 

M= emberships  (Current)

American Education Research Association

American Psychological Association

American Association for Colleges of Teacher Education.

National Association for Research on Science Tea= ching

Midwestern Educational Research Association. 

Iowa Educational Research and Evaluation Association (1980)

=  =

S= elected Graduate Courses and Professors= :

=  =

Programmed Instruction           &nb= sp;            =             &nb= sp;            =             &nb= sp; R.C. Anderson

Computer Assisted Instruction            =             &nb= sp;            =             &nb= sp; B. Hicks

Psychology of Learning and Instruction        &= nbsp;           &nbs= p;            &= nbsp; R.C. Anderson

Independent Study: Memory for Prose        &= nbsp;           &nbs= p;            &= nbsp;   R.C. Anderson

Theory of Educational Evaluation        &= nbsp;           &nbs= p;            &= nbsp;            R.E. State

Seminar: Computer in Education            =             &nb= sp;            =             R. Spencer

Experimental Psychology of Human Learning        &= nbsp;           &nbs= p;     J.A. Adams

Psycholinguistics            &n= bsp;            = ;            &n= bsp;            = ;            &n= bsp;           C. Osgood

Seminar: Organization in Memory            =             &nb= sp;            =           W. Montague

Advanced Child Psychology            =             &nb= sp;            =             &nb= sp;    J. Wolff

Learning in Children            = ;            &n= bsp;            = ;            &n= bsp;            = ;        L.R. Goulet

Cognitive Development           &nbs= p;            &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;  L. Cohen

Quantitative Methods            = ;            &n= bsp;            = ;            &n= bsp;            = ;    R. Bogartz

Quantitative Methods            = ;            &n= bsp;            = ;            &n= bsp;            = ;    B. Batchedler

Experimental Design            =             &nb= sp;            =             &nb= sp;            =         J. Myers

P= re-Doctorate Experience

=  =

1965-1967: =              Research Assistant in Psychology to Dr. Harry Schumer and Dr. Robert Stanfield, University of Massachusetts.  Duties included research, data ana= lysis, and computer programming in social psychology.

1967-1968: =              Research Assistant in the Training Research Laboratory for Professor Richard C. Anderson, University of Illin= ois.  Duties included conducting researc= h, analyzing data, and computer programming in verbal learning and computer assisted instruction.

1968 Summer:&nbs= p;       Research Assistant in Psychology for Professor William Montague, University of Illinois.  Duties included the development and programming of a computer-based course in statistics.

1969 Spring and Summer:     Research Assista= nt in Psychology in the Computer-based Educational Research Laboratory for Profes= sor Richard C. Anderson and Professor Paul Handler, University of Illin= ois.  Duties included research, data ana= lysis, and computer programming in verbal and prose learning and development of a computer-based course in demography.

1969-1970: =              Research Assistant in the Computer-based Educational Research Laboratory for Profess= or Richard C. Anderson.  Duties included research, data analysis, and computer programming in human learnin= g, memory and instruction.

1970-1971: =              Research Assistant in Education Computer Facility, University of Illin= ois for Professor Russell Chadbourn.  Duties included computer programming and statistical consultation for students and faculty in the College of Education. =

=  =

Andre.Vit (10/08

)

 

 

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