Michelle Perry, Ph.D. (1987, University of Chicago).
Publications:
Please note: Electronic copies of these journal articles are provided as a professional courtesy for personal use only, and can be accessed by clicking on pdf or the link following the reference to the article. These articles are copyrighted by the journals in which they appear. Commercial use or mass reproduction of these articles is prohibited.
Henricks, G.M., Perry, M., Bhat, S. (2024). The relationship between gender, language, and posting type in an online chemistry discussion forum. Accepted to be presented and published in the Proceedings of the 14th International Learning Analytics and Knowledge Conference (LAK’24). Kyoto, Japan. New York, NY: ACM. publish.illinois.edu/ilearngroup/files/2023/12/Henricks-Perry-Bhat-2024-LAK-Reln-amg-gender-lang-posting-type.pdf
Church, R. B., Perry, M., Singer, M. A., Cook, S. W., & Alibali, M. W. (accepted for publication). Teachers’ gestures and how they matter. Topics in Cognitive Science.
Jeng, A., Williams-Dobosz, D., Bosch, N., & Perry, M. (2023). Direct and indirect ways of being helpful in online peer help-giving interactions. Computers & Education. https://www.sciencedirect.com/science/article/pii/S0360131523001719?dgcid=author
Jeng, A., Bosch, N. & Perry, M. (2023). Perceived helpfulness of phatic expressions in online help-giving interactions. In P. Blikstein, J. V. Aalst, R. Kizito, & K. Brennan (Eds.), Proceedings of the 17th International Conference of the Learning Sciences (ICLS) 2023 (pp. 1779–1780). Montreal: International Society of the Learning Sciences. https://repository.isls.org//handle/1/10015
Jeng, A., Vemuri, A., & Perry, M. (2023). Predictors of sense of belonging to one’s course community for online and in-person learners. In P. Blikstein, J. V. Aalst, R. Kizito, & K. Brennan (Eds.), Proceedings of the 17th International Conference of the Learning Sciences (ICLS) 2023 (pp. 1781–1782). Montreal: International Society of the Learning Sciences. https://repository.isls.org//handle/1/10017
Jeng, A., Bosch, N., & Perry, M. (2022). Sense of belonging predicts perceived helpfulness in online peer help-giving interactions. The Internet and Higher Education. https://doi.org/10.1016/j.iheduc.2022.100901
Jeng, A., Valdiviejas, H., & Perry, M. (2022). A path analysis of gender differences in social presence in online course discussion forums. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022 (pp. 937-940). Hiroshima (online): International Society of the Learning Sciences. https://www.dropbox.com/s/ws5sdcfi72aykj1/ICLS2022%20Proceedings.pdf?dl=0
Perry, M., Bates, M. S., Cimpian, J., Beilstein, S. O., & Moran, C. (2022). Impacting teachers’ reflection on videos. Teaching and Teacher Education: Leadership and Professional Development. https://doi.org/10.1016/j.tatelp.2022.100003
Prabhu, N., Perry, M., Azevedo, R. F. L., Angrave, L., & Bhat, S. (2021). Partners matter: Impacts on equity, diversity, inclusion and outcomes. Proceedings of the ASEE Annual Conference and Exposition. Long Beach, CA: American Society for Engineering Education. https://peer.asee.org/37777
Bajwa, N. P., & Perry, M. (2021). Features of a pan balance that may support students’ developing understanding of mathematical equivalence. Mathematical Thinking and Learning, 23(1), 1-27. https://doi.org/10.1080/10986065.2020.1700587 pdf
Beilstein, S. O., Henricks, G. M., Jay, V., Perry, M., Bates, M. S., Moran, C. G., & Cimpian, J. R. (2021). Teacher voices from an online elementary mathematics community: Examining perceptions of professional learning. Journal of Mathematics Teacher Education, 24(3). 283-308. https://doi.org/10.1007/s10857-020-09459-z pdf
Flevares, L. M., Perry, M., Beilstein, S. O., & Bajwa, N. P. (2021). Examining first-graders’ developing understanding of place value via base-ten virtual manipulatives. Early Childhood Education Journal. http://link.springer.com/article/10.1007/s10643-021-01162-9
