SelectedWorks - Keith Thiede

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Selected Works of Keith Thiede

Associate Dean, Professor, College of Education

Dr. Keith Thiede is the Associate Dean for the College of Education and a Professor in the Department of Curriculum, Instruction, and Foundational Studies at Boise State University. He received his Ph.D. in Educational Psychology from the University of Washington, with emphases in statistics, measurement, and research design. Dr. Thiede's primary research interest is metacognition and self-regulated learning. His research has been funded by the U.S. Department of Education’s Institute of Education Sciences and the James S. McDonnell Foundation and is published in the Journal of Experimental Psychology: Learning, Memory, & Cognition, Psychonomic Bulletin & Review, and the Journal of Educational Psychology. Dr. Thiede is currently on the Editorial Boards of the Journal of Educational Psychology and the Contemporary Educational Psychology.

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About Keith Thiede

Dr. Keith Thiede is the Associate Dean for the College of Education and a Professor in the Department of Curriculum, Instruction, and Foundational Studies at Boise State University. He received his Ph.D. in Educational Psychology from the University of Washington, with emphases in statistics, measurement, and research design. Dr. Thiede's primary research interest is metacognition and self-regulated learning. His research has been funded by the U.S. Department of Education’s Institute of Education Sciences and the James S. McDonnell Foundation and is published in the Journal of Experimental Psychology: Learning, Memory, & Cognition, Psychonomic Bulletin & Review, and the Journal of Educational Psychology. Dr. Thiede is currently on the Editorial Boards of the Journal of Educational Psychology and the Contemporary Educational Psychology.

Present	Associate Dean, College of Education, Boise State University
Institution Organization Position Type Position Title Time Period to Options Current Position Affiliate my profile with this Institution
Present	Professor, Boise State University ‐ Department of Curriculum, Instruction and Foundational Studies
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Curriculum and Instruction

Metacognition and Self-Regulated Learning and Statistics, Measurement, and Research Design

2019 - Present	Improve Sixth Through Eighth Grade Students’ Mathematics Achievements
	National Science Foundation (NSF)
	Role: Co-Investigator
	Colleague(s): Joe Champion (PI); Michele Carney (Co-PI), and Sam Coskey (co-investigator)
	$3,000,000

2007-2011: Improving Metacomprehension and Self-Regulated Learning from Scientific Texts, $1,837,208 U.S. Department of Education Grant
2003-Present: Journal of Educational Psychology Editorial Board Member

Curriculum and Instruction
Boise State University
1910 University Drive E-215
Boise, ID 83725
(208) 426-1278

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Articles (35)

Drawing to Improve Metacomprehension Accuracy (Keith W. Thiede, Katherine L. Wright, Sara Hagenah, et al.) Learning and Instruction (2022)

We examined the effect of drawing sketches on metacomprehension accuracy of science texts for 5th grade (ages 10–11) students (Study 1: N = 60, Study 2: N = 62). Students either received instruction on drawing ...

The Relationship Between Teachers' Cue-Utilization and Their Monitoring Accuracy of Students' Text Comprehension (Janneke van de Pol, Tamara van Gog and Keith Thiede) Teaching and Teacher Education (2021)

We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text ...

Scaling Professional Development for Mathematics Teacher Educators (Michele B. Carney, Jonathan L. Brendefur, Gwyneth Hughes, et al.) Teaching and Teacher Education (2019)

There have been multiple calls (Adler, Ball, Krainer, Lin, & Novotna, 2005; Conference Board of the Mathematical Sciences, 2012; Kilpatrick, Swafford, & Findell, 2001) and extensive evidence (Hiebert, 2003; Lemke et al., 2004; National Math ...

Comparison of Two Approaches to Interpretive Use Arguments (Michele Carney, Angela Crawford, Carl Siebert, et al.) Applied Measurement in Education (2019)

The Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014) recommend an argument-based approach to validation that involves a clear statement of the intended interpretation and use of test scores, the identification of ...

Improving the Accuracy of Teachers' Judgments of Student Learning (Keith W. Thiede, Jonathan L. Brendefur, Michele B. Carney, et al.) Teaching and Teacher Education (2018)

We examined the effect of different professional development programs on the accuracy of teachers' judgments of their students' learning during three academic years. Teachers participated in a program focused on improving (a) use of formative ...

Developing a Multi-Dimensional Early Elementary Mathematics Screener and Diagnostic Tool: The Primary Mathematics Assessment (Jonathan L. Brendefur, Evelyn S. Johnson, Keith W. Thiede, et al.) Early Childhood Education Journal (2018)

There is a critical need to identify primary level students experiencing difficulties in mathematics to provide immediate and targeted instruction that remediates their deficits. However, most early math screening instruments focus only on the concept ...

How Restudy Decisions Affect Overall Comprehension for Seventh‐Grade Students (Keith W. Thiede, Joshua S. Redmond, Jennifer Wiley, et al.) British Journal of Educational Psychology (2017)

Background Self‐regulated learning requires accurate monitoring and effective regulation of study. Little is known about how effectively younger readers regulate their study. Aims We examined how decisions about which text to restudy affect overall comprehension ...

