Katerina Schenke

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Evaluating Promising Practices in Undergraduate STEM Lecture Courses

M. Warschauer, D. O'Dowd, Lynn C. Reimer, 2016, RSF.

Open Digital Badges and Reward Structures

Daniel T. Hickey, Katerina Schenke, D. Hickey, 2019, The Cambridge Handbook of Motivation and Learning.

Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses

Mark Warschauer, Di Xu, Katerina Schenke, 2018, PloS one.

Design Principles for Motivating Learning with Digital Badges: Consideration of Contextual Factors of Recognition and Assessment

Daniel T. Hickey, Katerina Schenke, Cathy Tran, 2014, ICLS.

Can Flipping the Classroom Work? Evidence from Undergraduate Chemistry.

M. Warschauer, Katerina Schenke, Tutrang Nguyen, 2017 .

Evaluating Promising Practices in Undergraduate STEM Lecture Courses

M. Warschauer, D. O'Dowd, Lynn C. Reimer, 2016, RSF.

Impact on mathematics self-beliefs from a mastery-based mathematics software

Allison S. Liu, Katerina Schenke, Teomara Rutherford, 2019, Journal of Research on Technology in Education.

The tenuous link between classroom perceptions and motivation: A within-person longitudinal study.

Katerina Schenke, E. Ruzek, 2019, Journal of Educational Psychology.

Out‐of‐School Time and Behaviors During Adolescence

D. Vandell, Katerina Schenke, Kenneth T. H. Lee, 2018, Journal of research on adolescence : the official journal of the Society for Research on Adolescence.

Heterogeneity of student perceptions of the classroom climate: a latent profile approach

S. Karabenick, J. Eccles, Katerina Schenke, 2017, Learning Environments Research.

Preservice teachers’ use of contrasting cases in mathematics instruction

L. Richland, Katerina Schenke, 2017, Instructional Science.

Adolescents' help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year

S. Karabenick, A. Conley, Katerina Schenke, 2015 .

Teacher Emotional Support Scale on Italian High School Students: A Contribution to the Validation

A. Callea, Katerina Schenke, Ilaria Buonomo, 2020 .

Using self report surveys to measure PreK children’s academic orientations: A psychometric evaluation

J. Jirout, R. Pianta, Katerina Schenke, 2020 .

Heterogeneity of student perceptions of the classroom climate: a latent profile approach

S. Karabenick, J. Eccles, Katerina Schenke, 2017 .

To the means and beyond: Understanding variation in students’ perceptions of teacher emotional support

Erik A. Ruzek, S. Karabenick, J. Eccles, 2018, Learning and Instruction.

Student perceptions of classroom achievement goal structure: Is it appropriate to aggregate?

S. Karabenick, A. Conley, Katerina Schenke, 2015 .

Differential Effects of the Classroom on African American and Non–African American’s Mathematics Achievement

D. Clements, Katerina Schenke, Tutrang Nguyen, 2017, Journal of educational psychology.

Digital Badges and Reward Structures

D. Hickey, Katerina Schenke, 2019 .

Does "Measure Up!" measure up? Evaluation of an iPad app to teach preschoolers measurement concepts

Gregory K. W. K. Chung, Katerina Schenke, Elizabeth H. Redman, 2020, Comput. Educ..

The Roles of Teachers, Classroom Experiences, and Finding Balance: A Qualitative Perspective on the Experiences and Expectations of Females Within STEM and Non-STEM Careers

J. Eccles, Katerina Schenke, Meeta Banerjee, 2018 .

Construct Confounding Among Predictors of Mathematics Achievement

Drew H. Bailey, Katerina Schenke, Teomara Rutherford, 2016 .

Females' Enrollment and Completion in Science, Technology, Engineering, and Mathematics Massive Open Online Courses pdf

Mark Warschauer, Di Xu, Jacquelynne S. Eccles, 2016, ArXiv.

Preservice teachers’ use of contrasting cases in mathematics instruction

Lindsey E. Richland, Katerina Schenke, L. Richland, 2017 .

Predicting MOOC performance with Week 1 Behavior

Mark Warschauer, Adrienne E. Williams, Katerina Schenke, 2014, EDM.

From structure to process: Do students' own construction of their classroom drive their learning?

Katerina Schenke, 2018 .

Cross‐domain within‐ and between‐students antecedents to help seeking

Katerina Schenke, Teomara Rutherford, Megan Botello, 2023, Psychology in the Schools.

Strategy Motivation and Strategy Use: Role of Student Appraisals of Utility and Cost

Erik A. Ruzek, S. Karabenick, Katerina Schenke, 2021, Metacognition and Learning.

Alignment of game design features and state mathematics standards: Do results reflect intentions?

George Farkas, Teomara Rutherford, Katerina Schenke, 2014, Comput. Educ..