Henricks, G. M., Bhat, S., & Perry, M. (2021). Gender and gendered discourse in two online STEM college courses. Computer-Based Learning in Context, 3(1), 1-16. https://www.upenn.edu/learninganalytics/CBLC/issue-3-1/CBLC-2021-3-1-1.pdf
Jay, V., Henricks, G., Bosch, N., Perry, M., Bhat, S. P., Williams-Dobosz, D., Angrave, L. C., & Shaik, N. (2020). Online discussion forum help-seeking behaviors of students underrepresented in STEM. Proceedings of the 14th International Conference on Learning Sciences (ICLS) 2020. Nashville, TN: International Society of the Learning Sciences. https://repository.isls.org//handle/1/6774
Williams-Dobosz, D., Azevedo, R., Jeng, A., Thakkar, V., Bhat, S., Bosch, N., & Perry, M. (2021). A social network analysis of online engagement for college students traditionally underrepresented in STEM. In M. Scheffel, N. Dowell, S. Joksimovic, & G. Siemens (Eds.) The impact we make: The contributions of learning analytics to learning, Proceedings of the 11th International Conference on Learning Analytics and Knowledge (pp. 207-215). New York, NY: ACM. https://doi.org/10.1145/3448139.3448159
Williams-Dobosz, D., Jeng, A., Azevedo, R., Bosch, N., Ray, C., & Perry, M. (2021). Ask for help: Online help-seeking and help-giving as indicators of cognitive and social presence for students underrepresented in Chemistry. Journal of Chemical Education, 98, 3693-3703. https://doi.org/10.1021/acs.jchemed.1c00839
Henricks, G., Bhat, S., & Perry, M. (2020). Gender and gendered discourse in two online STEM courses. In M. Gresalfi & I. S. Horn (Eds.), Proceedings of the 14th International Conference of the Learning Sciences (ICLS) 2020, Vol 2. (pp. 811-812). Nashville, TN: International Society of the Learning Sciences, 98, 3693-3703. https://repository.isls.org/bitstream/1/6775/1/811-812.pdf
Jay, V., Henricks, G., Bosch, N., Perry, M., Bhat, S. P., Williams-Dobosz, D., Angrave, L. C., & Shaik, N. (2020). Online discussion forum help-seeking behaviors of students underrepresented in STEM. In M. Gresalfi & I. S. Horn (Eds.), Proceedings of the 14th International Conference on Learning Sciences (ICLS) 2020, Vol 2. (pp. 809-810). Nashville, TN: International Society of the Learning Sciences. https://repository.isls.org//handle/1/6774
Wang, S., Perry, M., Mingle, L. A., & McConney, M. (2020). Examining discourse structure in Chinese and U.S. elementary mathematics classes. International Journal of Educational Research, 99. https://doi.org/10.1016/j.ijer.2019.10.003 pdf
Bosch, P.N., Huang, E., Angrave, L.C., & Perry, M. (2019). Modeling improvement for underrepresented minorities in online STEM education. In G.A. Papadopoulos, G. Samaras, S. Weibelzahl, D. Jannach, & O. Santos (Eds.), Proceedings of the 27th ACM Conference on User Modeling, Adaptation and Personalization (pp. 327-335). Larnaca, Cyprus: ACM. pdf
Henricks, G., Jay, V., Beilstein, S., Perry, M. Bates, M., Moran, C., & Cimpian, J. (2019). Foundations of community in an online, asynchronous professional development website. In C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.). A wide lens: Combining embodied, enactive, extended, and embedded learning in collaborative settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019 (577-580). Lyon, France: International Society of the Learning Sciences. pdf
Crues, R. W., Bosch, N., Anderson, C. J., Perry, M., Bhat, S., & Shaik, N. (2018). Who they are and what they want: Understanding the reasons for MOOC enrollment. In K. E. Boyer & M. Yudelson (Eds.), Proceedings of the 11th International Conference on Educational Data Mining (pp. 177-186). Buffalo, NY: International Educational Data Mining Society. (Long paper, 16% acceptance rate.)
