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Daniel, D. B., & De Bruyckere, P. (2021). Toward an ecological science of teaching. Canadian Psychology/Psychologie canadienne, 62(4), 361–366. https://doi.org/10.1037/cap0000291
Austin,M.R.,Fogler,K.A.J.,& Daniel,D.B.(2021).Seeing Self and Others On-Screen Does Not Negatively Impact Learning in Virtual Classrooms.Scholarship of Teaching and Learning in Psychology. Advance online publication. http://dx.doi.org/10.1037/stl0000303
Holmes, J. D. & Daniel D. B. (2021) Fads and Facts: Is there Good Evidence to Support Some of Our Most Popular Beliefs about Teaching and Learning. In H. Scherschel (Ed.) Teaching Tips: A Compendium of Conference Presentations on Teaching, 2019-2020. (pp. 42-47).
Willingham, D. T., & Daniel, D. B. (2021). No Clear Winners: Education Researchers Should Focus on Choices for Teachers. Education Next. 21 (2) 10-15.
Coch, D. & Daniel, D. B. (2021). Lost in Translation: Educational Psychologists as Intermediaries between Neuroscience and Education. Frontiers in Education. 5:618464.
Stiegler-Balfour, J. S., Jakobsen, K. V, Stroud, M. J., Daniel, D. B. (2020). APA-style citations can create a roadblock to textbook comprehension in introductory-level courses. Teaching of Psychology. 47 (2).
Brandmark, A., Byrne, M., O’Brien, K., Hogan, K., Daniel, D. B., & Jakobsen K. V. (2019). Translating for practice: A case study of recommendations from the wakeful-rest literature.
Teaching of Psychology, 47(1). 92-96.
Jacobsen, K. V. & Daniel, D B. (2019). Evidence-based choices for teachers: Team-based learning and interactive lecture. Teaching of Psychology. 46(4). 284-289.
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Almarode, J. T. & Daniel, D. B. (2018). Educational neuroscience: Are we there yet? In Hall, G. E., Golnick, D. M., and Quinn, L. F., (Eds). Wiley Handbook on Education. New York. Wiley.
National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. Washington, DC: The National Academies Press.
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Utter, B. C., Paulson, S. A., Almarode, J. T. & Daniel, D. B. (2018). My science is better than your science: Conceptual change as a goal in teaching science majors interested in teaching careers about education. Teacher Educators' Journal, (11), 12-21.
Hulleman, C. S., Kosovich, J. J., Barron, K. E., & Daniel, D. B. (2017). Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom. Journal of Educational Psychology, 109(3), 387-404.
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Arnold, K M., Daniel, D.B., Jensen, J., McDaniel, M, Marsh, E.J. (2016). Structure Building Predicts Grades in College Psychology and Biology. Applied Cognitive Psychology, 30(3).
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Daniel, D. B. & Richmond, A. (2015). Teaching Child and Adolescent Development. In Dunn, D. (Ed.) The Oxford Handbook of Undergraduate Psychology Education. Oxford University Press.
Daniel, D.B. & Lutsky, N. (2015). Using Psychological Science to Teach Psychological Science. APS Observer, 28 (9).
Daniel, D. B. (2014). A work in progress. In Bubb, R., Stowell, J., Buskist, W. (Eds.). The Teaching of Psychology in Autobiography: Perspectives from Psychology’s Exemplary Teachers, Vol.5. Society for the Teaching of Psychology.
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Woody, W. D., & Daniel, D. B. (2014). Are we there yet? E-textbooks and online learning. In Online Learning: Instructional Technology, Common Misconceptions and Benefits & Challenges. New York: Nova Publishing.
Francisco, A., Daniel, D.B. (2014). Connecting the Mind, Brain and Education. Digital Promise. Click here to read
Daniel, D. B. & Chew, S. L, (2013). The Tribalism of Teaching and Learning. Teaching of Psychology. 40(4) 363-367.
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Daniel, D. B. (2013). The Dark Side of Pedagogy: An Ecological Perspective on the Study and Use of Pedagogy in the Classroom. In J. Holmes, S.C. Baker, & J. R. Stowell (Eds.), Essays from e-xcellence in teaching (Vol. 12, pp.6-11).
