List of Publications from Center Staff

2018

Strati, A. D., Shernoff, D. J., & Kackar, H. Z. (2018). Flow. In R. Levesque (Ed.), Encyclopedia of Adolescence, 2nd Edition. New York: Springer. doi:10.1007/978-3-319-32132-5_173-2.

Pino-James, N., Shernoff, D. J., Bressler, D. M., Larson, S. C. & Sinha, S., (in press). Instructional interventions that support student engagement: An international perspective. Handbook of Student Engagement Interventions: Working with Disengaged Youth. Mahwah, NJ: Elsevier.

2017

Shernoff, D. J., Sannella, A. J., Schorr, R., Sanchez-Leal, Ruzek, E., L., Sinha, S., & Bressler, D., M. (2017). Separate worlds: the influence of seating location on student engagement, classroom experience, and performance in the large university lecture hall. Journal of Environmental Psychology, 49, 55-64. WEB

Shernoff, D., Ruzik, E., & Sinha, S. (2017). The influence of the high school classroom environment on learning as mediated by student engagement. School Psychology International, 1-18. PDF

Shernoff, D. J., & Da Silva, R. (2017). Motivation in out-of-school learning. In K. Peppler (Ed.), The SAGE Encyclopedia of Out-of-School Learning (pp. 501-505). Thousand Oaks, CA: SAGE Publications.

Shernoff, D. J., Ruzek, E. A.. Sannella, A. J., Schorr, R., Sanchez-Leal, L., & Bressler, D. M. (2017). Student engagement as a general factor of classroom experience: Associations with classroom practices and educational outcomes in a university gateway course. Frontiers in Psychology, 1-22.  WEB

Shernoff, D. J., Sinha, S., Bressler, D. M., & Schultz, D. (2017). Teacher perceptions of their curricular and pedagogical shifts: Outcomes of a project-based model of teacher professional development in the Next Generation Science Standards. Frontiers in Psychology, 1-16. PDF

Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM Education. International Journal of STEM Education, 4, 1-16. PDF

2016

Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow, and immersion in game-based learning. Computers in Human Behavior, 54, 170 - 179. PDF

Shernoff, D.J., Kelly, S., Tonks, S., Anderson, B., Cavanagh, R., Sinha, S., Abdi, B. (2016). Student engagement as a function of environmental complexity in high school classrooms. Learning and Instruction, 43, 52-60. PDF

Luo, W., Pelletier, J., Duffin, K., Ormand, C., Hung, W., Shernoff, D. J., Zhai, X., Iverson, E., Whalley, K., Gallaher, C., and Furness, W (2016). Advantages of simulation models in enhancing students’ learning about landform evolution: A case study using the Grand Canyon. Journal of Geoscience Education. PDF

2015

Sinha, S., Rogat, T. K., Adams-Wiggins, K. R., & Hmelo-Silver, C. E. (2015). Collaborative group engagement in a computer-supported inquiry learning environment. International Journal of Computer Supported Collaborative Learning, 10, 273 - 307. PDF

2014

Goldin, G. (2014). Perspectives on emotion in mathematical engagement, learning, and problem solving. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions in Education (pp. 391-414). New York: Routledge. PDF

Shernoff, D.J. & Bempechat, J. (Eds.) (2014). Engaging youth in schools: Evidence-based models to guide future innovations. New York: NSSE Yearbook, National Society for the Study of Education, Volume 113, Issue 1, by Teachers College, Columbia University. WEB

Shernoff, D. J., & Bempechat, J. (2014). Introduction to Engaging Youth in Schools, an NSSE Yearbook. In D. J. Shernoff & J. Bempechat (Eds.), Engaging Youth in Schools: Evidence-Based Models to Guide Future Innovations (pp. 1-14). New York: NSSE Yearbook, National Society for the Study of Education, Volume 113, Issue 1, by Teachers College, Columbia University. PDF

Shernoff, D. J., Tonks, S. M., & Anderson, B. (2014). The Impact of the Learning Environment on Student Engagement in High School Classrooms. In D. J. Shernoff & J. Bempechat (Eds.), Engaging Youth in Schools: Evidence-Based Models to Guide Future Innovations (pp. 166-177). New York: NSSE Yearbook, National Society for the Study of Education, Volume 113, Issue 1, by Teachers College, Columbia University. PDF

