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?
P U B L I C A T I O N S
Dorph, R., Schunn, C., & Crowley, K. (in press). Crumpled molecules and edible plastic: Science learning Activation in OST. After School Matters.
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.