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.
Professor 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.
Education
Ph.D. Educational Psychology, minor:Epidemiology, University of Arizona 2005. Dissertation: Can Text-Relevant Motor Activity Improve the Recall of Native American Children? Testing Predictions Derived from Glenberg's "Indexical Hypothesis" (Advisor: Prof. Joel R. Levin).
MPH. Biostatistics, University of Arizona 2005
M.A. in Educational Psychology, University of Arizona 2002
B.A. Elementary Education, Arizona State University 1995
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). Do Non-Cognitive Factors Predict Academic Achievement in Diverse College Freshman? Paper presented at the annual meeting of the American Educational Research Association.
