Jennifer G. Cromley

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University of Illinois at Champaign-Urbana

jcromley [at] illinois [dot] edu

http://education.illinois.edu/people/jcromley

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SILC Faculty Member and member of our Spatial Network.

My research focuses on two broad areas: 1) reading comprehension of illustrated scientific text and 2) cognitive and motivational predictors of STEM students' achievement and retention. My research includes both studies of basic processes (how learning works) and classroom interventions (how to help students learn better). I use a variety of research methods, including questionnaires, think-aloud protocols, eye tracking, analyses of student work products such as sketches, and analyses of computer logfiles. My research has been funded by the U.S. Department of Education and the National Science Foundation. I serve as an Associate Editor of the Journal of Experimental Education and also serve on the editorial boards of the Journal of Educational Psychology, Contemporary Educational Psychology, Metacognition and Learning, and Scientific Studies of Reading.

 

                                                   JENNIFER G. CROMLEY, Ph.D. BIOSKETCH

Associate Professor

Educational Psychology Department, College of Education

University of Illinois Urbana-Champaign

1310 S. Sixth Street

210 Education Building

Champaign, IL 61820

ph: (217) 333-2245 (Office)

      (215) 307-7914 (Cell)

e-mail: jcromley@illinois.edu

EDUCATION

B.A., Special Divisional Major—Work Studies, (Summa Cum Laude and Distinction in the Major), Yale University, 1986

Ph.D., Human Development, Specialization in Educational Psychology, University of Maryland College Park, May, 2005

Certificate in Educational Measurement and Statistics (36 credits), University of Maryland College Park, May, 2005

APPOINTMENTS

2014-present           Associate Professor, Educational Psychology, College of Education, University of Illinois Urbana-Champaign

2011-2014              Associate Professor, Psychological Studies in Education/POLS, College of Education, Temple University

2005-2011              Assistant Professor, Psychological Studies in Education, College of Education, Temple University

EDUCATIONAL EXPERIENCES

 

Date

Position

2000-2004

Graduate Research Assistant, Cognition and Technology Laboratory

 

January, 2001-Summer, 2002

Graduate Research Assistant (Hourly), Concept Oriented Reading Instruction Project

 

Summer, 2002 – Spring, 2003

Graduate Research Assistant (Hourly), Professional Development Schools Survey Project

 

January 2001-Summer, 2002

Graduate Research Assistant (Hourly), Building Learning With Technology Project

 

HONORS, AWARDS, AND RECOGNITIONS

Award for Graduate Teaching, Temple University College of Education, April, 2012

Presidential Early Career Award for Scientists and Engineers (PECASE; Nominated by the US Department of Education), awarded at the White House, 12/13/2010.

Outstanding Paper of the Year, Association for Educational Computing and Technology, awarded to Azevedo, Moos, Greene, Winters, & Cromley (2008), AECT annual meeting, November, 2008, Orlando, FL

AERA Institute on Statistical Analysis for Education Policy, May, 2008

AERA Division C New Faculty Mentoring program, April, 2006

PUBLICATIONS

Alfieri, L., Cromley, J. G., Massey, C., Merlino, F. J., Newcombe, N. S., & Schunn, C. D. (2014). Using principles of cognitive science to improve science learning in middle school: What works when and for whom. Revisions requested by Journal of Research on Educational Effectiveness, April 28, 2014.

Dai, T. & Cromley, J. G. (2014). Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach. Contemporary Educational Psychology, 39(3), 233-247, doi: 10.1016/j.cedpsych.2014.06.003.

Dai, T. & Cromley, J. G. (2014). The match matters: Exploring student epistemic preferences in relation to epistemic beliefs about chemistry. Contemporary Educational Psychology, 39(3), 262-274, doi: 10.1016/j.cedpsych.2014.06.002.

Cromley, J., & Wills, T. W. (2014). Flexible strategy use by readers who learn much versus learn little: Transitions within think-aloud protocols. Online First in Journal of Research in Reading on January 13, 2014. doi:10.1111/1467-9817.12026

Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in STEM retention. Journal of Educational Psychology, 106(1), 315-329. doi: 10.1037/a0034027.

