DiSalvo, C., Coupland, J., Steiner M., & Louw, M. (Accepted). Local issues, local uses: Tools for robotics and sensing in community contexts. Paper to be presented at the ACM Creativity & Cognition Conference, Berkeley, CA.
Knutson, K. & Crowley. K. (In Press). Connecting with art: How families talk about art in a museum setting. In M. K. Stein & L. Kucan (Eds.), Instructional Explanations in the Disciplines. New York: Springer.
Eberbach, C. & Crowley, K. (2009). From everyday to scientific: How children learn to observe the biologist's world. Review of Educational Research, 79(1), 39-68.
Kim, K. (2009). Museum signage as distributed mediation to encourage family learning. Unpublished doctoral dissertation, University of Pittsburgh.
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.
DiSalvo, B. J., Crowley, K. & Norwood, R. (2008). Learning in context: Digital games and young black men. Games and Culture, 3, 131-141.
DiSalvo, C., Nourbakhsh, I., Holstius, D., Akin, A., & Louw, M. (2008, October). The Neighborhood Nets Project: A case study of critical engagement and creative expression through participatory design. Paper presented at the Participatory Design Conference, Bloomington, IN.
Eberbach, C. (2008, March). The effect of parents' disciplinary knowledge and conversational style on children's observation of pollinator activity. In K. Crowley (Chair) Thinking through the disciplines in informal and everyday settings: Ecology, art, robotics, and paleontology. Session presented at the American Educational Research Association, New York, NY.
Hamner, E., Lauwers, T., Bernstein, D., Nourbakhsh, I., & DiSalvo, C. (2008). Robot Diaries: Broadening participation in the computer science pipeline through social technical exploration. In Proceedings of the AAAI symposium on using AI to motivate greater participation in computer science (pp. 38-43). Menlo Park, CA: AAAI Press.
Knutson, K. (2008, July). Expertise and experience: Museums, a place for talk. Paper presented at the National Academies: Future of Libraries and Museums in the 21st Century, Washington, D.C.
Louw, M. & Steiner, M. (2008). The Neighborhood Nets Project: Braddock fall 2007 final report [Internal Report]. Pittsburgh, PA: UPCLOSE.
Bernstein, D., Crowley, K., & Nourbakhsh, I. (2007). Working with a robot: Exploring relationship potential in human-robot systems. Interaction Studies, 8(3), 465-482.
Eberbach, C. (2007). Educators without borders. Public Garden, 22(1), 5-6.
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.
Palmquist, S. D. & Crowley, K. (2007). From teachers to testers: Parents' role in child expertise development in informal settings. Science Education, 91(5), 712-732.
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: Lawrence Erlbaum Associates.
Palmquist, S., Eberbach, C., & Crowley, K. (2007, April). Families learning through observation: Implementing quasi-experimental methods in informal learning environments. In P. Bell (Chair) Methodological challenges and innovations in studying learning in informal contexts. Structured poster session presented at the annual meeting of the American Education Research Association, Chicago, IL.
Sanford, C. (2007, July). Listening to learn and learning to listen: A graduate student perspective on a university-museum partnership. In C. Sanford (Chair) Are we hearing each other? How researchers and museum practitioners talk about visitor data. Session conducted at the annual meeting of the Visitors Studies Conference, Ottawa, ON, Canada.
Sanford, C. (2007, April). How grandparents and their grandchildren think about and use informal spaces. Poster presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Sanford, C., Knutson, K., & Crowley, K. (2007). We always spend time together on sundays: Grandparents and informal learning. Visitor Studies, 10(2), 136-151.
Bernstein, D. (2006, July). Educational robotics and informal learning: How technology is changing how kids think. Paper presented at the Informal Learning Conference, Tokyo, Japan.
Leinhardt, G. & Knutson, K. (2006). Grandparents speak: Museum conversations across the generations. Curator, 49(2), 235-252.
Nourbakhsh, I., Hamner, E., Ayoob, E., 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, 22(4), 777-791.