Crues, R. W., Bosch, N., Perry, M., Angrave, L., Shaik, N., & Bhat, S. (2018). Refocusing the lens on engagement in MOOCs. In S. Klemmer & K. Koedinger (Eds.), Proceedings of the Fifth ACM Conference on Learning at Scale (L@S), London: ACM. (Long paper, 22% acceptance rate.) pdf
Bosch, N., Crues, R. W., Henricks, G. M., Perry, M., Angrave, L., Shaik, N., Bhat, S., & Anderson, C. J. (2018). Modeling key differences in underrepresented students’ interactions with an online STEM course. In A. L. Story (Ed.), Proceedings of the Technology, Mind, and Society Conference. New York, NY: ACM. (27% acceptance rate.) pdf
Crues, R.W., Henricks, G.M., Perry, M., Bhat, S., Anderson, C. J., Shaik, N., & Angrave, L. (2017). How do gender, learning goals, and forum participation predict persistence in a computer science MOOC? ACM Transactions on Computing Education, 17. pdf
Sun, J., Anderson, R. C., Perry, M., & Lin, T.-C. (2017). Emergent leadership in children's cooperative problem-solving groups. Cognition and Instruction, 35. pdf
Beilstein, S. O., Perry, M., & Bates, M. S. (2017). Prompting meaningful analysis from pre-service teachers using elementary mathematics video vignettes. Teaching and Teacher Education, 63, 285-295. pdf
Bhat, S., Chinprutthiwong, P., & Perry, M. (2015). Seeing the instructor in two video styles: Preferences and patterns. Proceedings of the 8th International Conference on Educational Data Mining, 305-312. pdf
Carlson, C., Jacobs, S. A., Perry, M., & Church, R. B. (2014). The effect of gestured instruction on the learning of physical causality problems. Gesture, 14, 26-45. pdf
Ganley, C. M., Mingle, L. A., Ryan, A., Ryan, K., Vasilyeva, M., &, Perry, M. (2013). An examination of stereotype threat effects on girls' mathematics performance. Developmental Psychology, 49, 1886-1897. pdf
Wilson, T., Perry, M., Anderson, C. J., & Grosshandler, D. (2012). Engaging young students in scientific investigations: Prompting for meaningful reflection. Instructional Science, 40, 19-46. pdf
Perry, M., McConney, M., Flevares, L., Mingle, L. A., & Hamm, J. V. (2011). Engaging first-graders to participate as students of mathematics. Theory Into Practice, 50, 293-299. pdf
McConney, M. O., & Perry, M. (2011). A change in questioning tactics: Prompting student autonomy. Investigations in Mathematics Learning, 3, 26-45. pdf
Lan, X., Ponitz, C. G., Miller, K. F., Li, S., Cortina, K., Perry, M., & Fang, G. (2009). Keeping their attention: Classroom practices associated with behavioral engagement in first-grade mathematics classes in China and the United States. Early Childhood Research Quarterly, 24, 198-211. pdf
Correa, C. A., Perry, M., Sims, L., Miller, K. F., & Fang, G. (2008). Connected and culturally embedded beliefs: Chinese and U.S. teachers talk about how their students best learn mathematics. Teaching and Teacher Education, 24, 140-153. pdf
Sims, L., with Perry, M., Schleppenbach, M., McConney, M., & Wilson, T. (2008). Look who’s talking: Reflecting on differences in math talk in U.S. and Chinese classrooms. Teaching Children Mathematics, 120-124. pdf
Schleppenbach, M., Flevares, L. M., Sims, L., & Perry, M. (2007). Teacher responses to student mistakes in Chinese and U.S. mathematics classrooms. Elementary School Journal, 108, 131-147. pdf
Schleppenbach, M., Perry, M., Miller, K. F., Sims, L., & Fang, G. (2007). The answer is only the beginning: Extended discourse in Chinese and U.S. mathematics classrooms. Journal of Educational Psychology, 99, 380-396. pdf
Hamm, J. V., & Perry, M. (2002). Learning mathematics in first-grade classrooms: On whose authority? Journal of Educational Psychology, 94, 126-137. pdf
Flevares, L. M., & Perry, M. (2001). How many do you see? The use of nonspoken representations in first-grade mathematics lessons. Journal of Educational Psychology, 93. 330-345. pdf
