CEDAR and CEDAR-Collaborative Publications

Shaw, S. T., McReynolds, A., Neer, E., Zhu, T., & Givvin, K. (2024). A Mixed-Methods Investigation of Undergraduate Students’

Values and Experiences with Breaks, Leisure, and Rest. Click here.

Shaw, S. T., Rushton, N., & Rostkowski, E. (2024). Earning Statistics Course Credit in College Is Associated with Higher Salaries 10 Years After Graduation. EdArXiv. Click here.

Haim, A., Shaw, S. T., & Heffernan, N. (2023). How to Open Science: A Reproducibility Author Survey of the Artificial Intelligence in Education Conference. EdArXiv. Click here.

Haim, A., Shaw, S. T., & Heffernan, N. (2023). How to Open Science: Debugging Reproducibility within the Educational Data Mining Conference. EdArXiv. Click here.

Rahal, D., Shaw, S. T., Tucker, M., & Stigler, J. (2024). Status in a psychological statistics class: The role of academic and status-based identities in college students’ subjective social status. Social Psychology of Education. 10.1007/s11218-024-09885-4

Rahal, D., & Shaw, S. T. (2023). Impacts of the COVID-19 transition to remote instruction for university students. Journal of Student Affairs Research and Practice, DOI: 10.1080/19496591.2022.2111519

Tucker, M. C., Shaw, S. T., Son, J. Y., & Stigler, J. W. (2023). Teaching Statistics and Data Analysis with R. Journal of Statistics and Data Science Education, 1-32. DOI: 10.1080/26939169.2022.2089410

Rahal, D., Shaw, S. T., & Stigler, J. (2023). Lower socioeconomic status is related to higher negative emotional well-being prior to academic exams. Anxiety, Stress, & Coping. 1-17. doi: https://doi.org/10.1080/10615806.2022.2110588

Iannacchione, A., Ottmar, E., Ngo, V., Mason, C., Smith, H., Drzewiecki, K., & Shaw, S. T. (2023). Examining relations between math anxiety, prior knowledge, hint usage, and math performance in two different online learning contexts. Instructional Science. 1 - 23. doi:10.1007/s11251-022-09604-6

Shaw, S. T., Luna, M. A. Rodriguez, B., Vilalta, N., & Ramirez, G. (2022). Mathematical creativity in elementary school children: General patterns and effects of an incubation break. Frontiers in Education, 7, doi: https://doi.org/10.3389/feduc.2022.835911

Shaw, S. T., Pogossian, & Ramirez, G. (2020). The mathematical flexibility of college students: The role of affective and cognitive factors. British Journal of Educational Psychology. https://onlinelibrary.wiley.com/doi/full/10.1111/bjep.12340

Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145-166. doi:10.1080/00461520.2018.1447384

Shaw, S. T. (2022). Diversity in Mathematical Insight Experiences in the Wild: Evidence of Opportunistic Assimilation. In Proceedings of the Annual Meeting of the Cognitive Science Society. Click here to view PDF.

Haim, A., Shaw, S., & Heffernan, N. (2023, March). How to Open Science: A Principle and Reproducibility Review of the Learning Analytics and Knowledge Conference. In LAK23: 13th International Learning Analytics and Knowledge Conference (pp. 156-164). doi: doi.org/10.1145/3576050.3576071

Gurung, A., Baral, S., Vanacore, K. P., Mcreynolds, A. A., Kreisberg, H., Botelho, A. F., Shaw, S. T. & Heffernan, N. T. (2023, March). Identification, Exploration, and Remediation: Can Teachers Predict Common Wrong Answers?. In LAK23: 13th International Learning Analytics and Knowledge Conference (pp. 399-410). doi: doi.org/10.1145/3576050.3576109 

Vanacore, K., Gurung, A., Mcreynolds, A., Liu, A., Shaw, S., & Heffernan, N. (2023, March). Impact of Non-Cognitive Interventions on Student Learning Behaviors and Outcomes: An analysis of seven large-scale experimental inventions. In LAK23: 13th International Learning Analytics and Knowledge Conference (pp. 165-174). doi.org/10.1145/3576050.3576073