Dorph, R., Schunn, C., & Crowley, K. (in press). Crumpled molecules and edible plastic: Science learning Activation in OST. After School Matters.
Knutson, K, Lyon, M., Crowley, K., & Giarratani, L. (in press). Flexible interventions to increase family engagement at Natural History museum dioramas. Curator: The Museum Journal.
Russell, J. L., Kehoe, S. & Crowley, K. (in press). Linking In and Out-of-School Learning. In K. Peppler (Ed.), Encyclopedia of Out-of-School Learning. Thousand Oaks, CA: Sage Publications.
Knutson, K. & Crowley, K. (2016). Learning in art museums: Creating and responding to art. In K. Nakakoji, H. Shindo, Y. Yamamoto, & T. Okada (Eds.), Museums that inspire: In search of new possibilities for public cultural spaces. Kyoto: Airi Shuppan. [in Japanese]
Allen, L.B. & Crowley, K. (in press). From acquisition to inquiry: Supporting informal educators through iterative implementation of practice. In P. Patrick (Ed), Preparing Informal Educators. Springer.
Allen, L. B. & Crowley, K. (in press). Moving beyond scientific knowledge: Leveraging participation, relevance, and interconnectedness for climate education. International Journal of Global Warming.
Knutson, K. & Crowley, K. (2016) Collaborating across the university/informal boundary: Broader impacts through informal science education. In L. Avraamidou & W.-M. Roth (Eds.), Intersections of formal and informal science. New York, NY: Routledge.
Brahms, L. & Crowley, K. (2016). Making Sense of Making: Defining Learning Practices in MAKE Magazine. In K. Peppler, E. Rosenfeld Halverson, & Y. B. Kafai (Eds). Makeology: Makers as Learners. New York: Routledge.
Brahms, L. & Crowley, K. (2016). Learning to Make in the Museum: The Role of Maker Educators. In K. Peppler, E. Rosenfeld Halverson, & Y. B. Kafai (Eds). Makeology: Makerspaces as learning environments. New York: Routledge.
Stein, M.K., Crowley, K., & Resnick, L.B. (2016). Education policy and the learning sciences: The case for a new alliance. In M. Evans, M. Packer, & K. Sawyer (Eds.), Reflections on the Learning Sciences. Cambridge: Cambridge University Press.
Dillon, J., DeWitt, J., Pegram, E., Irwin, B., Crowley, K., Hayden, R., King, H., Knutson, K., Veall, D., and Zanthoudaki, M. (2016). A learning research agenda for natural history institutions. London: Natural History Museum.
Tison Povis, K. & Crowley, K. (2015). Family learning in object-based museums: The role of joint attention.Visitor Studies, 18 (2), 168-182.
Crowley, K., Barron, B.J., Knutson, K., & Martin, C. (2015). Interest and the development of pathways to science. In Interest in Mathematics and Science Learning. In K. A. Renninger, M. Nieswandt, and S. Hidi (Eds.). Washington DC: AERA.
Crowley, K., Pierroux, P., & Knutson, K. (2014). The museum as learning environment. In K. Sawyer (Ed.), The Handbook of the Learning Sciences, 2nd Edition.
Snyder, S., Hoffstadt, R. M., Allen, L., Crowley, K., Bader, D., & Horton, R. (2014). City-wide collaborations for urban climate education. In Hamilton, P. (Ed.), Future Earth: Advancing Civic Understanding of the Anthropocene, Geophysical Monograph Series, Vol. 197, American Geophysical Union, Washington, DC.
Allen, L. B. & Crowley, K. (2014). How museum educators change: Changing notions of learning through changing practice. Science Education, 98 (1), 84-105.
Steiner, M.A. & Crowley, K. (2013). The natural history museum: Taking on a learning research agenda. Curator: The Museum Journal, 56(2): 267-272.
Russell, J., Knutson, K., & Crowley, K. (2013). Informal learning organizations as part of an educational ecology: Lessons from collaboration across the formal/informal divide. Journal of Educational Change, 14(3): 259-281.
