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  • Virginia Clinton-Lisell

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Portrait of Virginia Clinton-Lisell

Virginia Clinton-Lisell

PhD
  • Assistant Professor, Education, Health & Behavior
    • Educational Psychology

Contact Info

  • Email: virginia.clinton@UND.edu
  • Office:
  • Dept: 701.777.5793

Office Address

Education Room 260
231 Centennial Dr Stop 7189
Grand Forks, ND 58202-7189

Curriculum Vitae

  • Curriculum Vitae

Websites

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Biography

Dr. Virginia Clinton-Lisell began her career in education as an ESL teacher in New York City. She then obtained her PhD in Educational Psychology with a minor in Cognitive Science at the University of Minnesota where she was trained in educational research. She has published over 20 articles in education research and teaches courses in education research and program evaluation. Her current research focuses on the psychology of reading comprehension, Open Educational Resources, and student attitudes towards active learning. 

Follow on twitter at @drclintonlisell

EFR 500: Introduction to Educational Foundations

EFR 509: Introduction to Educational Research

T&L 252: Child Development

EFR 511: Program Evaluation

EFR 501: Psychological Foundations of Education

- Psychology of Reading

- Open Educational Resources

- Motivation for Active Learning

- Scholarship of Teaching and Learning


Clinton-Lisell, V., Kelly, A.E., & Clark, T. (in-press). Modeling e-textbook tools or encouraging reading from paper: What are the effects on medium choice and textbook use? College Teaching. http://doi.org/10.1080/87567555.2020.1786665

Clinton, V., Taylor, T., Bajpayee, S., Seipel, B., Carlson, S.E., & Davison, M. (in-press). Inferential comprehension differences between narrative and expository texts: A systematic review and meta-analysis. Reading and Writing. https://doi.org/10.1007/s11145-020-10044-2

Clinton, V., & Kelly, A.E. (in-press). Improving student attitudes toward discussion boards using a brief motivational intervention. Scholarship of Teaching and Learning in Psychology.  doi: 10.1037/stl0000160 

Clinton, V. & Kelly, A.E. (2020). Student attitudes toward group discussions. Active Learning in Higher Education, 21(2), 154-164. doi: 10.1177/1469787417740277  Video abstract here: https://www.youtube.com/watch?v=phI5Ti5ML3M&t=1s

Clinton, V. (2019). Reading from paper compared to screens: A systematic review and meta-analysis.  Journal of Research in Reading. doi: 10.1111/1467-9817.12269 

Walkington, C., Clinton, V., & Sparks, A. (2019). The effect of language modification of mathematics story problems on problem solving in online homework. Instructional Science, 47(5),499-529. doi: 10.1007/s11251-019-09481-6 

Clinton, V., Legerski, E., & Rhodes, B. (2019). Comparing student learning from and perceptions of open and commercial textbook excerpt: A randomized experiment. Frontiers in Education, 4, art. 110, 1-12. doi: 10.3389/feduc.2019.00110

Clinton, V., & Khan, S. (2019). Efficacy of open textbook adoption on learning performance and course withdrawal rates: A meta-analysis. AERA Open, 5(3), 1-20. 10.1177/2332858419872212

Clinton, V. & Wilson, N. (2019). More than chalkboards: Classroom spaces and collaborative learning attitudes. Learning Environments Research, 22(3), 325-344. doi: 10.1007/s10984-019-09287-w

Clinton, V. & Walkington, C. (2019). Interest-enhancing approaches to mathematics curriculum design: Illustrations and personalization. The Journal of Educational Research, 112(4), 495-411. doi: 10.1080/00220671.2019.1568958

Clinton, V., Basaraba, D.L., & Walkington, C. (2018). English learners and mathematical word problem solving: A systematic review. In D.L. Baker, D.L. Basaraba, & C. Richards-Tutor (Eds.) Second language acquisition: Methods, perspectives and challenges (pp. 171-208).Nova Science Publishers.