Cromley, J. G., Perez, T., Wills, T. W., Tanaka, J. C., Horvat, E. M., & Agbenyega, E. T.-B. (2013). Changes in race and sex stereotype threat among diverse stem students: Relationship to grades and retention in the majors. Contemporary Educational Psychology, 38(3), 247–258. doi: 10.1016/j.cedpsych.2013.04.003.

Cromley, J. G., Perez, A. C, Fitzhugh, S., Newcombe, N., Wills, T. W., & Tanaka, J. C. (2013). Improving students’ diagrammatic reasoning: A classroom intervention study. Journal of Experimental Education, 81(4), 511-537. doi: 10.1080/00220973.2012.745465

Cromley, J. G., Bergey, B. W., Fitzhugh, S. L., Newcombe, N., Wills, T. W., Shipley T. F., & Tanaka, J. C. (2013). Effectiveness of student-constructed diagrams and self-explanation instruction. Learning and Instruction, 26(1), 45-58. doi: 10.1016/j.learninstruc.2013.01.003

Kanno, Y., & Cromley, J. G. (2013). English language learners’ access to and attainment in postsecondary education. TESOL Quarterly, 47(1), 89-121. doi: 10.1002/tesq.49

Cromley, J. G., & Byrnes, J. P. (2012). Instruction and Cognition. WIRES Cognitive Science, 3(5), 545–553. doi: 10.1002/wcs.1192

Bernacki, M., Byrnes, J. P., & Cromley, J. G. (2012). The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments. Contemporary Educational Psychology, 37(2), 148–161. doi: 10.1016/j.cedpsych.2011.12.001

Hindman, A., Cromley, J. G., Skibbe, L. E., & Miller, A. L. (2011). Conventional and piecewise growth modeling techniques: Applications and implications for investigating head start children’s early literacy learning. Evaluation Review,35(3), 204-239. doi: 10.1177/0193841X11412068

Cromley, J. G., & Azevedo, R. (2011). Measuring strategy use in context. Metacognition and Learning, 6(2), 155-177. doi: 10.1007/s11409-011-9070-z

Cromley, J. G., Snyder-Hogan, L. E., & Luciw-Dubas, U. A. (2010). Reading comprehension of scientific text: A domain-specific test of the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology,102(3), 687-700. doi: 10.1037/a0019452

Cromley, J. G., Snyder-Hogan, L. E., & Luciw-Dubas, U. A. (2010). Cognitive activities in complex science text and diagrams. Contemporary Educational Psychology, 35, 59–74. doi: 10.1016/j.cedpsych.2009.10.002

Cromley, J. G. (2009). Reading achievement and science proficiency: International comparisons from the Programme on International Student Assessment. Reading Psychology, 30 (2), 89-116, 10.1080/02702710802274903.

Lieberman, A. S., Cromley, J., Charles, L., Rodriguez, O., Lopez-Marti, M., Das, S., Moguillansky, D. (2009). Outcomes related to low literacy in low-income adolescents. International Journal of Child and Adolescent Health, 2(1), 73-80.

Cromley, J. G., & Azevedo, R. (2009). Locating information within extended hypermedia. Educational Technology Research and Development, 57(3), 287-313. DOI 10.1007/s11423-008-9106-5.

Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. C. (2008). Why is externally-regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research & Development, 56(1), 45-72.

Cromley, J. G. & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99(2), 311-325.

Cromley, J. G. & Azevedo, R. (2006). Self-report of reading comprehension strategies: What are we measuring? Metacognition and Learning, 1(3), 229-247.

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D., & Green, J. A. (2006). Using computers as MetaCognitive tools to foster students’ self-regulated learning with hypermedia. Technology, Instruction, Cognition and Learning, 3(1-2), 97-104.

Cromley, J. G., & Azevedo, R. (2005). What do reading tutors do?: A naturalistic study of more- and less-experienced tutors in reading. Discourse Processes, 40(2), 83-113.

Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Green, J. A. (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science, 33, 381-412.

