J. Garner

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Slide structure can influence the presenter’s understanding of the presentation’s content

J. Garner, M. Alley, 2016 .

The Promise and Practice of Learner-Generated Drawing: Literature Review and Synthesis

P. V. Meter, J. Garner, Peggy N. Van Meter, 2005 .

Concept Mapping as a Mechanism for Assessing Science Teachers’ Cross-Disciplinary Field-Based Learning

Bradley W. Bergey, Avi Kaplan, J. Garner, 2020, Journal of Science Teacher Education.

AC 2011-900: ASSERTION-EVIDENCE SLIDES APPEAR TO LEAD TO BETTERCOMPREHENSIONANDRECALLOFMORECOMPLEXCON- CEPTS

J. Garner, M. Alley, S. Zappe, 2011 .

Conceptualizing the Relations Between Executive Functions and Self-Regulated Learning

J. Garner, 2009, The Journal of psychology.

Learner-generated drawing as a strategy for learning from content area text

Peggy Noel Van Meter, Joanna K. Garner, Ana I. Schwartz, 2006 .

Both handwriting speed and selective attention are important to lecture note-taking

Joanna K. Garner, Pooja C. Vekaria, Stephen T. Peverly, 2014 .

What predicts skill in lecture note taking

Joanna K. Garner, Vivek Ramaswamy, James F. Sumowski, 2007 .

Transfer of a Listening Comprehension Strategy to Independent Reading in First-Grade Students

J. Garner, Cynthia R. Bochna, 2004 .

E-learning with Self-regulated Learning and Executive Function Difficulties

J. Garner, 2010 .

The Emergence of Outreach Ambassador Role Identities in Undergraduate Engineering Students

Avi Kaplan, J. Garner, M. Alley, 2018, The Journal of STEM Outreach.

Reading and Integrated Literacy Strategies (RAILS): An Integrated Approach to Early Reading

Robert J. Stevens, Tracey E. Hall, Nicholas D. Warcholak, 2008 .

Work-in-Progress: Undergraduate Teaching and Research Experiences in Engineering (Utree): An Engineering Student Organization with a Commu- nication Focus

J. Garner, M. Alley, Christine Haas, 2014 .

Broadening Participation in STEM through High School Physics

J. Garner, D. Ph., Shanan Chappell Moots, 2022 .

Developing a Role Identity as an Ambassador through Hands-On Activities

Avi Kaplan, J. Garner, M. Alley, 2017 .

Both handwriting speed and selective attention are important to lecture note-taking

Stephen T. Peverly, J. Garner, P. Vekaria, 2013, Reading and Writing.

Identity and Motivation in a Changing World: A Complex Dynamic Systems Perspective

Avi Kaplan, J. Garner, Benjamin Brock, 2019, Advances in Motivation and Achievement.

A complex dynamic systems approach to the design and evaluation of teacher professional development

Joanna K. Garner, Avi Kaplan, Avi Kaplan, 2021 .

Challenges in supporting self-regulation in distance education environments

Linda Bol, Joanna K. Garner, L. Bol, 2011, J. Comput. High. Educ..

A complex dynamic systems perspective on teacher learning and identity formation: an instrumental case

Avi Kaplan, J. Garner, 2018, Teachers and Teaching.

Schoolwide Impact of Military-connected Student Enrollment: Educators' Perceptions

John A. Nunnery, J. Garner, P. Arnold, 2014 .

Invention Education as a Context for Children’s Identity Exploration

J. Garner, A. Rutledge, Erica Matheny, 2021 .

Steps for Applying the Complex Dynamical Systems Approach in Educational Research: A Guide for the Perplexed Scholar

Joanna K. Garner, Avi Kaplan, Avi Kaplan, 2020 .

A Complex Dynamic Systems Perspective on Identity and its Development: The Dynamic Systems Model of Role Identity

Avi Kaplan, J. Garner, 2017, Developmental psychology.

In Social Properties (facts and Entities): Philosophical Aspects

J. Cacioppo, J. Garner, G. G. Bernston, 2004 .

Visitors’ attendance motivation and meaning making at a public science event

Avi Kaplan, Kevin J. Pugh, J. Garner, 2021 .

Museums as Contexts for Transformative Experiences and Identity Development

Joanna K. Garner, Avi Kaplan, Avi Kaplan, 2016 .

The Symbolic Dynamics of Visual Attention During Learning: Exploring the Application of Orbital Decomposition

Joanna K. Garner, Daniel M. Russell, J. Garner, 2016 .

Response modality and spatial location: The effect of temporal delay on response accuracy in adults and children.

J. Garner, 1999 .

Teacher Role-Identity and Motivation as a Dynamic System

J. Garner, S. Semo, 2015 .

Cultural influences on personalized e-learning systems

Scotty D. Craig, Kenneth A. Kaufman, Susanne P. Lajoie, 2012 .

How the design of presentation slides affects audience comprehension: A case for the assertion-evidence approach

Michael Alley, Joanna K. Garner, J. Garner, 2013 .

Common use of PowerPoint versus the assertion-evidence structure: A cognitive psychology perspective

Michael Alley, Sarah Elizabeth Zappe, Joanna K. Garner, 2009 .

Teacher Identity and Motivation: The Dynamic Systems Model of Role Identity

Avi Kaplan, J. Garner, 2018 .

Using the LASSI to Predict First Year College Achievement: Is a Gender-Specific Approach Necessary?.

J. Garner, David S. Bender, 2010 .

An identity systems perspective on high ability in self-regulated learning

Avi Kaplan, J. Garner, Amanda Neuber, 2019, High Ability Studies.

Examining micro‐change within and among science teachers' identities: A multiple case study

Avi Kaplan, J. Garner, Stephanie J. Hathcock, 2020, Science Education.

Progress on the Engineering Ambassador Network: A Professional Develop- ment Organization with an Outreach Mission

Karen A. Thole, Michael Alley, Joanna K. Garner, 2014 .

A complex systems perspective on policy standards for teacher learning and development

Avi Kaplan, J. Garner, 2020 .

High-quality Visual Evidence on Presentation Slides May Offset the Negative Effects of Redundant Text and Phrase Headings

Michael Alley, Joanna K. Garner, Keri Lynn Wolfe, 2012 .

PowerPoint in the Psychology Classroom: Lessons from Multimedia Learning Research

J. Garner, M. Alley, 2011 .

Toward a theory of learner-generated drawings: The generative theory of drawing construction

Ana I. Schwartz, J. Garner, Maja Zecevic, 2006 .