Larson, R. W., & Shernoff, D. J., & Bempechat, J. (2014). Epilogue: A New Paradigm for the Science and Practice of Engaging Young People. In D. J. Shernoff & J. Bempechat (Eds.), Engaging Youth in Schools: Evidence-Based Models to Guide Future Innovations (pp. 323-337). New York:  NSSE Yearbook, National Society for the Study of Education, Volume 113, Issue 1, by Teachers College, Columbia University. PDF

Shernoff, D. J., Abdi, B., Anderson, B., & Csikszentmihalyi, M. (2014). Flow in schools revisited: Cultivating engaged learners and optimal learning environments. In M. Furlong, R. Gilman, & S. Heubner, & (Eds.), Handbook of Positive Psychology in the Schools, 2nd Edition (pp. 211-226). New York: Routledge, Taylor & Francis. PDF

Shernoff, D. J. & Anderson, B. (2014). Enacting Flow and Student Engagement in the College Classroom. In Acacia Parks (Ed.), The Wiley-Blackwell Handbook of Positive Psychological Interventions (pp. 194-212). New York: Wiley-Blackwell. PDF

2013

Shernoff, D.J. (2013). Optimal learning environments to promote student engagement. New York: Springer. WEB

Shernoff, D. J., & Anderson, B. (2013). Flow and optimal learning environments. In J. Froh and A. Parks-Sheiner (Eds.), Activities for Teaching Positive Psychology: A guide for instructors (pp. 109-115). Washington, DC: American Psychological Association. PDF

Sinha, S., Gray, S., Hmelo-Silver, C. E., Jordan, R., Eberbach, C., Goel, A., & Rugaber, S. (2013).  Conceptual representations for transfer: A case study tracing back and looking forward. Frontline Learning Research, 1, 3 - 23. PDF

2012

Shernoff, D. J. (2012). Engagement and positive youth development: Creating optimal learning environments. In K. R. Harris, S. Graham, & T. Urdan (Eds.), The APA Educational Psychology Handbook (Vol. 3, pp. 195-220). Washington, DC: American Psychological Association. PDF

2011

Coller, B.D., Shernoff, D. J., & Strati, A. D. (2011). Measuring engagement as students learn Dynamic Systems & Control with a video game. Advances in Engineering Education, 2, 1-32. PDF

Goldin, G. A., Epstein, Y. M., Schorr, R. Y., & Warner, L. B. (2011). Beliefs and engagement structures: behind the affective dimension of mathematical learning. ZDM Mathematics in Education, 43, 547-560. PDF

2010

Shernoff, D. J. (2010). Engagement in after-school programs as a predictor of social competence and academic performance. American Journal of Community Psychology, 45, 325-337. PDF

2009

Nakamura, J., & Shernoff, D.J. (2009). Good mentoring: Fostering excellent practice in higher education. San Francisco: Jossey-Bass.  CH1 PDF , CH7 PDF

Coller, B. D., & Shernoff, D. J. (2009). Video game-based education in mechanical engineering: A look at student engagement. International Journal of Engineering Education, 25, 308-317. PDF

2008

Shernoff, D. J., & Schmidt, J. A. (2008). Further evidence of an engagement-achievement paradox among U.S. high school students. Journal of Youth and Adolescence, 37, 564-580. PDF

2007

Shernoff, D. J., & Vandell, D. L. (2007). Engagement in after-school program activities: Quality of experience from the perspective of participants. Journal of Youth and Adolescence, 36, 891-903. PDF

2005

Vandell, D. L., Shernoff, D. J., Pierce, K. M., Bolt, D. M., Dadisman, K., & Brown, B. B. (2005). Activities, engagement, and emotion at after-school programs (and elsewhere). New Directions for Youth Development, 105, 121-129. PDF

2003

Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18, 158-76. PDF

2001

Shernoff, D. J., & Hoogstra, L. (2001). Continuing motivation beyond the high school classroom. New Directions for Child and Adolescent Development, 93, 73-87.  PDF

 

2000

Shernoff, D. J., Knauth, S., & Makris, E. (2000). The quality of classroom experiences. In M. Csikszentmihalyi & B. Schneider, Becoming Adult (pp. 122-145). New York: Basic Books. PDF