Vita of Gregory Schraw

VITA OF GREGORY SCHRAW

Associate Dean for Administrative Affairs and Research, College of Education

Professor & Barrick Distinguished Scholar, Educational Psychology

University of Nevada-Las Vegas

Office: (702) 895-4851

Cell:(702) 461-3185

EDUCATION

June, 1990

Ph.D., Educational Psychology (Cognition & Instruction)

University of Utah

June, 1988

M.S., Statistics (Applied Statistics)

University of Utah

June, 1986

M.S., Education (Instructional Science)

University of Utah

June, 1984

Utah State Teacher's Certificate

Secondary Education

PROFESSIONAL EXPERIENCE

Associate Dean College of Education.University of Nevada, Las Vegas.May 2012 to present

Full Professor. Educational Psychology. 2000 to present.

Co-editor: Current perspectives on cognition, learning, and instruction series published by Information Age Publishing.

Director of Center for Research, Evaluation and Assessment (CREA). University of Nevada-Las Vegas. Served as director of evaluation on university, state, and national evaluation and assessment projects. Coordinated university course evaluation system. Coordinated doctoral graduate assistants. 2012 to present.

Co-Director of Center for Evaluation and Assessment (CEA). University of Nevada-Las Vegas. Served as coordinator of evaluation on university, state, and national evaluation and assessment projects. Coordinated doctoral graduate assistants. September 2003 to September 2007.

Director of Center for Educational Research and Planning (CERP). University of Nevada-Las Vegas. Served as coordinator of external funding for College of Education. September 2001 to September 2003.

NAEP Technical Working Group. Served as cognition and measurement expert on technical evaluation of NAEP test. (2003). Bi-annual meetings in Washington, DC.

State of Nevada Technical Advisory Committee. Consultant on statewide testing, assessment and accountability. Coordinated Nevada alternate assessment system 2003-2008. Conducted a variety of technical studies such as alignment, standard setting, and the creation of performance level descriptors. September 2003 to June, 2008.

Associate Professor of Educational Psychology. University of Nebraska, Lincoln.1990 to 2000.

AWARDS

Fellow, American Educational Research Association. 2009.

Barrick Distinguished Scholar Award for outstanding research contributions to UNLV. 2003.

Richard E. Snow Early Career Achievement Award. Awarded by the American Psychological Association. 2000.

Outstanding Research Award. University of Nevada, Las Vegas, 2002.

Outstanding Teaching Award. University of Nebraska, Lincoln, 1994.

PUBLICATIONS

JOURNAL ARTICLES

Schraw, G, Ivanov, I., & Hartley, K. (in preparation). The effect of interest and concreteness on reading time and recall of narrative and expository text.

Schraw, G. (invited article in review). Conceptual integration and measurement of epistemological and ontological beliefs in educational research. ISRN Education.

Schraw, G., Olafson, L. J., & Marchand, G. (in submission). Developing expert researchers: The role of deliberate practice in graduate training of quantitative research competencies.

Gutierrez, A. P. & Schraw, G. (in submission). The Effect of Strategy Training and Incentives on Calibration Accuracy

Olafson, L., Schraw, G., & Kehrwald, N. (in revision). Academic dishonesty: Behaviors, sanctions and retention of responsible offenders. Journal of College Student Development.

Schraw, G., Robinson, D. H., Levin, J. R., Patall, E., & Hunt, E. (in revision). Thoughts on improving evidence-based practice on empirical results reported in primary educational research journals. Educational Psychologist.

Schraw, G., Kuch, F., & Gutierrez, A. (in press). Assessing the dimensionality of calibration measures used in monitoring research. Learning and Instruction.

Olafson, L., Schraw, G., Nadelson, L., Nadelson, S, & Kehrwald, N. (in press). Exploring the judgment-action gap: College students and academic dishonesty. Ethics and Behavior.

Paik, E. S., & Schraw, G. (2012). Learning with animation and illusions ofunderstanding. Journal of Educational Psychology. Advance online publication. doi:10.1037/a0030281

McCrudden, M. T., Magliano, J., & Schraw, G. (2011). The effects of diagrams on online reading processes and memory. Discourse Processes, 48, 69-92.

Olafson, L. J., Schraw, G., Vanderveldt, M., & Ponder, J. & (2011). Worth the Hassles: The Impact of Social Action Projects on teachers’ beliefs and practices. Action in Teacher Education, 33, 108-124.

