Daniel C. Moos, Ph.D.

Gustavus Adolphus College, Department of Education

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Homepage

Recent News, Recent Publications, Recent Presentations

Contact Information

Email: dmoos@gustavus.edu

Cell phone: 202-841-0977

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Recent News

• College Assessment Director (appointed). The primary objective of the College Assement Director is to provide support to academic departments and programs in ongoing assessment processes, assist offices and units in developing evaluations of student learning, and support the Provost's Office and other relevant campus committees in promoting, monitoring, and using systematic assessment within units and across the institution.

• Editorial Board (appointed) for: Contemporary Educational Psychology, and Metacognition and Learning. Metacognition and Learning addresses various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Contemporary Educational Psychology focuses on the application of science and psychological theory to the educational process.

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Recent Publications: 2012 - present (see curriculum vitae for complete list of publications: 2004 - present)

Moos, D.C. & Miller, A., (2015). The self-regulated learning cycle with hypermedia: Stable between learning tasks? Journal of Cognitive Education and Psychology, 14(2)

Moos, D.C. & Miller, A. (2014). Personal beliefs as a lens: The role of epistemological and self-regulated learning beliefs in pre-service teachers’ evaluation of lesson plans. British Journal of Education, Society & Behavioural Science, 4(8), 768-783.

Moos, D.C. (2014). Setting the stage for metacognition during hypermedia learning: What motivation constructs matter? Computers & Education, 70, 128 - 137.

Moos, D.C. (2013). Hypermedia learning: Considering Cognitive Load and self-regulated learning. Journal of Educational Multimedia and Hypermedia, 22(1) 39-61.

Moos, D.C. & Stewart, C. (2013). Self-regulated learning with hypermedia: Bringing motivation into the conversation. In R. Azevedo and V. Aleven (Eds), International Handbook of Metacognition and Learning Technologies (pg 683 - 697). New York, NY: Springer.

Moos, D.C., & Pitton, D. (2013). Student teacher challenges: Using Cognitive  Load Theory as an explanatory lens. Teaching Education. DOI: 10.1080/10476210.2012.754869

Moos, D.C., & Ringdal, A. (2012). Self-regulated learning in the classroom: A literature review on the teacher’s role. Education Research International.

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Recent and Upcoming Conference Presentations: 2012 - present (see curriculum vitae for complete list of presentations: 2004 - present)

Moos, D.C., & Bonde, C. (April 2015). Flipping the classroom: Embedding self-regulated learning prompts in videos. Paper presented at the 2015 annual meeting of the American Educational Research Association, Chicago, IL.

Moos, D.C. (April 2015). Measuring Self-Regulated Learning: Issues and Innovations. Symposium paper presented at the 2015 annual meeting of the American Educational Research Association, Chicago, IL

Moos, D.C. (April 2015). Pre-service Teachers’ Developing Views of Instructional Practice: The Impact of Self-Regulated Learning. Paper presented at the 2015 annual meeting of the American Educational Research Association, Chicago, IL

Moos, D.C. (April 2015). Studying and Self-Regulated Learning Special Interest Group, Business Meeting, Sr. Chair Presentation at the 2015 annual meeting of the American Educational Research Association, Chicago, IL

Moos, D.C., & Miller, A., (April 2014). The self-regulated learning cycle with hypermedia: Stable between learning tasks? Paper to be presented at the 2014 annual meeting of the American Educational Research Association, Philadelphia, PA

Moos, D.C. (April 2013). “I think I can!” Which motivation constructs are predictive of metacognition during learning? Paper presented at the 2013 annual meeting of the American Educational Research Association, San Francisco, CA.

Moos, D.C. & Miller, A. (April 2013). Personal beliefs as a lens: The role of epistemological and self-regulated learning beliefs in pre-service teachers’ evaluation of lesson plans. Paper presented at the 2013 annual meeting of the American Educational Research Association, San Francisco, C.

Moos, D.C. & Finley, A. (April 2013). Self-regulated learning and Epistemological beliefs: A developmental perspective of pre-service teachers. Paper presented at the 2013 annual meeting of the American Educational Research Association, San Francisco, CA.

Moos, D.C., & Pitton, D. (April, 2012). Student teacher challenges: Using the Cognitive Load Theory as an explanatory lens. Presented at the 2012 annual meeting of the American Educational Research Association, Vancouver, Canada.

Moos, D.C. (January, 2012). Metacognition in Elementary Mathematics. Math-Science Teaching Partnership, North Mankato, MN.

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