Knutson, K. (2013). Exploring art and history at the Warhol Museum using a Timeweb. In K. Drotner, and K. Schroeder (Eds.) The connected museum: Social media and museum communication. London: Routledge.
Louw, M. & Crowley, K. (2013). New ways of looking and learning in natural history museums: The use of gigapixel imagingto bring science and publics together. Curator: The Museum Journal, 52(1): 87-104.
Steiner, M., Galvin, & T. Green (2012). Manchester Craftsmen’s Guild: Art, Mentorship, and Environment Shape a Culture of Learning and Engagement. In VeLure Roholt, R., Baizerman, M., & Hildreth, R.W. (Eds.) Civic Youth Work: Cocreating Democratic Youth Spaces. (pp 81-114). Chicago: Lyceum Books.
Giarrantani, L., Parikh, A., Di Salvo, B., Knutson, K. & Crowley, K. (2011). Click!: Pre-teen girls and a mixed reality role playing game for science and technology. Nordic Journal of Digital Literacy, 3.6, 121-138.
Knutson, K., Crowley, K., Russell, J., & Steiner, M.A. (2011). Approaching art education as an ecology: Exploring the role of museums. Studies in Art Education, 52 (4), 310-322.
Kim, K.Y. & Crowley, K. (2010). Negotiating the goal of museum inquiry: How families engineer and experiment. M.K. Stein & L. Kucan (Eds). Instructional Explanations in the Disciplines. New York: Springer.
Knutson, K. & Crowley, K. (2010). Connecting with Art: How families talk about art in a museum setting. M.K. Stein & L. Kucan (Eds). Instructional Explanations in the Disciplines. New York: Springer.
Luke, J. & Knutson, K. (2010). Beyond Science: Implications of the LSIE report for Art Museum Education. Curator 53.2, 229-237.
Reich, C., Price, J., Rubin, E., & Steiner, M. (2010). Inclusion, Disabilities, and Informal Science Learning. A CAISE Inquiry Group Report. Washington, D.C.: Center for Advancement of Informal Science Education (CAISE).
DiSalvo, C., Louw, M. Coupland, J., Steiner M. (2009). Local issues, local uses: Tools for robotics and sensing in community contexts. In Proceedings of the Seventh ACM Conference on Creativity & Cognition (C&C '09). ACM, New York, NY, USA
Eberbach, C.E. & Crowley, K. (2009). From Everyday to Scientific Observation: How Children Learn to Observe the Biologist's World. Review of Educational Research, 79 (1), 39-69.
Bernstein, D. & Crowley, K. (2009). Can robots think for themselves? Identifying spaces for the exploration of children's ideas about robots. In the proceedings of Computer Human Interaction.
Knutson, K. & Crowley, K. (2006). Bridging the gap between museums and visitors: A response to Meszaros's 'The evil “Whatever” interpretation.' Visitor Studies, 9(3), 16-17.
DiSalvo, B.J., Crowley, K. & Norwood, R. (2008). "Learning in Context: Digital games and young black men." Games and Culture 3, 131-141.
Bernstein, D. & Crowley, K. (2008). Searching for Signs of Intelligent Life: An Investigation of Young Children's Beliefs About Robot Intelligence. Journal of the Learning Sciences, 17:2, 225-247.
Sanford, C., Knutson, K., & Crowley, K. (2007). We Always Spend Time Together on Sundays: Grandparents and Informal Learning. Visitor Studies, 10(2), 136-151.
Palmquist, S.D. & Crowley, K. (2007). From teachers to testers: How Parents Talk to Novice and Expert Children in a Natural History Museum. Science Education, 91(5), 712-732.
Fender, J. G. & Crowley, K. (2007). How parent explanation changes what children learn from everyday scientific thinking. Journal of Applied Developmental Psychology, 28, 189-210.