Schraw, G. (2010). Measuring self-regulation in computer-based learning environments. Educational Psychologist, 45, 258-266.

Schraw, G. (2010). No school left behind. Educational Psychologist, 45, 1-6.

Schraw, G., Olafson, L. J., Vanderveldt, M., & Ponder, J. (2010). Teachers’ epistemological stances and citizenship education. In Factis Pax, 4, 78-107.

McCrudden, M., & Schraw, G. (2010). The effects of relevance instructions and verbal ability on text processing. Journal of Experimental Education, 78, 96-117.

Olafson, L. J., Schraw, G., & Vanderveldt, M. (2010). Consistency and development of teachers’ epistemological and ontological world views. Learning Environments Research, 13, 243-266.

McCrudden, M. T., Magliano, J., & Schraw, G. (2010). Exploring how relevance instructions affect personal reading intentions, reading goals, and text processing: A mixed methods study. Contemporary Educational Psychology, 35, 229-241.

Hoffman, B., & Schraw, G. (2010). Conceptions of efficiency: Applications in learning and problem solving. Educational Psychologist, 45, 1-14.

Schraw, G. (2009). A conceptual analysis of five measures of metacognitive monitoring. Metacognition and Learning, 4, 33-45.

Hoffman, B., & Schraw, G. (2009). The influence of self-efficacy and working memory capacity on problem-solving efficiency. Learning and Individual Differences, 19, 91-100.

Lane, S., Zumbo, B., Abedi, J., Benson, J., Dossey, J., Elliott, S., Kane, M., Linn, R., Rodriguez, M., Schraw, G., Slattery, J., Thomas, V., & Willhoft, J. (2009). Prologue: An introduction to the evaluation of NAEP. Applied Measurement in Education, 22, 309-316.

McCrudden, M., Schraw, G, & Lehman, S. (2009). The use of adjunct displays to facilitate comprehension relationships in expository text. Instructional Science, 37, 65-86.

Hoffman, B., McCrudden, M. T., Schraw, G., & Hartley, K. (2008). The effects of instructional complexity and working memory on problem solving efficiency. Asia Pacific Education Review, 9, 464-474.

Schraw, G. (2007). The use of computer-based environments for understanding and improving self-regulation. Metacognition and Learning, 2, 169-176.

Spatariu, A., Hartley, K., Schraw, G., Bendixen, L. D, & Quinn, L.F. (2007). The Influence of the Discussion Leader Procedure on the Quality of Arguments in Online Discussions. The Journal of Educational Computing Research, 37, 83-103.

Nussbaum, E. M., & Schraw, G. (2007). Promoting argument-counterargument integration in students’ writing. Journal of Experimental Education, 76, 59-92.

Schraw, G., Wadkins, T., & Olafson, L. J. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99, 12-25.

Lehman, S., Schraw, G., McCrudden, M.T., & Hartley, K. (2007).Processing and recall of seductive details in scientific text.Contemporary Educational Psychology, 32, 569-587.

Nietfeld, J.L., Finney, S., & Schraw, G. (2007). A test of two-factor working memory. Contemporary Educational Psychology, 32, 499-515.

McCrudden, M. T., Schraw, G., Lehman, S., & Poliquin, A. (2007). The effect of causal diagrams on text learning.Contemporary Educational Psychology, 32, 367-388.

McCrudden, M. T., & Schraw, G. (2007).Relevance and goal-focusing in text processing.Educational Psychology Review, 19, 113-139.

McCrudden, M. T., Schraw, G., & Hartley, K. (2006). The effect of general relevance instructions on shallow and deeper learning and reading time. Journal of Experimental Education, 74, 293-310.

Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139.

Nietfeld, J.L., Enders, C. K., & Schraw, G. (2006). A monte carlo comparison of two measures of monitoring accuracy. Educational and Psychological Measurement, 66, 258-271.

Olafson, L. J., & Schraw, G. (2006). Teachers’ beliefs and practices within and across domains. International Journal of Educational Research, 45, 71-84.

Schraw, G. (2005). An interview with K. Anders Ericsson. Educational Psychology Review, 17, 389-412

Schraw, G., Brooks, D. W., & Crippen, K. (2005). Using an interactive compensatory model of learning to improve chemistry teaching. Journal of Chemical Education, 82, 637-640.

