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Scott Marley

Associate Professor
Faculty, TEMPE Campus, Mailcode 1811
Biography

Scott C. Marley’s current primary research strands are focused on two areas: instructional strategies with external representations from a cognitive perspective, and higher education topics related to student achievement and persistence. He is interested in strategies that capitalize on enactive and/or iconic external representations (i.e., manipulatives and imagery/pictures, respectively) to support learning in the first area of research. Marley is studying student, parent, peer and faculty characteristics that are assumed to be related to college student achievement and persistence in his secondary area of work which consists of collaborations with researchers in their substantive areas of interest. He productively collaborates with researchers from several academic fields (e.g., Special Education, Nutrition, and Sports Administration) outside of his specializations in educational psychology due to my expertise in quantitative methods, public health, and education. One of my current projects examines student motivational characteristics that are predictive of beneficial college outcomes. 

Research Interests

One of my current projects examines student motivational characteristics that are predictive of beneficial college outcomes. 

 

Another current project examines the learning trajectories of preschool children experiencing activity-based learning in a drama context.

 

Guiding research questions:

  • How can we best support student learning in mathematics and sciences?
  • What motivational characteristics facilitate postsecondary success?
Publications
  • Kelley,Michael Francis*Marley,Scott Christopher. EYEPlay Dual Language Learning Project. Helios Education Foundation(11/1/2015 - 9/30/2019).
  • Marley, S. C. & Carbonneau, K. J. (2015). How Psychological Research with Instructional Manipulatives Can Inform Classroom Learning. Scholarship of Teaching and Learning in Psychology. 1(4), 412-424.

  • Carbonneau, K, J. & Marley, S.C (2015). Instructional Guidance and Realism of Manipulatives Influence Preschool Children’s Mathematics Learning. Journal of Experimental Education. 495-513.

  • Wilcox, M. J., Marley, S.C., Nailor, N., & Barnard, W. (2016, Apr.). Do Non-Cognitive Factors Predict Academic Achievement in Diverse College Freshman? Paper presented at the annual meeting of the American Educational Research Association.

Fall 2017
Course NumberCourse Title
EDP 552Multi Regression/Correlatn Mth
Spring 2017
Course NumberCourse Title
EDP 554Analysis-of-Variance Methods
EDT 590Reading and Conference
EPA 790Reading and Conference
Fall 2016
Course NumberCourse Title
EDP 552Multi Regression/Correlatn Mth
Spring 2016
Course NumberCourse Title
EDT 590Reading and Conference
EPA 790Reading and Conference
TEL 799Dissertation
Fall 2015
Course NumberCourse Title
TEL 799Dissertation
Spring 2015
Course NumberCourse Title
EDT 590Reading and Conference
TEL 792Research
Fall 2014
Course NumberCourse Title
COE 502Introduction to Data Analysis
EDP 502Introduction to Data Analysis
EDP 552Multi Regression/Correlatn Mth
Spring 2014
Course NumberCourse Title
COE 502Introduction to Data Analysis
EDP 554Analysis-of-Variance Methods
Fall 2013
Course NumberCourse Title
COE 502Introduction to Data Analysis
EDP 502Introduction to Data Analysis
EDP 552Multi Regression/Correlatn Mth