Perry, M. (2000). Explanations of mathematical concepts in Japanese, Chinese, and U.S. classrooms. Cognition and Instruction, 18, 181-207. pdf
Stigler, J. W., & Perry, M. (2000). Developing classroom process data for the improvement of teaching. In N. S. Raju, J. W. Pellegrino, M. W. Bertenthal, K. Mitchell, & L. Jones (Eds.), Grading the Nation's Report Card: Research from the evaluation of NAEP (229-264). Washington, DC: National Academy Press. pdf
Perry, M., & Lewis, J. (1999). Verbal imprecision as a tool for understanding knowledge in transition. Developmental Psychology, 35, 749-759. pdf
Altermatt, A., Jovanovic, J., & Perry, M. (1998). Bias or sensitivity? Sex and achievement-level effects on teachers’ classroom questioning practices. Journal of Educational Psychology, 90, 516-527. pdf
Perry, M., & Elder, A. D. (1997). Knowledge in transition: Adults’ developing understanding of a principle of physical causality. Cognitive Development, 12, 131-157. pdf
Perry, M., Berch, D., & Singleton, J. L. (1995). Constructing shared understanding: The role of nonverbal input in learning contexts. Journal of Contemporary Legal Issues, 6, 213-235. pdf
Perry, M., Woolley, J., & Ifcher, J. (1995). Adults’ abilities to detect children’s readiness to learn. International Journal of Behavioural Development, 18, 365-381. pdf
Kamberelis, G., & Perry, M. (1994). The ontogenesis of children’s print awareness and metacognition during the transition to conventional literacy. In D. Lancy (Ed.), Children's emergent literacy: From research to practice (pp. 93-123). Westport, CN: Greenwood.
Perry, M., Waddoups, G., & Whiteaker, M. (1994). Teaching Integrated Mathematics and Science (TIMS) in First- and Fourth-Grade Classrooms: An Initial Evaluation. (Institute for Mathematics and Science Education Research Report Series), Chicago, IL.
Graham, T., & Perry, M. (1993). Indexing transitional knowledge. Developmental Psychology, 29, 779-788. pdf
Reprinted in S. Gelman (Ed.), Childhood cognitive development, Volume 4: Reasoning, problem-solving, and academic skills. London: Sage, 2014.
Perry, M., VanderStoep, S. W., & Yu, S. L. (1993). Asking questions in first-grade mathematics classes: Potential influences on mathematical thought. Journal of Educational Psychology, 85, 31-40. pdf
Perry, M., Church, R. B., & Goldin-Meadow, S. (1992). Is gesture/speech mismatch a general index of transitional knowledge? Cognitive Development, 7, 109-122.
Perry, M. (1991). Learning and transfer: Instructional conditions and conceptual change. Cognitive Development, 6, 449-468. pdf
Baranes, R., Perry, M., & Stigler, J. W. (1989). Activation of real-world knowledge in the solution of word problems. Cognition and Instruction, 6, 287-318. pdf
Perry, M., Church, R. B., & Goldin-Meadow, S. (1988). Transitional knowledge in the acquisition of concepts. Cognitive Development, 3, 359-400. pdf
Perry, M. (1988). Problem assignment and learning outcomes in nine fourth-grade mathematics classes. Elementary School Journal, 88, 412-426. pdf
Stigler, J. W., & Perry, M. (1988a). Mathematics learning in Japanese, Chinese, and American classrooms. In G. B. Saxe & M. Gearhart (Eds.), New Directions for Child Development: No. 41. Children's mathematics (pp. 27-54). San Francisco: Jossey-Bass. pdf
Reprinted in J. W. Stigler, R. A. Shweder, & G. Herdt (Eds.), Cultural psychology (pp. 328-353). New York: Cambridge University Press, 1990.
Stigler, J. W., & Perry, M. (1988b). Cross-cultural studies of mathematics teaching and learning: Recent findings and new directions. In D. A. Grouws & T. J. Cooney (Eds.), Effective mathematics teaching (pp. 194-223). Hillsdale, NJ: Erlbaum. pdf
Stigler, J. W., & Perry, M. (1986). Learning in the laboratory. Contemporary Psychology, 31, 794-795. Review of M. A. Jeeves and G. B. Greer, Analysis of structural learning. London: Academic Press, 1983.
