Joanna Weaver, PhD

20182019202020212022202320242 13 14 20 28 26 12

Marci DeCaroUniversity of LouisvilleEmail verificata su louisville.edu
Daniel DeCaroUniversity of LouisvilleEmail verificata su louisville.edu
Raymond ChastainUniversity of LouisvilleEmail verificata su louisville.edu
Alexander P. D'EsterreGraduate Student, University of Maryland, College ParkEmail verificata su umd.edu
Erin R. BakerAssociate Professor; University at Albany, State University of New YorkEmail verificata su albany.edu
Jeff HiebUniversity of LouisvilleEmail verificata su louisville.edu

Joanna Weaver, PhD

Northeastern University

Email verificata su northeastern.edu


Titolo Ordina per citazioni Ordina per anno Ordina per titolo	Citata da Citata da	Anno
Reverse the routine: Problem solving before instruction improves conceptual knowledge in undergraduate physics JP Weaver, RJ Chastain, DA DeCaro, MS DeCaro Contemporary Educational Psychology 52, 36-47, 2018	73	2018
Executive function and Theory of Mind in explaining young children's moral reasoning: A Test of the Hierarchical Competing Systems Model ER Baker, AP D'Esterre, JP Weaver Cognitive Development 58, 2021	21	2021
Social belonging and first-year engineering mathematics: A collaborative learning intervention JP Weaver, MS Decaro, JL Hieb, PA Ralston 2016 ASEE Annual Conference & Exposition, 2016	16	2016
Limited support for use of a social-belonging intervention with first-year engineering students JP Weaver, MS DeCaro, PA Ralston Journal for STEM Education Research 4, 47-72, 2021	4	2021
Learning a new physics concept by exploring analogous problems: An instructional intervention JP Weaver State University of New York at Albany, 2019	1	2019

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