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Virginia Clinton-Lisell
Virginia Clinton-Lisell
Other namesVirginia Clinton
Associate Professor, University of North Dakota
Verified email at wisc.edu - Homepage
Title
Cited by
Cited by
Year
Reading from paper compared to screens: A systematic review and meta‐analysis
V Clinton
Journal of research in reading 42 (2), 288-325, 2019
4432019
Efficacy of open textbook adoption on learning performance and course withdrawal rates: A meta-analysis
V Clinton, S Khan
AERA Open 5 (3), 2332858419872212, 2019
1182019
Savings without sacrifice: A case report on open-source textbook adoption
V Clinton
Open Learning: The Journal of Open, Distance and e-Learning 33 (3), 177-189, 2018
852018
Inferential comprehension differences between narrative and expository texts: a systematic review and meta-analysis
V Clinton, T Taylor, S Bajpayee, ML Davison, SE Carlson, B Seipel
Reading and Writing 33, 2223-2248, 2020
832020
Interest, inferences, and learning from texts
V Clinton, P Van den Broek
Learning and Individual Differences 22 (6), 650-663, 2012
722012
More than chalkboards: Classroom spaces and collaborative learning attitudes
V Clinton, N Wilson
Learning Environments Research 22, 325-344, 2019
602019
How readability factors are differentially associated with performance for students of different backgrounds when solving mathematics word problems
C Walkington, V Clinton, P Shivraj
American Educational Research Journal 55 (2), 362-414, 2018
542018
Cost, outcomes, use, and perceptions of open educational resources in psychology: A narrative review of the literature
V Clinton
Psychology Learning & Teaching 18 (1), 4-20, 2019
522019
How Readability and Topic Incidence Relate to Performance on Mathematics Story Problems in Computer-Based Curricula.
C Walkington, V Clinton, SN Ritter, MJ Nathan
Journal of Educational Psychology, 2015
492015
Gender differences in inference generation by fourth‐grade students
V Clinton, B Seipel, P van den Broek, KL McMaster, P Kendeou, ...
Journal of Research in Reading 37 (4), 356-374, 2014
472014
Open Pedagogy: A Systematic Review of Empirical Findings.
V Clinton-Lisell
Journal of Learning for Development 8 (2), 255-268, 2021
452021
The relationship between students’ preferred approaches to learning and behaviors during learning: An examination of the process stage of the 3P model
V Clinton
Instructional Science 42 (5), 817-837, 2014
442014
The effect of language modification of mathematics story problems on problem-solving in online homework
C Walkington, V Clinton, A Sparks
Instructional Science 47 (5), 499-529, 2019
412019
When do comprehender groups differ? A moment-by-moment analysis of think-aloud protocols of good and poor comprehenders
B Seipel, SE Carlson, VE Clinton
Reading Psychology 38 (1), 39-70, 2017
402017
Student attitudes toward group discussions
V Clinton, AE Kelly
Active Learning in Higher Education 21 (2), 154-164, 2020
382020
Embodied truths: How dynamic gestures and speech contribute to mathematical proof practices
EL Pier, C Walkington, V Clinton, R Boncoddo, C Williams-Pierce, ...
Contemporary Educational Psychology 58, 44-57, 2019
362019
What we say and how we do: Action, gesture, and language in proving
CC Williams-Pierce, EL Pier, C Walkington, R Boncoddo, V Clinton, ...
Journal for Research in Mathematics Education 48 (3), 248-260, 2017
362017
Examining associations between reading motivation and inference generation beyond reading comprehension skill
V Clinton
Reading Psychology 36 (6), 473-498, 2015
352015
Improving student attitudes toward discussion boards using a brief motivational intervention.
V Clinton, AE Kelly
Scholarship of Teaching and Learning in Psychology 6 (4), 301, 2020
312020
Do mindful breathing exercises benefit reading comprehension? A brief report
V Clinton, M Swenseth, SE Carlson
Journal of Cognitive Enhancement 2, 305-310, 2018
312018
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