Christian D. Schunn
Affiliations: | University of Pittsburgh, Pittsburgh, PA, United States |
Google:
"Christian Schunn"Mean distance: 15.71 (cluster 38) | S | N | B | C | P |
Parents
Sign in to add mentorKevin N. Dunbar | research assistant | McGill | |
John Anderson | grad student | Carnegie Mellon | |
David Klahr | grad student | University of Pittsburgh |
Children
Sign in to add traineeKwangsu Cho | grad student | 2004 | University of Pittsburgh |
Lelyn D. Saner | grad student | 2008 | University of Pittsburgh |
Xiaohui Kong | grad student | 2009 | University of Pittsburgh |
Melissa M. Patchan | grad student | 2011 | University of Pittsburgh |
Eli M. Silk | grad student | 2011 | University of Pittsburgh |
Jooyoung Jang | grad student | 2013 | University of Pittsburgh |
Joel S. Chan | grad student | 2014 | University of Pittsburgh |
Michelle R. Ellefson | post-doc | 2005-2007 | University of Pittsburgh |
Jarrod Moss | post-doc | 2007-2008 | University of Pittsburgh |
Alicia Chang | post-doc | 2008-2010 | University of Pittsburgh |
BETA: Related publications
See more...
Publications
You can help our author matching system! If you notice any publications incorrectly attributed to this author, please sign in and mark matches as correct or incorrect. |
Kiselyov K, Schunn CD. (2024) Peer-reviewed presentation exchange in an undergraduate classroom. Journal of Microbiology & Biology Education. 25: e0006723 |
Wu Y, Schunn CD. (2020) The Effects of Providing and Receiving Peer Feedback on Writing Performance and Learning of Secondary School Students American Educational Research Journal. 283122094526 |
Vincent-Ruz P, Meyer T, Roe SG, et al. (2020) Short-Term and Long-Term Effects of POGIL in a Large-Enrollment General Chemistry Course Journal of Chemical Education. 97: 1228-1238 |
Wu Y, Schunn CD. (2020) When peers agree, do students listen? The central role of feedback quality and feedback frequency in determining uptake of feedback Contemporary Educational Psychology. 62: 101897 |
Wu Y, Schunn CD. (2020) From feedback to revisions: Effects of feedback features and perceptions Contemporary Educational Psychology. 60: 101826 |
Elizondo-Garcia J, Schunn C, Gallardo K. (2019) Quality of Peer Feedback in Relation to Instructional Design: A Comparative Study in Energy and Sustainability MOOCs. International Journal of Instruction. 12: 1025-1040 |
Quintana R, Schunn C. (2019) Who Benefits From a Foundational Logic Course? Effects on Undergraduate Course Performance Journal of Research On Educational Effectiveness. 12: 191-214 |
Tekkumru-Kisa M, Schunn C. (2019) Integrating a Space for Teacher Interaction into an Educative Curriculum: Design Principles and Teachers' Use of the iPlan Tool. Technology, Pedagogy and Education. 28: 133-155 |
Betancur L, Rottman BM, Votruba-Drzal E, et al. (2019) Analytical assessment of course sequencing: The case of methodological courses in psychology. Journal of Educational Psychology. 111: 91-103 |
Cannady MA, Vincent-Ruz P, Chung JM, et al. (2019) Scientific sensemaking supports science content learning across disciplines and instructional contexts Contemporary Educational Psychology. 59: 101802 |