Aaron S. Richmond

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Regan A. R. GurungProf. Psychology and Human DevelopmentEmail verificata su oregonstate.edu
Guy BoysenDepartment of Psychology, McKendree UniversityEmail verificata su mckendree.edu
Karen Z. NaufelGeorgia Southern UniversityEmail verificata su georgiasouthern.edu
Antonio P. Gutierrez de BlumeProfessor of Research, Georgia Southern UniversityEmail verificata su georgiasouthern.edu
Robin K MorganIndiana University SoutheastEmail verificata su ius.edu
Jeanne M. SlatteryClarion UniversityEmail verificata su clarion.edu
Dana S. DunnProfessor of Psychology, Moravian CollegeEmail verificata su moravian.edu
R. Eric LandrumBoise State UniversityEmail verificata su boisestate.edu
Mark J. SciuttoMuhlenberg CollegeEmail verificata su muhlenberg.edu
Jason YoungHunter College--CUNYEmail verificata su hunter.cuny.edu
Heather D. HusseyNorthcentral UniversityEmail verificata su ncu.edu
Rayne A. SperlingAssociate Dean Undergraduate and Graduate Studies; Professor of Educational PsychologyEmail verificata su psu.edu
Steven A. MeyersRoosevelt UniversityEmail verificata su roosevelt.edu
Danae L. HudsonMissouri State UniversityEmail verificata su missouristate.edu
Melissa BeersOhio State UniversityEmail verificata su osu.edu
Alexandra A. LeeMichigan State UniversityEmail verificata su msu.edu
Michelle DrouinIndiana University-Purdue University Fort WayneEmail verificata su ipfw.edu
Andrew ChristopherAlbion CollegeEmail verificata su albion.edu
Jeremy E. SawyerAssistant Professor of Psychology, CUNY - Kingsborough Community CollegeEmail verificata su kbcc.cuny.edu
Patricia J. BrooksProfessor of Psychology, College of Staten Island and Graduate Center, CUNYEmail verificata su csi.cuny.edu

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Aaron S. Richmond

Professor of Educational Psychology and Human Development at Metropolitan State University of Denver

Email verificata su msudenver.edu - Home page

college teaching memory strategies cognitive strategy STEM Scholarship of Teaching and Learning


Titolo Ordina per citazioni Ordina per anno Ordina per titolo	Citata da Citata da	Anno
Implementing Kolb’s learning styles into online distance education AS Richmond, R Cummings International journal of Technology in Teaching and Learning 1 (1), 45-54, 2005	204	2005
The measurement and predictive ability of metacognition in middle school learners RA Sperling, AS Richmond, CM Ramsay, M Klapp The Journal of Educational Research 105 (1), 1-7, 2012	102	2012
The influence of age on reproductive performance of the predatory ladybird beetle, Propylea dissecta A Pervez, AS Richmond Journal of Insect Science 4 (22), 1-19, 2004	94	2004
Can a learner-centered syllabus change students’ perceptions of student–professor rapport and master teacher behaviors? AS Richmond, JM Slattery, N Mitchell, RK Morgan, J Becknell Scholarship of Teaching and Learning in Psychology 2 (3), 159, 2016	91	2016
An evidence-based guide to college and university teaching: Developing the model teacher AS Richmond, GA Boysen, RAR Gurung Routledge, 2021	85	2021
Moral reasoning of education students: The effects of direct instruction in moral development theory and participation in moral dilemma discussion R Cummings, CD Maddux, A Cladianos, A Richmond Teachers College Record 112 (3), 621-644, 2010	84	2010
A two-process model of metacognitive monitoring: Evidence for general accuracy and error factors AP Gutierrez, G Schraw, F Kuch, AS Richmond Learning and Instruction 44, 1-10, 2016	79	2016
Promoting higher level thinking in psychology: Is active learning the answer? AS Richmond, LK Hagan Teaching of Psychology 38 (2), 102-105, 2011	75	2011
Academic admission requirements as predictors of counseling knowledge, personal development, and counseling skills MH Smaby, CD Maddux, AS Richmond, WJ Lepkowski, J Packman Counselor Education and Supervision 45 (1), 43-57, 2005	70	2005
Project syllabus: An exploratory study of learner-centered syllabi AS Richmond, RK Morgan, JM Slattery, NG Mitchell, AG Cooper Teaching of Psychology 46 (1), 6-15, 2019	69	2019
Aspirational model teaching criteria for psychology AS Richmond, GA Boysen, RAR Gurung, YN Tazeau, SA Meyers, ... Teaching of Psychology 41 (4), 281-295, 2014	61	2014
a + (b₁) Professor–Student Rapport + (b₂) Humor + (b₃) Student Engagement = (Ŷ) Student Ratings of Instructors AS Richmond, MB Berglund, VB Epelbaum, EM Klein Teaching of Psychology 42 (2), 119-125, 2015	60	2015
Curriculum‐embedded performance assessment in higher education: maximum efficiency and minimum disruption R Cummings, CD Maddux, A Richmond Assessment & Evaluation in Higher Education 33 (6), 599-605, 2008	59	2008
Exploring a three-level model of calibration accuracy. G Schraw, F Kuch, AP Gutierrez, AS Richmond Journal of Educational Psychology 106 (4), 1192, 2014	56	2014
The skillful psychology student: Prepared for success in the 21st century workplace KZ Naufel, DC Appleby, J Young, JF Van Kirk, SM Spencer, J Rudmann, ... American Psychological Association. https://www. apa. org/careers/resources …, 2018	52	2018
Model teaching criteria for psychology: Initial documentation of teachers’ self-reported competency. GA Boysen, AS Richmond, RAR Gurung Scholarship of Teaching and Learning in Psychology 1 (1), 48, 2015	41	2015
Transfer of the method of loci, pegword, and keyword mnemonics in the eighth grade classroom AS Richmond, R Cummings, M Klapp Researcher 21 (2), 1-13, 2008	41	2008
Which forms of active learning are most effective: Cooperative learning, writing-to-learn, multimedia instruction, or some combination? JE Sawyer, R Obeid, D Bublitz, AM Schwartz, PJ Brooks, AS Richmond Scholarship of Teaching and Learning in Psychology 3 (4), 257, 2017	37	2017
Promoting active learning through a flipped course design HD Hussey, BKB Fleck, AS Richmond Curriculum Design and Classroom Management: Concepts, Methodologies, Tools …, 2015	37	2015
Constructing a Learner-Centered Syllabus: One Professor's Journey. IDEA Paper# 60. AS Richmond IDEA Center, Inc., 2016	36	2016

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