McCrudden, M. T., Schraw, G., & Kambe, G. (2005). The effect of relevance instructions on reading time and learning. Journal of Educational Psychology, 97, 88-102.

McCrudden, M. & Schraw, G., Hartley, K., & Kiewra, K. (2004). The Influence of Presentation, Organization, & Example Context on Text Learning. Journal of Experimental Education, 72, 289-306.

Flowerday, T. & Schraw, G., & Stevens, J. (2004). The role of choice and interest in reader engagement. Journal of Experimental Education, 27, 93-116.

Schraw, G., & Sinatra, G. M. (2004). Epistemological development and its impact on cognition in academic domains. Contemporary Educational Psychology, 29, 95-102.

Schraw, G. (2003). The seven sins of memory: How the mind forgets and remembers. Educational Psychology Review, 15, 101-113.

Flowerday, T. & Schraw, G. (2003). The effect of choice on cognitive and affective engagement. Journal of Educational Research, 96, 207-215.

Finney, S., & Schraw, G. (2003). Self-efficacy beliefs in college statistics courses. Contemporary Educational Psychology, 28, 161-186.

Schraw, G., & Olafson, L. J. (2002). Teachers’ epistemological world views and educational practices. Issues in Education 8, 99-148.

Olafson, L. J., & Schraw, G. (2002). Some final thoughts on the epistemological melting pot. Issues in Education, 8, 233-246

Lehman, S., & Schraw, G. (2002). Effects of coherence and relevance on shallow and deep text processing. Journal of Educational Psychology, 94, 738-750.

Nietfeld, J. L. & Schraw, G. (2002). The role of knowledge and strategy training on monitoring accuracy. Journal of Educational Research, 95, 134-142.

Schraw, G. (2001). Current themes and future directions in epistemological research: A commentary. Educational Psychology Review,14, 451-464.

Schraw, G., Flowerday, T., & Lehman, S. (2001). Promoting situational interest in the classroom. Educational Psychology Review, 13, 211-224.

Schraw, G., & Lehman, S. (2001). Situational interest: A review of the literature and directions for future research. Educational Psychology Review, 13, 23-52.

Flowerday, T. & Schraw, G. (2000). Teachers beliefs about academic choice: A phenomenological study. Journal of Educational Psychology, 92, 634-645.

Schraw, G. (2000). Reader beliefs and meaning construction in narrative text. Journal of Educational Psychology, 92, 96-106.

Schraw, G., & Bruning, R. (1999). How implicit models of reading affect motivation to read and reading engagement. Scientific Studies of Reading, 3, 281-302.

Schraw, G. & Flowerday, T., & Reisetter, M. F. (1998). The role of choice in reading engagement. Journal of Educational Psychology, 90, 705-715.

Schraw, G. & Nietfeld, J. L. (1998). A further test of the general monitoring skill hypothesis. Journal of Educational Psychology, 90, 236-248.

Schraw, G. (1998). Processing and recall differences among seductive details. Journal of Educational Psychology, 90, 3-13.

Schraw, G., & Aplin, B. (1998). Teacher preferences for mastery-oriented students. Journal of Educational Research, 91, 215-220.

Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125.

Bendixen, L., Schraw, G., & Dunkle, M. E. (1998). Epistemic beliefs and moral reasoning. Journal of Psychology, 13, 197-200.

Schraw, G., & Graham, T. (1997). Helping gifted students develop metacognitive knowledge. Roeper Review, 20, 4-8.

Schraw, G. (1997). Situational interest in literary text. Contemporary Educational Psychology, 22, 436-456.

Schraw, G. (1997). The effect of generalized metacognitive knowledge on test performance and confidence judgments. The Journal of Experimental Education, 65, 135-146.

Schraw, G., & Bruning, R. (1996). Readers' implicit models of reading. Reading Research Quarterly, 31, 290-305.

Schraw, G. (1996). Interactive, compensatory reading strategies. Journal of Literacy Research, 28, 55-70.

Schraw, G. (1995). Components of metaphoric processing. Journal of Psycholinguistic Research, 24, 23-38.

Schraw, G. (1995). Measures of feeling-of-knowing accuracy: A new look at an old problem. Applied Cognitive Psychology, 9, 321-332.

Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7, 351-371.

Schraw, G., Bruning, R., & Svoboda, C. (1995). Sources of situational interest. Journal of Reading Behavior, 27, 1-18.