Publications:
Please note: Electronic copies of these journal articles are provided as a professional courtesy for personal use only, and can be accessed by clicking on pdf or the link following the reference to the article. These articles are copyrighted by the journals in which they appear. Commercial use or mass reproduction of these articles is prohibited.
Henricks, G.M., Perry, M., Bhat, S. (2024). The relationship between gender, language, and posting type in an online chemistry discussion forum. Accepted to be presented and published in the Proceedings of the 14th International Learning Analytics and Knowledge Conference (LAK’24). Kyoto, Japan. New York, NY: ACM. publish.illinois.edu/ilearngroup/files/2023/12/Henricks-Perry-Bhat-2024-LAK-Reln-amg-gender-lang-posting-type.pdf
Church, R. B., Perry, M., Singer, M. A., Cook, S. W., & Alibali, M. W. (accepted for publication). Teachers’ gestures and how they matter. Topics in Cognitive Science.
Jeng, A., Williams-Dobosz, D., Bosch, N., & Perry, M. (2023). Direct and indirect ways of being helpful in online peer help-giving interactions. Computers & Education. https://www.sciencedirect.com/science/article/pii/S0360131523001719?dgcid=author
Jeng, A., Bosch, N. & Perry, M. (2023). Perceived helpfulness of phatic expressions in online help-giving interactions. In P. Blikstein, J. V. Aalst, R. Kizito, & K. Brennan (Eds.), Proceedings of the 17th International Conference of the Learning Sciences (ICLS) 2023 (pp. 1779–1780). Montreal: International Society of the Learning Sciences. https://repository.isls.org//handle/1/10015
Jeng, A., Vemuri, A., & Perry, M. (2023). Predictors of sense of belonging to one’s course community for online and in-person learners. In P. Blikstein, J. V. Aalst, R. Kizito, & K. Brennan (Eds.), Proceedings of the 17th International Conference of the Learning Sciences (ICLS) 2023 (pp. 1781–1782). Montreal: International Society of the Learning Sciences. https://repository.isls.org//handle/1/10017
Jeng, A., Bosch, N., & Perry, M. (2022). Sense of belonging predicts perceived helpfulness in online peer help-giving interactions. The Internet and Higher Education. https://doi.org/10.1016/j.iheduc.2022.100901
Jeng, A., Valdiviejas, H., & Perry, M. (2022). A path analysis of gender differences in social presence in online course discussion forums. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences (ICLS) 2022 (pp. 937-940). Hiroshima (online): International Society of the Learning Sciences. https://www.dropbox.com/s/ws5sdcfi72aykj1/ICLS2022%20Proceedings.pdf?dl=0
Perry, M., Bates, M. S., Cimpian, J., Beilstein, S. O., & Moran, C. (2022). Impacting teachers’ reflection on videos. Teaching and Teacher Education: Leadership and Professional Development. https://doi.org/10.1016/j.tatelp.2022.100003
Prabhu, N., Perry, M., Azevedo, R. F. L., Angrave, L., & Bhat, S. (2021). Partners matter: Impacts on equity, diversity, inclusion and outcomes. Proceedings of the ASEE Annual Conference and Exposition. Long Beach, CA: American Society for Engineering Education. https://peer.asee.org/37777
Bajwa, N. P., & Perry, M. (2021). Features of a pan balance that may support students’ developing understanding of mathematical equivalence. Mathematical Thinking and Learning, 23(1), 1-27. https://doi.org/10.1080/10986065.2020.1700587 pdf
Beilstein, S. O., Henricks, G. M., Jay, V., Perry, M., Bates, M. S., Moran, C. G., & Cimpian, J. R. (2021). Teacher voices from an online elementary mathematics community: Examining perceptions of professional learning. Journal of Mathematics Teacher Education, 24(3). 283-308. https://doi.org/10.1007/s10857-020-09459-z pdf
Flevares, L. M., Perry, M., Beilstein, S. O., & Bajwa, N. P. (2021). Examining first-graders’ developing understanding of place value via base-ten virtual manipulatives. Early Childhood Education Journal. http://link.springer.com/article/10.1007/s10643-021-01162-9