Nourbakhsh, I., Hamner, E., Lauwers, T., Bernstein, D., & DiSalvo, C. (2006). A roadmap for technological literacy and a vehicle for getting there: Educational robotics and the TeRK project. In Proceedings of IEEE International Symposium on robot and human interactive communication (pp. 391-397). Los Alamitos, CA: IEEE Press.
Sanford, C. (2006, April). Web and museum: Intergenerational learning in two informal settings. Poster presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
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 (pp. 59-65). Los Alamitos, CA: IEEE Press.
Bernstein, D. (2005, April). Searching for signs of intelligent life: How experience impacts children's ideas about artificial intelligence. In D. Shaffer (Chair), Islands of Expertise and ARTS: Developing alternative routes to scientific understanding though informal and out-of-school learning experiences. Symposium conducted at the meeting of the National Association for Research in Science Teaching, Dallas, TX.
Bernstein, D. & Crowley, K. (2005, April). Investigating children's beliefs about artificially intelligent artifacts. Poster presented at the meeting of the Society for Research in Child Development, Atlanta, GA.
Crowley, K. & Knutson, K. (2005). Museum as learning laboratory: Bringing research and practice together. Hand to Hand, 19(1), 3-6.
Eberbach, C. & 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, 18(4), 4-5.
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.
Nourbakhsh, I., Hamner, E., Dunlavey, B., Bernstein, D., & Crowley, K. (2005). Educational results of the Personal Exploration Rover Museum Exhibit. In Proceedings of ICRA 2005, Barcelona, Spain.
Stubbs, K., Bernstein, D., Crowley, K., & Nourbakhsh, I. (2005, July). Long term human-robot interaction: The Personal Exploration Rover and museum docents. Paper presented at the Conference on Artificial Intelligence in Education, Amsterdam.
Bernstein, D. (2004, August). Parents, docents and robots: Examining mediation at a Mars Rover Exhibit. In K. Crowley (Chair), Islands of expertise: An approach to exploring the cognitive ecology of childhood. Symposium conducted at the meeting of the Visitor Studies Association, Albuquerque, NM.
Eberbach, C. (2004, April). Investigations of parent-child scientific explanations in botanical gardens. In K. Crowley (Chair) Museum learning collaborative. Session presented at the Annual Meeting of the American Education Research Association, San Diego, CA.
Fender, J. G. (2004). Collaborative scientific reasoning: How parents support development and facilitate transfer of a scientific-reasoning strategy. Unpublished doctoral dissertation, University of Pittsburgh.
Knutson, K. & Crowley, K. (2004). Review of "Behind the Scenes at the Science Museum." Science Education, 88(2), 297-300.
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.
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.
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., 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., 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. & 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: 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.
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., Shrager, J., & Siegler, R. S. (1997). Strategy discovery as a competitive negotiation between metacognitive and associative knowledge. Developmental Review, 17, 462-489.
Crowley, K. & Siegler, R. S. (1999). Explanation and generalization in young children's strategy learning. Child Development, 70, 304-316.
Knutson, K. (2002). Creating a space for Learning: Curators, educators and the implied audience. In G. Leinhardt, K. Crowley, & K. Knutson, (Eds.), 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.
Leinhardt, G., Crowley, K., & Knutson, K. (Eds.). (2002). Learning conversations in museums. Mahwah, NJ: Lawrence Erlbaum Associates.
Leinhardt, G., Knutson, K., Crowley, K. (2003). Museum learning collaborative redux. Journal of Museum Education, 28(1), 23-31
Leinhardt, G., Tittle, C., & Knutson, K. (2002). Talking to oneself: Diaries of museum visits. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 103-132). Mahwah, NJ: Lawrence Erlbaum Associates.
Schunn, C. D., Crowley, K. & Okada, T. (1998). The growth of multidisciplinarity in the Cognitive Science Society. Cognitive Science, 22, 107-130.
Siegler, R. S. & Crowley, K. (1994). Constraints on learning in non-privileged domains. Cognitive Psychology, 27, 194-226.