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Vita

EDUCATION
University of Nebraska-Lincoln, August 1999
Ph.D. in Curriculum and Instruction
Emphasis - Instructional Technology

University of Iowa, August 1995
Master of Science Degree in Science Education

University of Nebraska-Lincoln, May 1993
Bachelor of Science Degree in Education

PROFESSIONAL EXPERIENCE
Educational Technology, University of Nevada Las Vegas, 1999-Present, Associate Professor, department of Curriculum and Instruction

Instructional Technology, University of Nebraska-Lincoln, 1998-1999, Graduate Assistant, Curriculum and Instruction department

Computer Literacy Instructor, University of Nebraska at Omaha, 1998, Adjunct Professor, Computer Science department

Science Teacher, Bellevue Public Schools, Bellevue, Nebraska, 1994-1998, 8th - 10th grade science teacher in a metropolitan high school

Science Teacher, Clinton Community Schools, Clinton, Iowa, 1993-1994, Physics and chemistry Teacher

PUBLICATIONS

REFEREED JOURNALS
McCrudden, M., Schraw, G., & Hartley, K. (in press). The effect of general relevance instructions on shallow and deeper learning and reading time. Journal of Experimental Education.

Hoffman, B., Hartley, K., & Boone, R. (2005). Reaching accessibility: Guidelines for the creating and refining of digital learning materials. Intervention in School and Clinic, 40(3) 171-176.

McCrudden, M., Schraw, G., Hartley, K., & Kiewra, K. A. (2004). The influence of presentation, organization, & example context on text learning. Journal of Experimental Education, 72, 289-306.

Spatariu, A., Hartley, K, & Bendixen, L. D. (2004). Defining and measuring quality in on-line discussions. Journal of Interactive Online Learning, 2(4). Available online: http://www.ncolr.org/jiol/archives/2004/spring/02/

Nussbaum, E. M., Hartley, K., Sinatra, G. M., Reynolds, R. E., & Bendixen, L. D. (2004). Enhancing the quality of on-line discussions. Journal of Educational Computing Research, 30, 113-137.

Hartley, K. & Bendixen, L. D. (2003). The use of comprehension aids in a hypermedia environment: Investigating the impact of metacognitive awareness and epistemological beliefs. Journal of Educational Multimedia and Hypermedia, 12(3), 275-289.

Bendixen, L. D. & Hartley, K. (2003). Successful learning with hypermedia: The role of epistemological beliefs and metacognitive awareness. Journal of Educational Computing Research, 28, 15-30.

Wang, J. & Hartley, K. (2003) Review of research on video technology in the service of learning to teach and teacher education. Journal of Technology and Teacher Education, 11(1), 105-138.

Hartley, K. & Bendixen, L. D. (2001). Educational research in Internet age: Examining the role of individual characteristics. Educational Researcher, 30(9), 22-26.

Hartley, K. (2001). Learning strategies and hypermedia instruction. Journal of Educational Multimedia and Hypermedia, 10, 285-305.

Brown, M. R., Higgins, K. & Hartley, K. (2001). Teachers and technology equity. Teaching Exceptional Children, 33(4), 32-39.

Hartley, K. (2000). Online simulations: Tools for inquiry-based science classrooms. Learning and Leading with Technology, 28(3), 32-35.

Hartley, K., Fowler, D., & Mann, R. (1999) Looking at sound waves and listening to brain waves. The Science Teacher, 66(7), 34-39.

REFEREED BOOK CHAPTER
Hartley, K. (in press). K-12 educators as instructional designers. In R. Subramaniam & L. T. W. Hin (Eds.), Handbook of Research on Literacy in Technology at the K-12 Level. Hershey, PA: Idea Group Publishing.

Olafson, L., Bendixen, L., Shih, J., Hartley, K., Quinn, L. & Schroeder M. (2002). Successes and struggles in the development of performance assessments. In J. Rainer & E Guyton (Eds.), Research on Meeting and Using Standards in the Preparation of Teachers: Teacher Education Yearbook X (pp. 157-171). Dubuque, IA: Kendall/Hunt.

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