Publications:
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Ginsburg-Block, M., Rohrbeck, C., Lavigne, N. C., & Fantuzzo J. W. (in press). Peer assisted learning: An academic strategy for enhancing motivation among diverse students. To be published in C. Hudley and A. E. Gottfried (Eds.), Academic motivation and the culture of schooling in childhood and adolescence. Oxford University Press.
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Lavigne, N. C., Salkind, S. J., & Yan, J. (2007). College students’ mental representations of inferential statistics. Journal of Mathematical Behavior, doi: 10.1016/j.jmathb.2007.10.003
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Lavigne, N. C., & Lajoie, S. P. (2007). Statistical reasoning of middle school children engaged in survey inquiry. Contemporary Educational Psychology, 32, 63-666.
The link to the article from within UD is: http://www.sciencedirect.com/science/journal/0361476X
- Ginsburg-Block, M., Rohrbeck, C., Fantuzzo
J. W., & Lavigne,
N. C. (2006). Peer assisted learning strategies. In G.
Bear & K. Minke (Eds.), Children’s needs III: Understanding
and addressing the developmental needs of children (pp. 525-536).
Bathesda, MD: National Association of School Psychologists.
- Lavigne, N. C. (2005). Mutually
informative measures of knowledge: Concept maps plus problem sorts
in statistics. Educational Assessment, 10 (1),
33-71.
- Lajoie, S. P., & Lavigne, N. C. (2003). Mathematics
learning: Learning tools. In J. W. Guthrie (Ed.), Encyclopedia
of Education, Second
Edition, Volume 5 (pp. 1550-1552). New York: Macmillan
Reference USA.
- Lajoie, S. P., Lavigne, N. C., Guerrera, C., & Munsie,
S. D. (2001). Constructing
knowledge in the context of Bioworld. Instructional
Science, 29, 155-186.
- Lajoie, S. P., Lavigne, N. C., Munsie, S. D., & Wilkie, T. V. (1998). Monitoring student progress in statistics. In S. P. Lajoie (Ed.), Reflections on statistics: Agendas for learning, teaching, and assessment in K-12 (pp. 199-231). Mahwah, NJ: Erlbaum.