Henricks, G. M., Bhat, S., & Perry, M. (2021). Gender and gendered discourse in two online STEM college courses. Computer-Based Learning in Context, 3(1), 1-16. https://www.upenn.edu/learninganalytics/CBLC/issue-3-1/CBLC-2021-3-1-1.pdf
Jay, V., Henricks, G., Bosch, N., Perry, M., Bhat, S. P., Williams-Dobosz, D., Angrave, L. C., & Shaik, N. (2020). Online discussion forum help-seeking behaviors of students underrepresented in STEM. Proceedings of the 14th International Conference on Learning Sciences (ICLS) 2020. Nashville, TN: International Society of the Learning Sciences. https://repository.isls.org//handle/1/6774
Williams-Dobosz, D., Azevedo, R., Jeng, A., Thakkar, V., Bhat, S., Bosch, N., & Perry, M. (2021). A social network analysis of online engagement for college students traditionally underrepresented in STEM. In M. Scheffel, N. Dowell, S. Joksimovic, & G. Siemens (Eds.) The impact we make: The contributions of learning analytics to learning, Proceedings of the 11th International Conference on Learning Analytics and Knowledge (pp. 207-215). New York, NY: ACM. https://doi.org/10.1145/3448139.3448159
Williams-Dobosz, D., Jeng, A., Azevedo, R., Bosch, N., Ray, C., & Perry, M. (2021). Ask for help: Online help-seeking and help-giving as indicators of cognitive and social presence for students underrepresented in Chemistry. Journal of Chemical Education, 98, 3693-3703. https://doi.org/10.1021/acs.jchemed.1c00839
Henricks, G., Bhat, S., & Perry, M. (2020). Gender and gendered discourse in two online STEM courses. In M. Gresalfi & I. S. Horn (Eds.), Proceedings of the 14th International Conference of the Learning Sciences (ICLS) 2020, Vol 2. (pp. 811-812). Nashville, TN: International Society of the Learning Sciences, 98, 3693-3703. https://repository.isls.org/bitstream/1/6775/1/811-812.pdf
Jay, V., Henricks, G., Bosch, N., Perry, M., Bhat, S. P., Williams-Dobosz, D., Angrave, L. C., & Shaik, N. (2020). Online discussion forum help-seeking behaviors of students underrepresented in STEM. In M. Gresalfi & I. S. Horn (Eds.), Proceedings of the 14th International Conference on Learning Sciences (ICLS) 2020, Vol 2. (pp. 809-810). Nashville, TN: International Society of the Learning Sciences. https://repository.isls.org//handle/1/6774
Wang, S., Perry, M., Mingle, L. A., & McConney, M. (2020). Examining discourse structure in Chinese and U.S. elementary mathematics classes. International Journal of Educational Research, 99. https://doi.org/10.1016/j.ijer.2019.10.003 pdf
Bosch, P.N., Huang, E., Angrave, L.C., & Perry, M. (2019). Modeling improvement for underrepresented minorities in online STEM education. In G.A. Papadopoulos, G. Samaras, S. Weibelzahl, D. Jannach, & O. Santos (Eds.), Proceedings of the 27th ACM Conference on User Modeling, Adaptation and Personalization (pp. 327-335). Larnaca, Cyprus: ACM. pdf
Henricks, G., Jay, V., Beilstein, S., Perry, M. Bates, M., Moran, C., & Cimpian, J. (2019). Foundations of community in an online, asynchronous professional development website. In C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.). A wide lens: Combining embodied, enactive, extended, and embedded learning in collaborative settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019 (577-580). Lyon, France: International Society of the Learning Sciences. pdf
Crues, R. W., Bosch, N., Anderson, C. J., Perry, M., Bhat, S., & Shaik, N. (2018). Who they are and what they want: Understanding the reasons for MOOC enrollment. In K. E. Boyer & M. Yudelson (Eds.), Proceedings of the 11th International Conference on Educational Data Mining (pp. 177-186). Buffalo, NY: International Educational Data Mining Society. (Long paper, 16% acceptance rate.)
