| Promoting Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on Undergraduate Interactions and Achievement J Premo, A Cavagnetto, WB Davis CBE—Life Sciences Education 17 (2), ar32, 2018 | 93 | 2018 |
| Supporting student agency in science AR Cavagnetto, B Hand, J Premo Theory into practice 59 (2), 128-138, 2020 | 48 | 2020 |
| Evaluating agency in literacy using the student agency profile M Vaughn, J Premo, VV Sotirovska, D Erickson The Reading Teacher 73 (4), 427-441, 2020 | 41 | 2020 |
| Teaching in a time of crisis: Editorial perspectives on adjusting STEM education to the “new normal” during the COVID-19 pandemic L Brancaccio-Taras, MV Mawn, J Premo, R Ramachandran Journal of microbiology & biology education 22 (1), 10.1128/jmbe. v22i1. 2679, 2021 | 31 | 2021 |
| Student agency in literacy: Validation of the student agency profile (StAP) M Vaughn, J Premo, D Erickson, C McManus Reading Psychology 41 (6), 533-558, 2020 | 21 | 2020 |
| The Cooperative Classroom Environment Measure (CCEM): Refining a Measure that Assesses Factors Motivating Student Prosociality J Premo, A Cavagnetto, R Lamb International Journal of Science and Mathematics Education 16 (4), 677-697, 2018 | 20 | 2018 |
| Conditional cooperators: student prosocial dispositions and their perceptions of the classroom social environment J Premo, R Lamb, A Cavagnetto Learning Environments Research, 2017 | 20 | 2017 |
| Computational modeling of teaching and learning through application of evolutionary algorithms R Lamb, J Premo Computation 3 (3), 427-443, 2015 | 16 | 2015 |
| Which group dynamics matter: social predictors of student achievement in team-based undergraduate science classrooms J Premo, BN Wyatt, M Horn, H Wilson-Ashworth CBE—Life Sciences Education 21 (3), ar51, 2022 | 12 | 2022 |
| May I Have Your Attention: An Analysis of Teacher Responses During A Multi-Year Professional Learning Program L Collins, A Cavagnetto, N Ferry, O Adesope, B Kathryn, J Morrison, ... Journal of Science Teacher Education, 2019 | 10 | 2019 |
| Priming students for whole-class interaction: using interdependence to support behavioral engagement J Premo, A Cavagnetto Social Psychology of Education, 2018 | 9 | 2018 |
| Discourse remixed: Shifting science learning through talk J Premo, A Cavagnetto, L Collins, WB Davis, E Offerdahl The Journal of Experimental Education 91 (2), 336-357, 2023 | 7 | 2023 |
| Categories in conflict: Combating the application of an intuitive conception of inheritance with category construction J Premo, A Cavagnetto, G Honke, KJ Kurtz Journal of Research in Science Teaching 56 (1), 24-44, 2019 | 7 | 2019 |
| Exploring Agency as a Malleable Factor Related to Literacy M Vaughn, KJ Carbonneau, J Premo, V Sotirovska The Elementary School Journal 124 (4), 000-000, 2024 | 2 | 2024 |
| Accuracy and idea consideration: A study of small-group interaction in biology AR Cavagnetto, J Premo, Z Coleman, K Juergens CBE—Life Sciences Education 21 (1), ar5, 2022 | 2 | 2022 |
| Gamification increases scores of underperforming students in cell biology D Slish, M Nash, J Premo EdMedia+ Innovate Learning, 870-876, 2015 | 2 | 2015 |
| Improving concept learning in education via category construction. JD Patterson, S Snoddy, G Honke, J Premo, DC Silliman, AR Cavagnetto, ... Journal of Educational Psychology, 2024 | 1 | 2024 |
| Socio-environmental Factors and Their Impact on Student Cooperative Engagement JT Premo Washington State University, 2019 | 1 | 2019 |
| Optimizing Student-Student Science Discourse: how Should Students BE Interacting in my Classroom? J Premo, L Collins Geological Society of America Abstracts 52, 346552, 2020 | | 2020 |
| Performance-Based Assessments: Tools for Supporting Geological Literacy L Collins, J Premo, A Cavagnetto Geological Society of America Abstracts 52, 346671, 2020 | | 2020 |
Andy CavagnettoAssociate Professor of Science Education, Washington State UniversityCorreu electrònic verificat a wsu.edu