Clinton, V. (2019). Cost, outcomes, use, and perceptions of Open Educational Resources in psychology: A narrative review of the literature. Psychology Learning and Teaching, 18(1), 4-20. doi: 10.1177/1475725718799511

Pier, E., Walkington, C., Clinton, V., Boncoddo, R., Williams-Pierce, C., Alibali, M.W., & Nathan, M., (2019). Embodied truths: How dynamic gestures and speech contribute to mathematical proof practices Contemporary Educational Psychology doi: 10.1016/j.cedpsych.2019.01.012

Clinton, V., & Meester, S. (2019). A comparison of two in-class anxiety reduction exercises before a final exam. Teaching of Psychology, 46(1), 92-95. Doi: 10.1177/0098628318816182 https://journals.sagepub.com/doi/10.1177/0098628318816182

Clinton, V. (2018). Savings without sacrifices: A case study of open-source textbook adoption. Open Learning: The Journal of Distance and Open Learning. doi: 10.1080/02680513.2018.1486184 Full text available: https://osf.io/by7jn/

Clinton, V., Swenseth, M., & Carlson, S.E. (2018). Do Mindful Breathing Exercises Benefit Reading Comprehension? A Brief Report. Journal of Cognitive Enhancement, 2(3), 305-310. doi: 10.1007/s41465-018-0067-2

Clinton, V. (2018). Reflections versus extended quizzes: Which is better for student learning and self-regulation? Journal of the Scholarship of Teaching and Learning, 18(1). doi: 10.14434/josotl.v18i1.22508 Full text available at http://rdcu.be/Ht4t

Walkington, C., Clinton, V., & Shivraj, P. (2018). How readability factors are differentially associated with performance for students of different backgrounds when solving math word problems. American Educational Research Journal, 55(2), 362-414. . doi: 10.3102/0002831217737028

Williams, C.C., Pier, E., Walkington, C., Clinton, V., Boncoddo, R. Nathan, M., & Alibali, M. (2017). What we say and how we do: Action, gesture, and language in proving. Journal of Research in Mathematics Education, 48(3), 248-260. doi: 10.5951/jresematheduc.48.3.0248

Clinton, V., Cooper, J.L., Michaelis, J., Alibali, M.W., & Nathan, M.J. (2017).  Revising visuals based on instructional design principles:  Effects on cognitive load and learning.  In C. Was, F.J. Sansosti, & B.J. Morris (Eds.) Eye-tracking technology applications in educational research, (pp. 195-218). Hershey, PA: IGI Global.

Seipel, B., Carlson, S.E., & Clinton, V. (2017). When do comprehender groups differ? A moment-by-moment analysis of think-aloud protocols of good and struggling comprehenders. Reading Psychology, 38, 39-70. doi: 10.1080/02702711.2016.1216489

Clinton, V., Alibali, M.W., & Nathan, M.J. (2016). Learning about posterior probability:  Do diagrams and elaborative interrogations help? Journal of Experimental Education, 84, 579-599. doi: 10.1080/00220973.2015.1048847

Clinton, V., Morsanyi, K., Alibali, M.W., & Nathan, M.J. (2016). Learning about probability from text and tables: Do color coding and labeling through an interactive-user interface help? Applied Cognitive Psychology, 30, 440-453. doi: 10.1002/acp.3223.

Clinton, V., Seipel, B., & Carlson, S.E. (2016). Linguistic markers of inference generation while reading. Journal of Psycholinguistic Research, 45,  553-574.. doi: 10.1007/s10936-015-9360-8

Walkington, C., Clinton, V., Ritter, S., & Nathan, M. J. (2015). How readability and topic incidence relate to performance on mathematics story problems in computer-based curricula. Journal of Educational Psychology, 107(4), 1051-1074.