Crues, R. W., Bosch, N., Perry, M., Angrave, L., Shaik, N., & Bhat, S. (2018). Refocusing the lens on engagement in MOOCs. In S. Klemmer & K. Koedinger (Eds.), Proceedings of the Fifth ACM Conference on Learning at Scale (L@S), London: ACM. (Long paper, 22% acceptance rate.) pdf
Bosch, N., Crues, R. W., Henricks, G. M., Perry, M., Angrave, L., Shaik, N., Bhat, S., & Anderson, C. J. (2018). Modeling key differences in underrepresented students’ interactions with an online STEM course. In A. L. Story (Ed.), Proceedings of the Technology, Mind, and Society Conference. New York, NY: ACM. (27% acceptance rate.) pdf
Crues, R.W., Henricks, G.M., Perry, M., Bhat, S., Anderson, C. J., Shaik, N., & Angrave, L. (2017). How do gender, learning goals, and forum participation predict persistence in a computer science MOOC? ACM Transactions on Computing Education, 17. pdf
Sun, J., Anderson, R. C., Perry, M., & Lin, T.-C. (2017). Emergent leadership in children's cooperative problem-solving groups. Cognition and Instruction, 35. pdf
Beilstein, S. O., Perry, M., & Bates, M. S. (2017). Prompting meaningful analysis from pre-service teachers using elementary mathematics video vignettes. Teaching and Teacher Education, 63, 285-295. pdf
Bhat, S., Chinprutthiwong, P., & Perry, M. (2015). Seeing the instructor in two video styles: Preferences and patterns. Proceedings of the 8th International Conference on Educational Data Mining, 305-312. pdf
Carlson, C., Jacobs, S. A., Perry, M., & Church, R. B. (2014). The effect of gestured instruction on the learning of physical causality problems. Gesture, 14, 26-45. pdf
Ganley, C. M., Mingle, L. A., Ryan, A., Ryan, K., Vasilyeva, M., &, Perry, M. (2013). An examination of stereotype threat effects on girls' mathematics performance. Developmental Psychology, 49, 1886-1897. pdf
Wilson, T., Perry, M., Anderson, C. J., & Grosshandler, D. (2012). Engaging young students in scientific investigations: Prompting for meaningful reflection. Instructional Science, 40, 19-46. pdf
Perry, M., McConney, M., Flevares, L., Mingle, L. A., & Hamm, J. V. (2011). Engaging first-graders to participate as students of mathematics. Theory Into Practice, 50, 293-299. pdf
McConney, M. O., & Perry, M. (2011). A change in questioning tactics: Prompting student autonomy. Investigations in Mathematics Learning, 3, 26-45. pdf
Lan, X., Ponitz, C. G., Miller, K. F., Li, S., Cortina, K., Perry, M., & Fang, G. (2009). Keeping their attention: Classroom practices associated with behavioral engagement in first-grade mathematics classes in China and the United States. Early Childhood Research Quarterly, 24, 198-211. pdf
Correa, C. A., Perry, M., Sims, L., Miller, K. F., & Fang, G. (2008). Connected and culturally embedded beliefs: Chinese and U.S. teachers talk about how their students best learn mathematics. Teaching and Teacher Education, 24, 140-153. pdf
Sims, L., with Perry, M., Schleppenbach, M., McConney, M., & Wilson, T. (2008). Look who’s talking: Reflecting on differences in math talk in U.S. and Chinese classrooms. Teaching Children Mathematics, 120-124. pdf
Schleppenbach, M., Flevares, L. M., Sims, L., & Perry, M. (2007). Teacher responses to student mistakes in Chinese and U.S. mathematics classrooms. Elementary School Journal, 108, 131-147. pdf
Schleppenbach, M., Perry, M., Miller, K. F., Sims, L., & Fang, G. (2007). The answer is only the beginning: Extended discourse in Chinese and U.S. mathematics classrooms. Journal of Educational Psychology, 99, 380-396. pdf
Hamm, J. V., & Perry, M. (2002). Learning mathematics in first-grade classrooms: On whose authority? Journal of Educational Psychology, 94, 126-137. pdf
Flevares, L. M., & Perry, M. (2001). How many do you see? The use of nonspoken representations in first-grade mathematics lessons. Journal of Educational Psychology, 93. 330-345. pdf
