C. Palermo

发表

Teacher implementation of Self-Regulated Strategy Development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students

C. Palermo, M. Thomson, 2018 .

Preservice teachers' understanding of their professional goals: Case studies from three different typologies

C. Palermo, M. Thomson, 2014 .

Rater characteristics, response content, and scoring contexts: Decomposing the determinates of scoring accuracy

C. Palermo, 2022, Frontiers in Psychology.

Scoring Stability in a Large‐Scale Assessment Program: A Longitudinal Analysis of Leniency/Severity Effects

Michael B. Bunch, C. Palermo, K. Ridge, 2019, Journal of Educational Measurement.

Large-scale assessment as professional development: teachers’ motivations, ability beliefs, and values

C. Palermo, M. Thomson, 2018, Teacher Development.

Using an Expectancy-Value Model to Understand Teaching Motivation among Nontraditional Preservice Teachers: A Phenomenological Study Approach

C. Palermo, M. Thomson, 2018 .

Implementing Automated Writing Evaluation in Different Instructional Contexts: A Mixed-Methods Study

Joshua Wilson, C. Palermo, C. Palermo, 2020, Journal of Writing Research.

Writing motivation and ability profiles and transition during a technology-based writing intervention

C. Palermo, Joshua Wilson, Matthew C. Myers, 2023, Frontiers in Psychology.

Automated Feedback and Automated Scoring in the Elementary Grades: Usage, Attitudes, and Associations with Writing Outcomes in a Districtwide Implementation of MI Write

Joshua Wilson, Yue Huang, Corey Palermo, 2021, International Journal of Artificial Intelligence in Education.

Toward more effective and equitable learning: Identifying barriers and solutions for the future of online education.

Ashok K. Goel, Rod D. Roscoe, Kathryn S. McCarthy, 2022, Technology, Mind, and Behavior.

A Latent Dirichlet Allocation approach to understanding students’ perceptions of Automated Writing Evaluation

C. Palermo, Matthew C. Myers, Halley Eacker, 2024, Computers and Education Open.