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Translating Psychological Science to

Useable Knowledge for Teaching and Learning

Selected Teaching-Related Publications, etc.

Daniel, D. B., & De Bruyckere, P. (2021). Toward an ecological science of teaching. Canadian

     Psychology/Psychologie canadienne, 62(4), 361–366.  

     Click here to read

Austin,M.R.,Fogler,K.A.J.,& Daniel,D.B.(2021).Seeing Self and Others On-Screen Does Not Negatively

     Impact Learning in Virtual Classrooms.Scholarship of Teaching and Learning in Psychology.  

     Advance online publication.     Click here to read

Holmes, J. D. & Daniel D. B. (2021) Fads and Facts: Is there Good Evidence to Support Some of Our Most

     Popular Beliefs about Teaching and Learning.  In H. Scherschel (Ed.) Teaching Tips: A Compendium of

     Conference Presentations on Teaching, 2019-2020. (pp. 42-47). Retrieved from the Society for the Teaching

     of Psychology website:    Click here to read

Willingham, D. T., & Daniel, D. B. (2021). No Clear Winners: Education Researchers Should Focus on Choices for

     Teachers. Education Next. 21 (2) 10-15.    Click here to read

Coch, D. & Daniel, D. B. (2021). Lost in Translation: Educational Psychologists as  Intermediaries between

     Neuroscience and Education. Frontiers in Education. 5:618464.  Click here to read

Stiegler-Balfour, J. S., Jakobsen, K. V, Stroud, M. J., Daniel, D. B.  (2020). APA-style citations can create a

     roadblock to textbook comprehension in introductory-level courses. Teaching of Psychology. 47 (2).  

     Click here to read

Brandmark, A., Byrne, M., O’Brien, K., Hogan, K., Daniel, D. B., & Jakobsen K. V. (2019). Translating for

     practice: A case study of recommendations from the wakeful-rest literature.

     Teaching of Psychology, 47(1). 92-96.  Click here to read

Jacobsen, K. V. & Daniel, D B. (2019).  Evidence-based choices for teachers: Team-based learning and

     interactive lecture. Teaching of Psychology. 46(4). 284-289.     Click here to read

Almarode, J. T.  & Daniel, D. B. (2018). Educational neuroscience: Are we there yet? In Hall, G. E.,

     Golnick, D. M., and Quinn, L. F., (Eds). Wiley Handbook on Education. New York. Wiley.

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts,

     and cultures. Washington, DC: The National Academies Press.     Click here to download/read

Utter, B. C., Paulson, S. A., Almarode, J. T. & Daniel, D. B. (2018). My science is better than your science:

     Conceptual change as a goal in teaching science majors interested in teaching careers about education.

     Teacher Educators' Journal, (11), 12-21.   Click here to read

Hulleman, C. S., Kosovich, J. J., Barron, K. E., & Daniel, D. B. (2017). Making Connections: Replicating and

     Extending the Utility Value Intervention in the Classroom. Journal of Educational Psychology, 109(3), 

     387-404.​ Click her to read

Arnold, K M., Daniel, D.B., Jensen, J., McDaniel, M, Marsh, E.J. (2016). Structure Building Predicts Grades in College

     Psychology and Biology. Applied Cognitive Psychology, 30(3). Click here to read

Daniel, D. B. & Richmond, A. (2015). Teaching Child and Adolescent Development.  In Dunn, D. (Ed.)

     The Oxford Handbook of Undergraduate Psychology Education. Oxford University Press. 

​Daniel, D.B. & Lutsky, N. (2015). Using Psychological Science to Teach Psychological Science.  APS Observer, 28 (9). 

     Click here to read

Daniel, D. B. (2014). A work in progress. In Bubb, R., Stowell, J., Buskist, W. (Eds.). The Teaching of Psychology in

     Autobiography: Perspectives from Psychology’s Exemplary Teachers, Vol.5. Society for the Teaching of

     Psychology.     Click here to access/read

Woody, W. D., & Daniel, D. B.  (2014).  Are we there yet? E-textbooks and online learning.  In Online Learning:

     Instructional Technology, Common Misconceptions and Benefits & Challenges. New York: Nova Publishing.

Francisco, A., Daniel, D.B. (2014).  Connecting the Mind, Brain and Education. Digital Promise.  Click here to read

Daniel, D. B. & Chew, S. L, (2013). The Tribalism of Teaching and Learning. Teaching of Psychology.  40(4) 363-367 .

