How do we bring research and practice together in way that are mutually informative? How do we connect policy and decision making to data, at a national, regional, local, or oragnizational level? What's the role of evidence in decision making? How can research and practice be mutually informative? How do we build fields of inquiry?


Hecht, M., Knutson, K., Crowley, K., Lyon, M., McShea, P., and Giarrantani, L. (in press). “How could dinosaurs be so close to the future?”: How natural history museum educators tackle deep time. Curator.

Hecht, M , Knutson, K, & Crowley, K. (in press). Becoming a naturalist: Interest development across the learning ecology. Science Education.

Knutson, K and Crowley, C. (in press). Engaging older adults in climate science education: Making the case for relevant, neighborhood-focused interventions In P. Hetland, P. Pierroux, and L. Esborg (Eds), A History of Participation in Museums and Archives. Traversing Citizen Science and Citizen Humanities. Routledge.

Steiner, M.A.*, Lyon, M., & Crowley, K. (in press). Museums that connect science and citizen: Using boundary objects and networks to encourage dialogue and collective response to wicked, socio-scientific problems. In P. Hetland, P. Pierroux, and L. Esborg (Eds), A History of Participation in Museums and Archives. Traversing Citizen Science and Citizen Humanities. Routledge.

Bonnette, R.* & Crowley, K. (in press). Legitimate peripheral participation in a makerspace for emancipated emerging adults. Emerging Adulthood. DOI: 10.1177/2167696818785328 8.

Crowley, K. (2018). Are the fields of informal science education and science communication adjacent or connected? A bibliometric study of research journals from 2012 to 2016. Washington, DC: Center for Advancement of Informal Science Education.

Knutson, K. (2018). Science and natural history museums and the challenges of communicating climate change. In Schroeder, K., Drotner, K., Perry, D. (Eds.). The Routledge Handbook of Museum Media and Communication.

Akiva, T., Russell, J., Hecht, M.*, & Crowley, K. (2018). Leadership in Out-of-School Learning: The Educational Doctorate Program at the University of Pittsburgh. International Journal for Research on Extended Education.

Louw, M., Barbuto, N., & Crowley, K. (2017). Designing Learning Pathways in a Complex Learning Ecology: A Research Practice Partnership Focused on Parent Brokering. In B. DiSalvo, J. Yip, E. Bonsignore, & C. DiSalvo (Eds), Participatory Design for Learning: Perspectives from Research and Practice. New York, NY: Routledge. pp. 93-112.

Dorph, R., Schunn, C., & Crowley, K. (2017). Crumpled molecules and edible plastic: Science learning Activation in Out-of-School Time. Afterschool Matters, 25, pp. 18-28.

Russell, J. L., Kehoe, S. & Crowley, K. (2017). Linking in and out-of-school learning. In K. Peppler (Ed.), Encyclopedia of Out-of-School Learning. Thousand Oaks, CA: Sage Publications.

Allen, L.B. & Crowley, K. (2017). From acquisition to inquiry: Supporting informal educators through iterative implementation of practice. In P. Patrick (Ed), Preparing Informal Educators: Perspectives from Science Communication and Education. New York: Springer.

Knutson, K, Lyon, M., Crowley, K., & Giarratani, L. (2016). Flexible interventions to increase family engagement at Natural History museum dioramas. Curator: The Museum Journal. 59 (4), 339-352.

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.

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.

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.

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).

Luke, J. & Knutson, K. (2010). Beyond Science: Implications of the LSIE report for Art Museum Education. Curator 53.2, 229-237.

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.

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.

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.

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., Schunn, C.D., & Okada, T. (Eds.) (2001). Designing for science: Implications from everyday, classroom, and professional settings. Mahwah, NJ: Lawrence Erlbaum Associates.

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]

Schunn, C.D., Crowley, K.  & Okada, T. (1998). The growth of multidisciplinarity in the Cognitive Science Society. Cognitive Science, 22, 107-130.

Funding provided by: National Science Foundation, Institute of Museum and Library Services, Heinz Endowments.