Cromley, J. G. (2005). Metacognition, cognitive strategy instruction, and reading in adult literacy. Review of Adult Learning and Literacy, 5, 187-204.

Cromley, J. G. (2005). Resources on metacognition, cognitive strategy instruction, and reading in adult literacy. Review of Adult Learning and Literacy, 5, 205-220.

Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96(3), 523-535.

Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344-370.

PRESENTATIONS

Zahner, W. & Cromley, J. (2014, July). Affordances of process and object views for coordinating polynomial representations. Paper presented at the annual conference of the International Group for the Psychology of Mathematics Education. Vancouver, British Columbia, July 15-20, 2014.

Miller, B. W., Cromley, J. G., & Newcombe, N. S., Chang, M., & Forbus, K. (April 2014). Using CogSketch to support student science learning through sketching with automatic feedback. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA, April 3-7, 2014.

Miller, B. W., Hart, J. R., Cromley, J. G., & Newcombe, N. S. (April 2014). Instruction Increases Diagrammatic Reasoning through Behavioral Engagement. Poster presented at the annual meeting of the American Educational Research Associate, Philadelphia, PA.

Miller, B. W., Cromley, J. G., & Newcombe, N. S. (April 2014). The critical role of knowledge gain in improving diagram comprehension. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA, April 3-7, 2014.

Cromley, J. G., & Bergey, B. W. (2013). Comparing effects of two Delayed Retrieval methods in 10th grade biology classes. Paper delivered as part of a symposium entitled Scaffolding and optimizing science instruction throughout the years (Eliane Segers, chair) at the biennial meeting of the European Association for Learning and Instruction, Munich, Germany, August 27-31, 2013.

Cromley, J. G. (2013). Intervention to improve middle and high school science diagram comprehension. Invited paper as part of an AERA highlighted Division C symposium entitled Examining Innovations--Navigating the Dynamic Complexities of School-Based Intervention Research.   Paper presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, April 27-May 1, 2013.

Cromley, J. G., Newcombe, N., & Wills, T. W. (2013). Cognitive science-based instruction in middle school science: Effects on comprehension of visual representations. Paper presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, April 27-May 1, 2013. aera13_proceeding_611930.docx

Cromley, J. G., Bergey, B. W., Kirchgessner, M., Wills, T.W., & Newcombe, N. (2013). Combining conventions of diagrams instruction and repeated practice in biology classes. Poster presented at the 2013 Annual Meeting of the American Educational Research Association, San Francisco, April 27-May 1, 2013. aera13_proceeding_611974.docx

SERVICE ACTIVITIES

Journal Review Service

Associate editor, Journal of Experimental Education, 2014-2016

Member, Editorial Board: Scientific Studies of Reading, 2012-present; Reading Research Quarterly, 2012-2013 (1 yr appointment), Metacognition and Learning, 2012-present, Learning and Instruction, 2010-present, Journal of Educational Psychology, 2008-present, Contemporary Educational Psychology, 2006-present, Educational Psychology Review, 2011-present.

Ad Hoc Reviewer (selected), Journal of Child Psychology and Psychiatry, 2009; Wiley Interdisciplinary Reviews: Cognitive Science, 2009; Psychological Science, 2010; Learning and Individual Differences, 2010; Learning and Instruction, 2010; Discourse Processes, 2007-present; Scientific Studies of Reading, 2008, 2010; Metacognition and Learning, 2007-2010; Instructional Science, 2001-2007

Conference Service

Chair, Division C Graduate Student Workshop, American Educational Research Association 2011 annual meeting (April, 2010-May, 2011)
Program co-chair, Division C, Section 5, American Educational Research Association 2009 annual meeting

Grant Proposal Review

Institute for Education Sciences, US Department of Education, standing member, Reading/Writing panel, Fall 2011-Spring, 2014.

Institute for Education Sciences, US Department of Education, i3 (Investing in Innovation) grant proposal review, June-July, 2010

Institute for Education Sciences, US Department of Education, Reading for Understanding grant proposal review, February, 2010

National Science Foundation, REESE program grant review, January, 2009