| Year |
Citation |
Score |
| 2020 |
Thompson JLW, Richmond AS, Barboza B, Bradley J, White JN, Landrum RE. Measuring What Students Know: SNAP’s Guidelines and Suggestions for Assessing Goal 1 Content in Psychology: Teaching of Psychology. 47: 262-273. DOI: 10.1177/0098628320945113 |
0.364 |
|
| 2018 |
Gurung RAR, Richmond A, Boysen GA. Studying Excellence in Teaching: The Story So Far New Directions For Teaching and Learning. 2018: 11-19. DOI: 10.1002/Tl.20312 |
0.36 |
|
| 2017 |
Richmond AS, Bacca AM, Becknell JS, Coyle RP. Teaching Metacognition Experientially: A Focus on Higher Versus Lower Level Learning Teaching of Psychology. 44: 298-305. DOI: 10.1177/0098628317727633 |
0.357 |
|
| 2016 |
Sperling RA, Ramsay CM, Reeves PM, Follmer DJ, Richmond AS. Supporting students’ knowledge construction and self-regulation through the use of elaborative processing strategies Middle School Journal. 47: 25-32. DOI: 10.1080/00940771.2015.1135099 |
0.477 |
|
| 2015 |
Hussey HD, Richmond AS, Fleck B. A primer for creating a flipped psychology course Psychology Learning and Teaching. 14: 169-185. DOI: 10.1177/1475725715592830 |
0.449 |
|
| 2015 |
Richmond AS, Broussard KA, Sterns JL, Sanders KK, Shardy JC. Who Are We Studying? Sample Diversity in Teaching of Psychology Research Teaching of Psychology. 42: 218-226. DOI: 10.1177/0098628315587619 |
0.427 |
|
| 2015 |
Richmond AS, Berglund MB, Epelbaum VB, Klein EM. a + (b1) Professor–Student Rapport + (b2) Humor + (b3) Student Engagement = (Ŷ) Student Ratings of Instructors Teaching of Psychology. 42: 119-125. DOI: 10.1177/0098628315569924 |
0.422 |
|
| 2015 |
Richmond AS, Murphy BC, Curl LS, Broussard KA. The effect of immersion scheduling on academic performance and students’ ratings of instructors Teaching of Psychology. 42: 26-33. DOI: 10.1177/0098628314562675 |
0.418 |
|
| 2015 |
Fleck B, Richmond AS, Sanderson J, Yacovetta S. Does pedagogical documentation support maternal reminiscing conversations Cogent Education. 2: 1124824. DOI: 10.1080/2331186X.2015.1124824 |
0.306 |
|
| 2014 |
Richmond AS, Boysen GA, Gurung RAR, Tazeau YN, Meyers SA, Sciutto MJ. Aspirational model teaching criteria for psychology Teaching of Psychology. 41: 281-295. DOI: 10.1177/0098628314549699 |
0.478 |
|
| 2012 |
Sperling RA, Richmond AS, Ramsay CM, Klapp M. The measurement and predictive ability of metacognition in middle school learners Journal of Educational Research. 105: 1-7. DOI: 10.1080/00220671.2010.514690 |
0.399 |
|
| 2011 |
Richmond AS, Carney RN, Levin JR. Got neurons? Teaching neuroscience mnemonically promotes retention and higher-order thinking Psychology Learning and Teaching. 10: 40-45. DOI: 10.2304/Plat.2011.10.1.40 |
0.401 |
|
| 2011 |
Richmond AS, Hagan LK. Promoting higher level thinking in psychology: Is active learning the answer? Teaching of Psychology. 38: 102-105. DOI: 10.1177/0098628311401581 |
0.38 |
|
| 2008 |
Cummings R, Maddux CD, Richmond A. Curriculum‐embedded performance assessment in higher education: maximum efficiency and minimum disruption Assessment & Evaluation in Higher Education. 33: 599-605. DOI: 10.1080/02602930701773067 |
0.545 |
|
| 2005 |
Smaby MH, Maddux CD, Richmond AS, Lepkowski WJ, Packman J. Academic Admission Requirements as Predictors of Counseling Knowledge, Personal Development, and Counseling Skills Counselor Education and Supervision. 45: 43-57. DOI: 10.1002/J.1556-6978.2005.Tb00129.X |
0.372 |
|
| 2004 |
Richmond AS, Cummings R. In support of the cognitive-developmental approach to moral education: A response to David Carr Journal of Moral Education. 33: 197-205. DOI: 10.1080/0305724042000215230 |
0.494 |
|
| Show low-probability matches. |