Schraw, G., Dunkle, M. E., & Bendixen, L. (1995). Cognitive processes in well-defined and ill-defined problem solving. Applied Cognitive Psychology, 9, 1-16.

Schraw, G., Dunkle, M. E., Bendixen, L., & Roedel, T. D. (1995). Does a general monitoring skill exist? Journal of Educational Psychology, 87, 1-12.

Schraw, G., Horn, C., Thorndike-Christ, T., & Bruning, R. (1995). Academic goal orientations and student classroom achievement. Contemporary Educational Psychology, 20, 359-369.

Roedel, T. D., & Schraw, G. (1995). Beliefs about intelligence and academic goals. Contemporary Educational Psychology, 20, 551-558.

Wade, S. E., Alexander, P. A., Schraw, G., & Kulikowich, J. (1995). The perils of criticism: Response to Goetz and Sadoski. Reading Research Quarterly, 30, 512-515.

Bendixen, L., Dunkle, M. E., & Schraw, G. (1994). Epistemological beliefs and reflective judgment. Psychological Reports, 75, 1595-1600.

Roedel, T. D., Schraw, G., & Plake, B. S. (1994). Validation of a measure of learning and performance goal orientations. Educational and Psychological Measurement, 54, 1013-1021.

Schraw, G. (1994). The effect of metacognitive knowledge on local and global monitoring. Contemporary Educational Psychology, 19, 103-114.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.

Schraw, G., & Dennison, R. S. (1994). Effects of task-driven interest on recall of text. Journal of Reading Behavior, 26, 1-18.

Robinson, D. H., & Schraw, G. (1994). Computational efficiency through visual argument: Do graphic organizers communicate relations in text too effectively? Contemporary Educational Psychology, 19, 399-415.

Schraw, G., & Roedel, T. D. (1994). Test difficulty and judgment bias. Memory & Cognition, 22, 63-69.

Schraw, G. (1994). A matter of interest. Applied Cognitive Psychology, 8, 526-528.

Schraw, G., Potenza, M. T., & Nebelsick-Gullet, L. (1993). Constraints on the calibration of performance. Contemporary Educational Psychology, 18, 455-463.

Schraw, G., Wade, S. E., & Kardash, C. A. (1993). Interactive effects of text-based and task-based importance on learning from text. Journal of Educational Psychology, 85, 652-661.

Horn, C., Bruning, R., Schraw, G., & E. Curry. (1993). Paths to success in the college classroom. Contemporary Educational Psychology, 18, 464-478.

Wade, S. E., Schraw, G., Buxton, W., & Hays, M. (1993). Seduction of the strategic reader: Effects of interest on selective attention and recall. Reading Research Quarterly, 28, 3-24.

Wade, S. E., Trathen, W., & Schraw, G. (1990). An analysis of spontaneous study strategies. Reading Research Quarterly, 25, 147-166.

Burbules, N. C., Schraw, G., & Trathen, W. (1989). Metaphor, idiom, and figuration. Metaphor and Symbolic Activity, 2, 93-110.

Schraw, G., Trathen, W., Reynolds, R. E., & Lapan, R. T. (1988). Preferences for idioms: Restrictions due to lexicalization and familiarity. Journal of Psycholinguistic Research, 17, 413-424.

BOOKS

Schraw, G., & Buckendahl, C. (in preparation). Teacher accreditation in the age of CAEP. Charlotte, NC: Information Age Publishers.

Schraw, G. (in preparation). Research methods: A problem solving approach. New York: Prentice-Hall Publishing Company.

Schraw, G., Brownlee, J., Olafson, L., & VanderVeldt, M. (in preparation). Teachers’ epistemological beliefs: Evolving models for transforming practice. New York: Springer.

Schraw, G., McCrudden, M. T., & Robinson, D. R. (in press). Learning through visual displays. Charlotte, NC: Information Age Publishers.

Mayrath, M. C., Clarke-Midura, J., Robinson, D. R., & Schraw, G. (2011). Technology-based-assessments for the 21st century: Theoretical and practical implications from modern research. Charlotte, NC: Information Age Publishers.

McCrudden, M. T., Magliano, J. P. & Schraw, G. (2011). Text Relevance and Learning from Text. Charlotte, NC: Information Age Publishing.

Schraw, G., & Robinson, D. R. (2011). Assessment of higher order thinking skills. Charlotte, NC: Information Age Publishers.

