ARTICLES in PEER-REVIEWED JOURNALS

Petrosino, A.J. (in press). Integrating Curriculum, Instruction, and Assessment in Project-Based Instruction: A Case Study of an Experienced Teacher. Journal of Science Education and Technology. Volume 13 (2),

Bucci, T. T., Petrosino, A.J., Cherup, S., & Cunningham, A, (2004). Meeting the ISTE Challenge in the Field: An Overview of the First Six Distinguished Achievement Award Winning Programs. Journal of Computing in Teacher Education, Volume 21 (1), 13-24.

Pandy, M.G., Petrosino, A.J., Austin, B.A., and Barr, R.E. (2004). Assessing Adaptive Expertise in Undergraduate Biomechanics. Journal of Engineering Education, 93 (3), 1-12. [Acceptance rate 13%]

 Pandy, M. G., Petrosino, A. J., Barr, R. E., Tennant, L., Seth, A. (2003). Design, Implementation, and Assessment of an HPL-inspired Undergraduate Course on Biomechanics. Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Nashville, TN.

Petrosino, A.J. (2003). Commentary: A Framework for Supporting Learning and Teaching about Mathematical and Scientific Models. Contemporary Issues in Technology and Teacher Education, 3(3), 288-299.

Nathan, M. J. & Petrosino, A. J. (2003). Expert Blind Spot Among Preservice Teachers. American Educational Research Journal. 40(4), 905-928.

Barr, R. E., Pandy, M. G., Petrosino, A. J., Abraham, L. D., Karande, T., & Patel, B. (2003). Classroom Testing of Virtual Biomechanics Laboratory (VBL) Learning Modules. Proceedings of the 2003 ASEE Gulf-Southwest Annual Conference. Arlington, TX. [Awarded Best Paper from the 2003 ASEE (American Society of Engineering Education) Gulf-Southwest Conference.]

Bucci, T. T., Cherup, S., Cunningham, A, & Petrosino, A.J. (2003). ISTE Standards in Teacher Education: A Collection of Practical Examples. The Teacher Educator, 39(92), 95-114. [acceptance rate is 22%]

Petrosino, A.J., & Dickinson, G. (2003). Integrating Technology with Meaningful Content and Faculty Research: The UTeach Natural Sciences Program. Contemporary Issues in Technology and Teacher Education, 3(1), 95-115.

Stroup, W. M. & Petrosino, A. J. (2003). An Analysis of Horizontal and Vertical Device Design for School-related Teaching and Learning. Education, Communication & Information. Vol.3 (3). pp.327-345.

Petrosino, A. J., Lehrer, R., & Schauble, L. (2002). Structuring Error and Experimental Variation as Distribution in the Fourth Grade. Journa l of Mathematical Thinking and Learning. 5(2&3), 131-156.

Nathan, M. J. & Petrosino, A. J. (2002). Expert Blind Spot Among Pre-service Mathematics and Science Teachers. Proceedings of International Conference of the Learning Sciences 2002, Seattle, WA, October 2002. (50% acceptance rate)

Petrosino, A. J. (1999). Instructional Design: Solving Instructional Design Problems. Journal of Educational Computing Research. Vol 19(4), 433-439.

Barron, B.J., Schwartz, D.L., Vye, N.J., Moore, A., Petrosino, A.J., Zech, L., Bransford, J.D., and CTGV. (1998). Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning. Journal of the Learning Sciences. 7 (3 & 4), 271-311. Hillsdale, NJ: Lawrence Erlbaum.

Petrosino, A.J., Pfaffman, J. and CTGV. (1997, December). The Mission to Mars Webliographer: A Principled Approach to the Design of a CSCL Tool. In R. Hall, N. Miyake, and N. Enyedy (Eds.), Proceedings of the Computer Support for Collaborative Learning ‘97 Conference (pp. 198-206).Toronto, Canada.

Petrosino, A.J. (1996, August). The Role of Content Expertise in the Learning Community. In D. Edelson and E. Domeshek (Eds.), Proceedings of ICLS 96 (pp. 468-473). Charlottesville: Association for the Advancement of Computing in Education (AACE).

Lin, X., Bransford, J. D., Hmelo, C. E., Kantor, R. J., Hickey, D. T., Secules, T., Petrosino, A. J., Goldman, S. R., & CTGV (1995). Instructional design and development of learning communities: An invitation to a dialogue. Educational Technology, 35(5) pp.53-63.

 Petrosino, A. J. (1995). The importance of authentic situations for problem solving. Educator’s Forum ‘95. Boston: Houghton Mifflin Company.

 Petrosino, A. J ., Sherwood, R.D., Bransford, J.D., Brophy, S., and CTGV. (1995). The use of cognitive tools to facilitate knowledge construction in macro context environments: foundations, design issues, and the development of applications in applied settings. S. Helgeson (Ed), Proceedings: Working conference on technology applications in the science classroom. The National Center for Research in Science Teaching and Learning.

Moore, J. L., Lin, X., Schwartz, D. L., Petrosino, A., Hickey, D. T., Campbell, O., Hmelo, C., & The Cognition and Technology Group at Vanderbilt. (1994). The relationship between situated cognition and anchored instruction: A response to Tripp. Educational Technology 34(8) 28-32.