Clinton, V. (2015). Examining associations between reading motivation and inference generation beyond reading comprehension skill. Reading Psychology,36(6), 473-498. doi: 10.1080/02702711.2014.892040

Clinton, V. (2014).  The relationship between approaches to learning and the process of learning:  An examination of the 3P model.  Instructional Science, 42(5), 817-837.  doi: 10.1007/s11251-013-9308-z

Clinton, V., Seipel, B., van den Broek, P., McMaster, K.L., Kendeou, P., Carlson, S., & Rapp, D.N. (2014).  Gender differences in inference generation by fourth-grade students.  Journal of Research in Reading 37(4), 356-374.  doi: 10.1111/j.1467-9817.2012.01531.x

Clinton, V. & van den Broek, P.  (2012).  Interest, inferences, and learning from texts. Learning and Individual Differences, 22(6), 650-663.  doi: 10.1016/j.lindif.2012.07.004

2016-present   Assistant Professor, University of North Dakota, Educational Foundations and Research

2014-2016       Instructor, University of North Dakota, Psychology and Teaching & Learning

2011-2014       Postdoctoral Research Associate, University of Wisconsin-Madison, Wisconsin Center for Educational Research

2013-2014       Adjunct Instructor, Madison Area Technical College

2009-2010       Adjunct Instructor, Inver Hills Community College

2009                Graduate Teaching Assistant, University of Minnesota

2005-2006       Learning Instructor, University of Pennsylvania

2004-2005       Classroom teacher, PS 249K, Brooklyn, NY

Terada, Y. (2019, December 5). 2019 Education Research Highlights. Retrieved from https://www.edutopia.org/article/2019-education-research-highlights

Clinton, V. (2019, September 12). Reading from screens compared to paper: What are the differences? [Web log post] Retrieved from https://www.learningscientists.org/blog/2019/9/12-1

Bang, K. (2019, August 15). Paper and Screen Reading. Morning Wave Busan English Radio. Retrieved from http://www.befm.or.kr/radio/ProgramAction.do?cmd=PlayListMgr&prgmId=morning_sp&tab=PRGM_SCRIPT

Barshay, J. (2019, August 12). Evidence increases for reading on paper instead of screens. The Hechinger Report. Retrieved from https://hechingerreport.org/evidence-increases-for-reading-on-paper-instead-of-screens/

Miller, P. (2019, July 2). Reading beyond comprehension. UND Today. Retrieved from http://blogs.und.edu/und-today/2019/07/reading-beyond-comprehension/

Blair, K. (2019, May 23). What’s important to know about screens and reading? Carolina Journal. Retrieved from https://www.carolinajournal.com/opinion-article/whats-important-to-know-about-screens-and-reading/

Ralph, M. & Woodruff, L. (2019, May 12). Reading and Metacognition, 2 pint Professional Learning Communities, [Audio podcast] Retrieved from https://twopintplc.com/podcast-episode/027-reading-and-metacognition

Marshall, V. (2019, April 19). Text books versus technology? Which is better for student learning? Valley News Live. Retrieved from https://www.valleynewslive.com/content/news/Text-books-versus-technology-Which-is-better-for-student-learning-508828421.html

Rosenberg, C. (2019, April 17). Is print reading better than digital reading? Mother Nature News. Retrieved from https://www.mnn.com/green-tech/gadgets-electronics/stories/we-read-digital-text-differently-print

Thompson, A., & Weaver, C. (2019, April 17). Study: Paper Reading More Effective Than Screen Reading. Voice of America. Retrieved from https://learningenglish.voanews.com/a/study-paper-reading-more-effective-than-screen-reading/4876473.html

Herold, B. (2019, April 6). Screen reading word for comprehension, leads to overconfident, new meta-analysis concludes. Education Week. Retrieved from https://blogs.edweek.org/edweek/DigitalEducation/2019/04/screen_reading_worse_for_comprehension_metaanalysis.html?intc=main-mpsmvs

Mook, S. (2018, December 2). Open access textbooks help save students money, keep them in class, officials say. Grand Forks Herald, pp A1, A3. https://www.grandforksherald.com/news/education/4536605-open-access-textbooks-help-save-students-money-keep-them-class-officials-say      

Newberry, D. (2017, October 4). Making more free books available to students. Dakota Student. Retrieved from

https://dakotastudent.com/10982/news/making-more-free-books-available-to-students/ 

Clinton, V. (2017, July 11). Elaborative interrogation-what if students can’t produce useful elaborations? [Web log post] Retrieved from http://www.learningscientists.org/blog/2017/7/11-1

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