Daniel, D. B. & Woody, W. D. (2013). E-Textbooks At What Cost? Performance and Use of Electronic v. Print Texts. Computers & Education, 62, 18-23.
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Daniel, D. B. (2012). Promising Principles: Translating The Science of Learning to Educational Practice. Journal of Applied Research in Memory and Cognition, 1(4), 251-253.
Daniel, D. B. (2012, July). The Darkside of Pedagogy. E-Excellence in Teaching. APA Division 2.
Daniel, D. B. & Willingham, D. T. (2012). Electronic Textbooks: Why the Rush? Science, 333 (6076) 1569-1571.
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Gurung, R. A. R., Daniel, D. B. & Landrum, E. (2012). A Multi-Site Study of Learning in Introductory Psychology Courses. Teaching of Psychology. 39(3), 170-175.
Willingham, W. & Daniel, D. B. (2012). Beyond Differentiation: Teaching to What Learners Have in Common. Educational Leadership. 69(5), 16-21.
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Daniel, D. B. (2011). Learning centered lecturing in the college classroom. In Buskist, W. & Benassi, V. A. (Eds). Successful Strategies for Preparing Graduate Students to Become Effective College and University Teachers. Thousand Oaks, CA, Sage.
Daniel, D. B. (2011). Applying Gibson’s Concept of Affordances to the Study and Use of Pedagogy in the Classroom: An Ecological Approach. Developments: Newsletter of the Society for Research in Child Development, 43(4).
Miller, R. L., Balcetis. E., Burns, S. R., Daniel, D. B., Saville, B. K., Woody, W. D. (2011). Promoting student engagement (Vol. 2): Activities exercises and demonstrations for psychology courses. E-book: http://teachpsych.org/resources/e-books/pse2011/index.php
Woody, W. D., Daniel, D. B., & Baker, C. (2010). E-books or textbooks: Students prefer textbooks.
Computers & Education, 55, 945–948.
Daniel, D. B. & Woody, W. D. (2010). They listen, but do not hear: Retention for podcasted material in a classroom context. Teaching of Psychology, 37(3) 199 – 203.
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Daniel, D. B. (2010). Practical powerpoint. In Dunn, D. S, Wilson, J. C., Freeman, J. & Stowell, J.,
Getting Connected: Best Practices for Technology-Enhanced Teaching and Learning in Higher Education. Oxford University Press.
Worrell, F. C., Casad, B. J., Daniel, D. B., McDaniel, M,. Messer, W. S., Miller, H. L., Prohaska, V., &
Zlokovich, M. S. (2009). Promising principles for translating psychological science into teaching and
learning. In D.F. Halpern (Ed.), Undergraduate Education in Psychology: A Blueprint for the Future of the Discipline. Washington, DC: American Psychological Association.
Daniel, D. B. & Poole, D. A. (2009). The ecology of pedagogy: How collaborative research can prevent us from harming students. Perspectives on Psychological Science. 4(1), 91-96.
Fischer, K. W. & Daniel, D. B. (2009). Need for Infrastructure to Connect Research with Practice in Education. Mind, Brain and Education. Vol. 3(1), 1-2.
Fischer, K. W., Daniel, D. B., Immordino-Yang, M. H., Stern, E., Battro, A., & Koizumi, H. (2007). Why mind, brain, and education? Why now? Mind, Brain, and Education. 1(1), 1-2.
Daniel, D. B. (2005). How to ruin perfectly good lecture. In B. Perlman, L. McCann, & B. Buskist (Eds.), Voices of NITOP: Favorite talks from the National Institute on the Teaching of Psychology. American Psychological Society.
Daniel, D. B. (September, 2005). Evil technology: Nature or nurture. In B. K. Saville & T. E. Zinn (Eds.), E-Excellence inTeaching. APA Division 2.
Daniel, D. B., & Broida, J. P. (2004). Using web-based quizzing to improve exam performance:
Lessons learned. Teaching of Psychology, 31, 207-208.
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