Cognition and Technology Group at Vanderbilt [including Petrosino, A. J.] (1993). Technological tools to enhance math education: The Jasper series. Communications of the ACM, 36, 52-54.

Cognition and Technology Group at Vanderbilt [including Petrosino, A. J.] (1993). Anchored instruction and situated cognition revisited. Educational Technology, 22(3), 52-70.

(under review) Petrosino, A. J. . Student Activity in Classroom Experimentation: A Sociocultural Analysis of a Model Rocket Activity. Science Education.

(in revision) Petrosino, A. J. and Cunningham, A. Professional Development through Design, Reflective Practice and Multimedia: A Case for Type II Technologies in Teacher Education. Computers in the Schools

 

BOOK CHAPTERS

Petrosino, A. J . & Kohler, M. (in press). Teachers as Designers: Pre- and In-Service Teachers Authoring of Anchor Video as a Means to Professional Development . To appear in R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences. Lawrence Erlbaum Associates.

Lehrer, R., Schauble, L., and Petrosino, A. J. (2001). Reconsidering the Role of Experimentation in Science Education. In Crowley, K., Schunn, C. D. & Okada, T. (Eds.) Designing for Science: Implications from Everyday, Classroom, and Professional Settings. (pp.251-278.) Mahwah, NJ: Erlbaum.

Cognition and Technology Group at Vanderbilt [including Petrosino, A. J.].. (2000). Adventures in Anchored Instruction: Lessons Learned from Beyond the Ivory Tower. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 5). (pp.35-99) Mahwah, NJ: Erlbaum..

Goldman, S.R., Petrosino, A.J. and CTGV. (1999). Design Principles for Instruction in Content Domains: Lessons from Research on Expertise and Learning. In F.T. Durso, (Ed.), Handbook of Applied Cognition. Chichester, (pp.595-628) England: Wiley..

Lamon, M., Secules, T., Petrosino, A. J., Hackett, R., Bransford, J. D., and Goldman, S. R. (1996). Schools for Thought: Overview of the International Project and Lessons Learned from One of the Sites. In L. Schauble & R. Glaser (Eds.), Contributions of instructional innovation to understanding learning. (pp.243-288) Hillsdale, NJ: Lawrence Erlbaum..

Goldman, S. R., Petrosino, A. J., Sherwood, R. D., Garrison, S., Hickey, D., Bransford, J. D., & Pellegrino, J. W.. (1996). Anchoring Science Instruction in Multimedia Learning Environments. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl (Eds.), International perspectives on the psychological foundations of technology-based learning environments. (pp.257-284) NY, NY: Springer-Verlag..

Cognition and Technology Group at Vanderbilt [including Petrosino, A. J.]. (1996). Multimedia Environments for Enhancing Learning in Mathematics. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl (Eds.), International perspectives on the psychological foundations of technology-based learning environments. (pp.285-305) NY, NY: Springer-Verlag.

Cognition and Technology Group at Vanderbilt [including Petrosino, A. J.]. (1996). Looking at technology in context: A framework for understanding technology and education research. In D. C. Berliner and R. C. Calfee (Eds.), Handbook of educational psychology (pp. 807-840). New York: MacMillan.

Sherwood, R. D., Petrosino, A. J., Lin, X., Lamon, M. & CTGV (1995). Problem based macro contexts in science instruction: Theoretical basis, design issues, and the development of applications. In D. R. Lavoie (Ed.), Toward a cognitive-science perspective for scientific problem solving. (pp.191-214) A NARST monograph No.6..

Goldman, S. R., Petrosino, A. J., Sherwood, R. D., Garrison, S., Hickey, D., Bransford, J. D., & Pellegrino, J. W. (1994). Multimedia environments for enhancing science instruction. In S. Vosniadou, E. De Corte, & H. Mandl (Eds.), International perspectives on the psychological foundations of technology-based learning environments. (pp.89-96) New York, NY: Springer-Verlag..

Hickey, D. T., Petrosino, A. J., Pellegrino, J. W., Goldman, S. R., Bransford, J. D., Sherwood, R. D., and the Cognition and Technology Group at Vanderbilt. (1994). The Mars Mission Challenge: A Generative Problem-Solviing School Science Environment. In S. Vosniadou, E. De Corte, R. Glaser, & H. Mandl (Eds.), International perspectives on the psychological foundations of technology-based learning environments. (pp. 97-103) NY, NY: Springer-Verlag..

Moore, J. L., Lin, X., Schwartz, D. L., Petrosino, A., Hickey, D. T., Campbell, O., Hmelo, C., & The Cognition and Technology Group at Vanderbilt. (1994). The relationship between situated cognition and anchored instruction. In H. McLellen (Ed.), Perspectives on situated learning. Englewood Cliffs, NJ: Educational Technology Publications.

Cognition and Technology Group at Vanderbilt [including Petrosino, A. J.].. (1994). From visual word problems to learning communities: Changing conceptions of cognitive research. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 157-200). Cambridge, MA: MIT Press/Bradford Books .

Reports

Petrosino, A. J. (1995) Mission to Mars: An integrated curriculum. Technical Report SFT-1 Learning Technology Center, Vanderbilt University, Nashville, TN.