Perry, M. (2000). Explanations of mathematical concepts in Japanese, Chinese, and U.S. classrooms. Cognition and Instruction, 18, 181-207. pdf
Stigler, J. W., & Perry, M. (2000). Developing classroom process data for the improvement of teaching. In N. S. Raju, J. W. Pellegrino, M. W. Bertenthal, K. Mitchell, & L. Jones (Eds.), Grading the Nation's Report Card: Research from the evaluation of NAEP (229-264). Washington, DC: National Academy Press. pdf
Perry, M., & Lewis, J. (1999). Verbal imprecision as a tool for understanding knowledge in transition. Developmental Psychology, 35, 749-759. pdf
Altermatt, A., Jovanovic, J., & Perry, M. (1998). Bias or sensitivity? Sex and achievement-level effects on teachers’ classroom questioning practices. Journal of Educational Psychology, 90, 516-527. pdf
Perry, M., & Elder, A. D. (1997). Knowledge in transition: Adults’ developing understanding of a principle of physical causality. Cognitive Development, 12, 131-157. pdf
Perry, M., Berch, D., & Singleton, J. L. (1995). Constructing shared understanding: The role of nonverbal input in learning contexts. Journal of Contemporary Legal Issues, 6, 213-235. pdf
Perry, M., Woolley, J., & Ifcher, J. (1995). Adults’ abilities to detect children’s readiness to learn. International Journal of Behavioural Development, 18, 365-381. pdf
Kamberelis, G., & Perry, M. (1994). The ontogenesis of children’s print awareness and metacognition during the transition to conventional literacy. In D. Lancy (Ed.), Children's emergent literacy: From research to practice (pp. 93-123). Westport, CN: Greenwood.
Perry, M., Waddoups, G., & Whiteaker, M. (1994). Teaching Integrated Mathematics and Science (TIMS) in First- and Fourth-Grade Classrooms: An Initial Evaluation. (Institute for Mathematics and Science Education Research Report Series), Chicago, IL.
Graham, T., & Perry, M. (1993). Indexing transitional knowledge. Developmental Psychology, 29, 779-788. pdf
Reprinted in S. Gelman (Ed.), Childhood cognitive development, Volume 4: Reasoning, problem-solving, and academic skills. London: Sage, 2014.
Perry, M., VanderStoep, S. W., & Yu, S. L. (1993). Asking questions in first-grade mathematics classes: Potential influences on mathematical thought. Journal of Educational Psychology, 85, 31-40. pdf
Perry, M., Church, R. B., & Goldin-Meadow, S. (1992). Is gesture/speech mismatch a general index of transitional knowledge? Cognitive Development, 7, 109-122.
Perry, M. (1991). Learning and transfer: Instructional conditions and conceptual change. Cognitive Development, 6, 449-468. pdf
Baranes, R., Perry, M., & Stigler, J. W. (1989). Activation of real-world knowledge in the solution of word problems. Cognition and Instruction, 6, 287-318. pdf
Perry, M., Church, R. B., & Goldin-Meadow, S. (1988). Transitional knowledge in the acquisition of concepts. Cognitive Development, 3, 359-400. pdf
Perry, M. (1988). Problem assignment and learning outcomes in nine fourth-grade mathematics classes. Elementary School Journal, 88, 412-426. pdf
Stigler, J. W., & Perry, M. (1988a). Mathematics learning in Japanese, Chinese, and American classrooms. In G. B. Saxe & M. Gearhart (Eds.), New Directions for Child Development: No. 41. Children's mathematics (pp. 27-54). San Francisco: Jossey-Bass. pdf
Reprinted in J. W. Stigler, R. A. Shweder, & G. Herdt (Eds.), Cultural psychology (pp. 328-353). New York: Cambridge University Press, 1990.
Stigler, J. W., & Perry, M. (1988b). Cross-cultural studies of mathematics teaching and learning: Recent findings and new directions. In D. A. Grouws & T. J. Cooney (Eds.), Effective mathematics teaching (pp. 194-223). Hillsdale, NJ: Erlbaum. pdf
Stigler, J. W., & Perry, M. (1986). Learning in the laboratory. Contemporary Psychology, 31, 794-795. Review of M. A. Jeeves and G. B. Greer, Analysis of structural learning. London: Academic Press, 1983.