Bernstein, D., Crowley, K. & Nourbakhsh, I. (2007). Working with a robot: Exploring relationship potential in human-robot systems. Interaction Studies, 8 (3), 465-482.
Palmquist, S. D. & Crowley, K. (2007). Studying dinosaur learning on an island of expertise. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video Research in the Learning Sciences (pp. 271-286). Mahwah, NJ: Erlbaum.
Leinhardt, G. & Knutson, K. (2006). Grandparents speak: Museum conversations across the generations. Curator, 49 (2), 235-252.
Nourbakhsh, I., Hamner, E., E. Ayoob, Porter, E., Dunlavey, B., Bernstein, D., Crowley, K., Lotter, M., Shelly, S., Hsiu, T., & Clancy, D. (2006). The personal exploration rover: Educational assessment of a robotic exhibit for informal learning venues, The International Journal of Engineering Education, Vol. 22, No. 4, pp 777-791.
Nourbakhsh, I., Hamner, E., Dunlavey, B., Bernstein, D. , & Crowley. K. (2006). Educational results of the personal exploration rover museum exhibit, In Proceedings of ICRA 2005, Barcelona, Spain, April.
Stubbs, K., Bernstein, D., Crowley, K., & Nourbakhsh, I. (2006). Cognitive evaluation of human-robot systems: A method for analyzing cognitive change in human-robot systems. In Proceedings of IEEE International Symposium on Robot and Human Interactive Communication, 59-65.
DiSalvo, B., Parikh, A., & Crowley, K. (2006). Developing The Ultimate Urban Adventure Game For Middle School Girls, Proceedings of the Women in Games Conference 2006, Teesside, UK.
Schunn, C.D., Crowley, K., & Okada, T. (2006). Cognitive science: Interdisciplinarity now and then. In S. J. Derry & M. A. Gernsbacher (Eds.), Problems and Promises of Interdisciplinary Collaboration: Perspectives from Cognitive. Mahwah, NJ: Erlbaum.
Stubbs, K., Bernstein, D., Crowley, K., & Nourbakhsh, I. (2005). Long term human-robot interaction: The personal exploration rovers and museum docents. In Proceedings of Artificial Intelligence and Education.
Nourbakhsh, I., Crowley, K., Bhave, A., Hamner, E., Hsiu, T., Perez-Bergquist, A., Richards, S., Wilkinson, K. (2005). The Robotic Autonomy Mobile Robotics Course: Robot Design, Curriculum Design and Educational Assessment, Autonomous Robots Journal, 18 (1), 103-127.
Eberbach, C.E. & Crowley, K, (2005). From living to virtual: Learning from museum objects. Curator, 48 (3), 317-338.
Knutson, K. & Crowley, K. (2005). Museum as learning laboratory: Developing and using a practical theory of informal learning. Hand to Hand, the publication of the Association of Children's Museums, 18(4), 4-5.
Crowley, K. & Knutson, K (2005). Museum as learning laboratory: Bringing research and practice together. Hand to Hand, the publication of the Association of Children's Museums, 19(1), 3-6.
Eberbach, C. & Crowley, K. (2004). Learning research in public gardens. Public Garden, 19(2), 14-17.
Knutson, K. & Crowley, K. (2004). Review of Behind the Scenes at the Science Museum. Science Education, 88 (2), 297-300.
Knutson, K. (2004). What does a lifelong learning community look like? Pulling it all together. In M.Maher, (ed.) The 21st Century Learner: The continuum begins with early learning. (44-45). Washington, DC. Association of Children’s Museums.
Leinhardt, G. & Knutson, K. (2004). Listening in on museum conversations. Walnut Creek, CA: Altamira Press.
Swartz, M. I. & Crowley, K, (2004). Parent beliefs about teaching in a children's museum. Visitor Studies, 7(2), 1-16.
Leinhardt, G., Crowley, K., & Knutson, K. (Eds.) (2002). Learning conversations in museums. Mahwah, NJ: Lawrence Erlbaum Associates.