     Click here to read

Daniel, D. B. (2013). The Dark Side of Pedagogy: An Ecological Perspective on the Study and Use of Pedagogy in the

     Classroom. In J. Holmes, S.C. Baker, & J. R. Stowell (Eds.), Essays from e-xcellence in teaching (Vol. 12, pp.6-11).   

     Click here to access/read

Daniel, D. B. & Woody, W. D. (2013). E-Textbooks At What Cost? Performance and Use of Electronic v. Print Texts.

     Computers & Education, 62, 18-23.    Click here to read

Daniel, D. B. (2012).  Promising Principles: Translating The Science of Learning to Educational Practice. 

     Journal of Applied Research in Memory and Cognition, 1(4), 251-253.     Click here to read

Daniel, D. B. (2012, July). The Darkside of Pedagogy. E-Excellence in Teaching. APA Division 2.

Daniel, D. B. & Willingham, D. T. (2012). Electronic Textbooks: Why the Rush? Science, 333 (6076) 1569-1571.

     Click here to read

Gurung, R. A. R., Daniel, D. B. & Landrum, E. (2012). A Multi-Site Study of Learning in Introductory Psychology

     Courses. Teaching of Psychology. 39(3), 170-175.

Willingham, W. & Daniel, D. B. (2012). Beyond Differentiation: Teaching to What Learners Have in Common.

     Educational Leadership. 69(5), 16-21.      Click here to read

Daniel, D. B. (2011). Learning centered lecturing in the college classroom. In Buskist, W. & Benassi,
V. A. (Eds). 

     Successful Strategies for Preparing Graduate Students to Become Effective College and University Teachers.

     Thousand Oaks, CA, Sage.

Daniel, D. B. (2011). Applying Gibson’s Concept of Affordances to the Study and Use of Pedagogy in the

     Classroom: An Ecological Approach. Developments: Newsletter of the Society for Research in Child

     Development, 43(4).    Click here to read

Miller, R. L., Balcetis. E., Burns, S. R., Daniel, D. B., Saville, B. K., Woody, W. D. (2011). Promoting student

     engagement (Vol. 2): Activities exercises and demonstrations for psychology courses. E-book:

Woody, W. D., Daniel, D. B., & Baker, C. (2010). E-books or textbooks: Students
prefer textbooks.

     Computers & Education, 55, 945–948.     Click here to read

Daniel, D. B. & Woody, W. D. (2010). They listen, but do not hear: Retention for podcasted material in a

     classroom context.  Teaching of Psychology, 37(3) 199 – 203.   Click here to read

Daniel, D. B. (2010). Practical powerpoint. In Dunn, D. S, Wilson, J. C., Freeman, J. & Stowell, J.,  

     Getting Connected: Best Practices for Technology-Enhanced Teaching and Learning in Higher Education.

      Oxford University Press.

Worrell, F. C., Casad, B. J., Daniel, D. B., McDaniel, M,. Messer, W. S., Miller, H. L., Prohaska, V., &

     Zlokovich, M. S. (2009). Promising principles for translating psychological science into teaching and

     learning.  In D.F. Halpern (Ed.), Undergraduate Education in Psychology: A Blueprint for the Future of the

     Discipline. Washington, DC: American Psychological Association.

Daniel, D. B. & Poole, D. A. (2009). The ecology of pedagogy: How collaborative research can prevent us
     from harming students. Perspectives on Psychological Science. 4(1), 91-96. Click here to read

Fischer, K. W. &  Daniel, D. B. (2009). Need for Infrastructure to Connect Research with Practice in Education. 

     Mind, Brain and Education. Vol. 3(1), 1-2.    Click here to read

Fischer, K. W., Daniel, D. B., Immordino-Yang, M. H., Stern, E., Battro, A., & Koizumi, H.  (2007). Why mind, brain, and

     education? Why now? Mind, Brain, and Education. 1(1), 1-2.      Click here to read

Daniel, D. B. (2005). How to ruin perfectly good lecture. In B. Perlman, L. McCann, & B. Buskist (Eds.), 
     Voices of NITOP:  Favorite talks from the National Institute on the Teaching of Psychology. American
     Psychological Society.

Daniel, D. B. (September, 2005). Evil technology: Nature or nurture. In B. K. Saville & T. E. Zinn (Eds.), E-Excellence in  

     Teaching. APA Division 2.

Daniel, D. B., & Broida, J. P. (2004). Using web-based quizzing to improve exam performance: 
Lessons learned. Teaching of Psychology, 31, 207-208.