Brownlee, J., Schraw, G., & Berthelsen, D. (2011). Personal epistemology and teacher education. New York, NY: Routledge Publishers.

Bruning, R., Schraw, G., Norby, M. (2011). Cognitive psychology and instruction, 5th edition. New York: Prentice-Hall Publishing Company.

Robinson, D. R. & Schraw, G. (2008). Innovations in educational technology research. New York, NY: Information Age Publishers.

Schraw, G., & Impara, J. (2000). Issues in the measurement of metacognition, (Ed.). Lincoln, NE: Buros/Nebraska Press.

BOOOK CHAPTERS

Schraw, G., & Paik, E. (in press). Toward a typology of instructional visual displays. In G. Schraw, M. McCrudden,& D. Robinson (Eds.), Learning through visual displays (pp. 1-xx). Greenwich, CT: Information Age Publishers.

Poliquin, A., & Schraw, G. (in press). Strategy training with causal diagrams to improve text learning. In G. Schraw, M. McCrudden, & D. Robinson (Eds.), Learning through visual displays (pp. xx-xx). Greenwich, CT: Information Age Publishers.

Schraw, G., Brownlee, J., & Olafson, L. (2012). Teachers’ epistemological beliefs and achievement. In J. Hattie & E. Anderman (Eds.), International handbook of student achievement (pp. 268-270). New York, NY: Routledge Publishers.

Schraw, G. & Gutierrez, A. P. (2012). Assessment of thinking skills. In M. C. Shaugnessey (Ed.), Critical thinking and higher-order thing: A current perspective (pp. xx-xx). Hauppauge, NY: Nova Science Publishers.

Schraw, G., Olafson, L., & VanderVeldt, M. (2012). Epistemological development and learning. In N. S. Seel, (Ed.), Encyclopedia of the sciences of learning, Part 5 (pp. 1165-1168).

Hoffman, B., Schraw, G., & McCrudden, M T. (2012). Cognitive efficiency. In N. S. Seel, (Ed.), Encyclopedia of the sciences of learning, Part 3 (pp. 590-593).

McCrudden, M. T., Schraw, G., & Hoffman, B. (2012). Text relevance. In N. S. Seel, (Ed.), Encyclopedia of the sciences of learning, Part 20 (pp. 3307-3310).

Schraw, G., Olafson, L., Weibel, M. & Sewing, D. (2012). Metacognitive knowledge and field-based science learning in an outdoor environmental education program. In A. Zohar & Y. J. Dori (Eds.), Metacognition in science education; Trends in current research (pp. 57-78). New York, NY: Springer.

Schraw, G. (2012). Assessment of thinking skills. In Oxford Bibliographies Online: Module Name. Ed. EIC Name. New York: Oxford University Press.

Schraw, G. (2011). Thinking skills in educational settings. In Oxford Bibliographies Online: Module Name. Ed. EIC Name. New York: Oxford University Press.

Schraw, G. (2011). Self-regulation in educational settings. In Oxford Bibliographies Online: Module Name. Ed. EIC Name. New York: Oxford University Press.

Schraw, G., & Robinson, D. R. (2011). Conceptualizing and assessing higher order thinking skills. In G. Schraw & D. Robinson (Eds.), Assessment of higher order thinking skills (pp. 1-15). Greenwich, CT: Information Age Publishers.

Schraw, G., McCrudden, M. T., Hoffman, B. & Lehman, S. (2011). An overview of thinking skills. In G. Schraw & D. Robinson (Eds.), Assessment of higher order thinking skills (pp. 19-45). Greenwich, CT: Information Age Publishers.

McCrudden, M. T., Magliano, J.P., & Schraw, G. (2011). Relevance in text comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text Relevance and Learning from Text (pp. 1-18). Greenwich, CT: Information Age Publishing.

McCrudden, M. T., Magliano, J. P., & Schraw, G. (2011). Toward an integrated view of relevance in text comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text Relevance and Learning from Text (pp. 395-414). Greenwich, CT: Information Age Publishing.

Schraw, G., Olafson, L., & VanderVeldt, M. (2011). Fostering critical awareness of teachers’ epistemological and ontological beliefs. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Personal epistemology and teacher education (pp. 149-164). New York, NY: Routledge Publishers.

Brownlee, J., Schraw, G., & Berthelsen, D. (2011). Introduction to research on teacher epistemology. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Personal epistemology and teacher education (pp. 3-15). New York, NY: Routledge Publishers.