Leinhardt, G. & Crowley, K. (2002). Objects of learning, objects of talk: Changing minds in museums. In S. Paris (Ed.) Multiple Perspectives on Children's Object-Centered Learning. Mahwah, NJ: Lawrence Erlbaum Associates
Crowley, K. & Jacobs, M. (2002). Islands of expertise and the development of family scientific literacy. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.) Learning conversations in museums. Mahwah, NJ: Lawrence Erlbaum Associates.
Knutson, K. (2002). Creating a space for Learning: Curators, educators and the implied audience. In Leinhardt, G., Crowley, K., & Knutson, K. (Eds.). Learning Conversations in Museums. 5-44. Mahwah, NJ: Lawrence Erlbaum.
Schunn, C. D., Crowley, K., & Okada, T. (2002). What makes collaborations across a distance succeed? The case of the cognitive science community. In P. Hinds & S. Kiesler (Eds.) Distributed work: New research on working across distance using technology. Cambridge, MA: MIT Press.
Crowley, K., Leinhardt, G., & Chang, C.F. (2001). Emerging research communities and the World Wide Web: Analysis of a Web-based resource for the field of museum learning. Computers and Education, 36 (1), 1-14.
Crowley, K., Callanan, M.A., Tenenbaum, H.R., & Allen, E. (2001). Parents explain more often to boys than to girls during shared scientific thinking. Psychological Science, 12 (3), 258-261.
Crowley, K., Callanan, M.A., Jipson, J., Galco, J., Topping, K., & Shrager, J. (2001). Shared scientific thinking in everyday parent-child activity. Science Education, 85 (6), 712-732.
Crowley, K., Schunn, C.D., & Okada, T. (Eds.) (2001). Designing for science: Implications from everyday, classroom, and professional settings. Mahwah, NJ: Lawrence Erlbaum Associates.
Crowley, K. & Galco, J (2001). Everyday activity and the development of scientific thinking. In K. Crowley, C. D. Schunn, & T. Okada (Eds.), Designing for science: Implications from everyday, classroom, and professional settings (pp. 393-413). Mahwah, NJ: Erlbaum.
Azmitia, M.A. & Crowley, K. (2001). The rhythms of scientific thinking: A study of collaboration in an earthquake microworld. In K. Crowley, C. Schunn, & T. Okada (Eds.) Designing for science: Implications from everyday, classroom, and professional settings. Mahwah, NJ: Lawrence Erlbaum Associates.
2000 and before
Crowley, K. (2000). Parent explanations during museum visits: Gender differences in how children hear informal science. Visitor Studies, 3 (3), 21-28.
Okada, T. & Crowley, K. (2000). What makes for interesting developmental research? Perspectives from the sociocultural and information processing frameworks. In H. Kojima, T. Hayamizu, & H. Honjo (Eds.), Human Development and Psychology. Tokyo: Kanekoshbo. [Original in Japanese]
Crowley, K. & Siegler, R.S. (1999). Explanation and generalization in young children's strategy learning. Child Development, 70, 304-316.
Schunn, C.D., Crowley, K. & Okada, T. (1998). The growth of multidisciplinarity in the Cognitive Science Society. Cognitive Science, 22, 107-130.
Crowley, K. & Callanan, M.A. (1998). Identifying and supporting shared scientific reasoning in parent-child interactions. Journal of Museum Education, 23, 12-17.
Crowley, K., Shrager, J., & Siegler, R.S. (1997). Strategy discovery as a competitive negotiation between metacognitive and associative knowledge. Developmental Review, 17, 462-489.
Siegler, R.S. & Crowley, K. (1994). Constraints on learning in non-privileged domains. Cognitive Psychology, 27, 194-226.
Crowley, K. & Siegler, R.S. (1993). Flexible strategy use in young children's tic-tac-toe. Cognitive Science, 17, 531-561.
Siegler, R.S. & Crowley, K. (1991). The microgenetic method: A direct means for studying cognitive development. American Psychologist, 46, 606-620.