Harris Cooper
Affiliations: | Psychology and Neuroscience | Duke University, Durham, NC |
Area:
Social PsychologyGoogle:
"Harris Cooper"Mean distance: 53433
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Publications
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| Koenka AC, Linnenbrink-Garcia L, Moshontz H, et al. (2019) A meta-analysis on the impact of grades and comments on academic motivation and achievement: A case for written feedback. Educational Psychology. 1-22 |
| Appelbaum M, Cooper H, Kline RB, et al. (2018) Intent of reporting standards: Reply to Rossiter (2018). The American Psychologist. 73: 932 |
| Appelbaum M, Cooper H, Kline RB, et al. (2018) Journal article reporting standards for quantitative research in psychology: The APA Publications and Communications Board task force report. The American Psychologist. 73: 3-25 |
| Atkinson K, Sanchez CE, Koenka AC, et al. (2018) Who Makes the Grade? Research Comparing Self, Peer and Instructor Grades in College International Research in Higher Education. 3: 1 |
| Sanchez CE, Atkinson KM, Koenka AC, et al. (2017) Self-grading and peer-grading for formative and summative assessments in 3rd through 12th grade classrooms: A meta-analysis. Journal of Educational Psychology. 109: 1049-1066 |
| Atkinson KM, Koenka AC, Sanchez CE, et al. (2015) Reporting standards for literature searches and report inclusion criteria: making research syntheses more transparent and easy to replicate. Research Synthesis Methods. 6: 87-95 |
| Steenbergen-Hu S, Cooper H. (2014) A meta-analysis of the effectiveness of intelligent tutoring systems on college students' academic learning Journal of Educational Psychology. 106: 331-347 |
| Cooper H, VandenBos GR. (2013) Archives of scientific psychology: A new journal for a new era. Archives of Scientific Psychology. 1: 1-6 |
| Steenbergen-Hu S, Cooper H. (2013) A meta-analysis of the effectiveness of intelligent tutoring systems on K-12 students' mathematical learning Journal of Educational Psychology. 105: 970-987 |
| Cooper H, Koenka AC. (2012) The overview of reviews: unique challenges and opportunities when research syntheses are the principal elements of new integrative scholarship. The American Psychologist. 67: 446-62 |