Schraw, G., Brownlee, J. & Berthelsen, D. (2011). Emergent themes in teacher epistemology. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Personal epistemology and teacher education (pp. 265-282). New York, NY: Routledge Publishers.

Olafson, L., & Schraw, G. (2010). Exploring teachers’ beliefs about the classroom. In L. Bendixen & F. Haerle (Eds.), Personal epistemology in the classroom: Theory, research and implications for practice (516-551). Cambridge, England: Cambridge University Press.

Schraw, G., Lehman, S., & McCrudden, M. (2009). Teacher motivation in the age of accountability. In J. E. Larson (Ed.), Educational Psychology: Cognition and Learning, Individual Differences and Motivation (pp. 276-289). Hauppauge, NY: Nova Science Publishers.

Schraw, G., & Reynolds, P. (2009). Contributions from cognitive psychology. In T. B. Gutkin & C. R. Reynolds (Eds.), Handbook of school psychology (pp. 124-138). New York, NY: John Wiley.

Schraw, G. (2009). Measuring metacognitive judgments. In D. Hacker, J. Dunlosky, & A. Greasser. (Eds.), Handbook of metacognition in education (pp. 415-429). New York, NY: Routledge.

Schraw, G. (2009). Knowledge representations. In E. M. Anderman & L. H. Anderman, (Eds.), Psychology of classroom learning: An Encyclopedia (pp. 530-534). Detroit, MI: Gale Publishing.

Schraw, G., VanderVeldt, M., & Olafson, L. (2009). Knowledge. In E. M. Anderman & L. H. Anderman, (Eds.), Psychology of classroom learning (pp. 527-529). Detroit, MI: Gale Publishing.

Schraw, G., Lehman, S. L. (2009). Interest. In E. M. Anderman & L. H. Anderman , (Eds.), Psychology of classroom learning (pp. 510-513). Detroit, MI: Gale Publishing.

Schraw, G., & McCrudden, M. T. (2009). Information Processing Theory. In E. M. Anderman & L. H. Anderman, (Eds.), Psychology of classroom learning (pp.493-497). Detroit, MI: Gale Publishing.

Robinson, D. H., & Schraw, G. (2008). A need for quality research in E-learning. In D. Robinson & G. Schraw (Eds.), Recent innovations in educational technology that facilitate student learning (pp. 1-11). Charlotte, NC: Information Age Publishing.

Schraw, G., & Olafson, L. (2008). Assessing Teachers’ Epistemological and Ontological Worldviews. In M. Khine (Ed.), Knowing, knowledge, and beliefs: Epistemological studies across diverse cultures (pp. 25-44). NY: Springer.

Schraw, G., Olafson, L., Kuch, F., Lehman, T., Lehman, S., & McCrudden, M. (2007). Interest and academic cheating. In E. Anderman & T. Murdock (eds.), Perspectives on academic cheating (pp. 59-85). New York, NY: Elsevier Publishing.

Schraw, G. (2006). Knowledge: Structures and processes. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology, 2nd edition, (pp. 245-264). San Diego: Academic Press.

Schraw, G., & Nietfeld, J. L. (2003). Metamemory: Its development and role in learning. In J. W. Guthrie (Ed.), Encyclopedia of education (pp. 1602-1605). New York, NY: MacMillan Reference USA.

Flowerday, T. & Schraw, G. (2003). Teachers beliefs about academic choice: A phenomenological study. In L. S. Lyne (Ed.), A cross section of educational research (pp. 18-31). Los Angeles, CA: Pyrczak Publishing.

Schraw, G., Kauffman, D. F., & Lehman, S. (2002). Self-regulated learning theory. In L. Nadel (Ed.), The encyclopedia of cognitive science (pp. 1063-1073). London: Nature Publishing Group.

Schraw, G., Bendixen, L. D. & Dunkle, M. E. (2002). Development and validation of the epistemic belief inventory (EBI). In B. Hofer & P. R. Pintrich (Eds.), The psychology of beliefs about knowledge and knowing (pp. 261-276). Mahwah, NJ: Erlbaum.

Schraw, G. (2001). Promoting general metacognitive awareness. In H. H. Hartman (Ed.), Metacognition in Learning and Instruction: Theory, research, and practice (pp. 3-16). Boston, MA: Kluwer Academic Publishers.