Susan R. Goldman
Affiliations: | Psychology | University of Illinois at Chicago, Chicago, IL, United States |
Area:
Cognitive Psychology, Sciences Education, Information ScienceGoogle:
"Susan Goldman"Mean distance: 35622
Children
Sign in to add trainee| Hope S. Lancaster | research assistant | 2008-2010 | University of Illinois, Chicago (CSD Tree) |
| Jason L. Braasch | grad student | 2009 | University of Illinois, Chicago |
| Jordan Lippman | grad student | 2011 | University of Illinois, Chicago |
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Publications
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| James K, Goldman SR. (2020) Constructing explanatory models from text-based information: Why instructional tools help Contemporary Educational Psychology. 63: 101918 |
| Superfine BM, Goldman SR, Richard MS. (2019) Toward a Synergistic Model for Improving the Use of Research in Court-Driven Educational Reform: Examining Gary B. v. Snyder and Literacy Improvement in Detroit Educational Researcher. 48: 543-548 |
| Goldman SR, Greenleaf C, Yukhymenko-Lescroart M, et al. (2019) Explanatory Modeling in Science Through Text-Based Investigation: Testing the Efficacy of the Project READI Intervention Approach American Educational Research Journal. 56: 1148-1216 |
| McCarthy KS, Goldman SR. (2019) Constructing interpretive inferences about literary text: The role of domain-specific knowledge Learning and Instruction. 60: 245-251 |
| Goldman SR. (2018) Discourse of Learning and the Learning of Discourse Discourse Processes. 55: 434-453 |
| Litman C, Marple S, Greenleaf C, et al. (2016) Text-Based Argumentation With Multiple Sources: A Descriptive Study of Opportunity to Learn in Secondary English Language Arts, History, and Science Journal of the Learning Sciences. 26: 79-130 |
| Sosa T, Hall AH, Goldman SR, et al. (2016) Developing Symbolic Interpretation Through Literary Argumentation Journal of the Learning Sciences. 25: 93-132 |
| Burkett C, Goldman SR. (2016) “Getting the Point” of Literature: Relations Between Processing and Interpretation Discourse Processes. 53: 457-487 |
| Goldman SR, Britt MA, Brown W, et al. (2016) Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy Educational Psychologist. 51: 219-246 |
| Pellegrino JW, DiBello LV, Goldman SR. (2016) A Framework for Conceptualizing and Evaluating the Validity of Instructionally Relevant Assessments Educational Psychologist. 51: 59-81 |