Improving Metacomprehension Accuracy in an Undergraduate Course Context (Jennifer Wiley, Thomas D. Griffin, Allison J. Jaeger, et al.) Journal of Experimental Psychology: Applied (2016)

Students tend to have poor metacomprehension when learning from text, meaning they are not able to distinguish between what they have understood well and what they have not. Although there are a good number of ...

The Effects of Professional Development on Elementary Students’ Mathematics Achievement (Jonathan L. Brendefur, Keith W. Thiede, Sam Strother, et al.) Journal of Curriculum and Teaching (2016)

This paper describes the effects of a professional development (PD) program – Developing Mathematical Thinking – on student achievement. Six Title I elementary schools with similar demographics, within one school district, were chosen to participate ...

Statewide Mathematics Professional Development: Teacher Knowledge, Self-Efficacy, and Beliefs (Michele B. Carney, Jonathan L. Brendefur, Keith Thiede, et al.) Educational Policy (2016)

We examined the impact of a state mandated K-12 mathematics professional development course on knowledge, self-efficacy and beliefs of nearly 4,000 teachers and administrators. Participants completed the Mathematical Thinking for Instruction course, emphasizing student thinking, ...

Comparing the Effect of Two Internship Structures On Supervision Experience and Learning (Robin D. Winslow, Meghan Eliason and Keith W. Thiede) Journal of Organizational and Educational Leadership (2016)

This study examined whether two different internship structures affected educational leadership students’ supervision experience, beliefs about supervision, and learning of a clinical supervision model. Some students supervised pre-service teachers placed at their schools, while others ...

Five Key Ideas to Teach Fractions and Decimals with Understanding (Sam Strother, Jonathan L. Brendefur, Keith Thiede, et al.) Advances in Social Sciences Research Journal (2016)

The teaching of fractions and decimals is a significant challenge for many teachers due to the inherent difficulty of the topic for students as well as the lack of high-quality, modernized curricular materials. This article ...

Randomized and Blinded Study for the Treatment of Glenohumeral Internal Rotation of Motion Restriction: The Prone-Passive Stretching Technique (Dave Hammons, John W. McChesney, Michael Curtin, et al.) The Journal of Sports Medicine and Allied Health Sciences (2015)

Background: Prior research has focused on specific interventions to reduce the symptoms of glenohumeral internal rotation deficit (GIRD) and posterior glenohumeral (GH) tightness; however, clinicians often utilize a prone stretching technique instead for which a ...

Developing a Mathematics Instructional Practice Survey: Considerations and Evidence (Michele B. Carney, Jonathan L. Brendefur, Gwyneth R. Hughes, et al.) Mathematics Teacher Educator (2015)

As mathematics teacher educators, it is imperative that we have high-quality tools that conceptualize and operationalize mathematics instruction for large-scale examination. We first describe existing instructional practice survey scales, including their conceptualization of practice and ...

Developing Multiplication Fact Fluency (Jonathan Brendefur, S. Strother, K. Thiede, et al.) Advances in Social Sciences Research Journal (2015)

Using specific components of three broad learning theories—cognitive, social-interactional, and behavioral—students in 3rd, 4th and 5th grade classrooms were given multiplication fact fluency instruction over a period of five weeks for 10-15 minutes each day. ...

Can Teachers Accurately Predict Student Performance? (Keith W. Thiede, Jonathan L. Brendefur, Richard D. Osguthorpe, et al.) Teaching and Teacher Education (2015)

In two studies, we examined the effect of professional development to improve mathematics instruction on the accuracy of teachers' monitoring of student learning. Study 1 was conducted with 36 teachers participating in three years of ...

Developing a Comprehensive Mathematical Assessment Tool to Improve Mathematics Intervention for At-Risk Students (Jonathan Brendefur, Evelyn S. Johnson, Keith W. Thiede, et al.) International Journal for Research in Learning Disabilities (2015)

Students who complete kindergarten with an inadequate knowledge of basic mathematics concepts and skills will continue to experience difficulties with mathematics throughout their elementary and secondary years and may be at increased risk for math ...

Developing Mathematical Thinking: Changing Teachers’ Knowledge and Instruction (Jonathan L. Brendefur, Keith Thiede, Sam Strother, et al.) Journal of Curriculum and Teaching (2013)

In the present research, we evaluated the effectiveness of a multi-year professional development program in mathematics for elementary teachers. Each year the program focused on a different domain of mathematics. We found the program increased ...

A Professional Development Program to Improve Math Skills Among Preschool Children in Head Start (Jonathan Brendefur, Sam Strother, Keith Thiede, et al.) Early Childhood Education Journal (2013)

The purpose of this study was to examine the effect of providing early educators professional development experiences and activities to improve the mathematical skills of preschool children in Head Start around four domains of mathematics. ...

Four Cornerstones of Calibration Research: Why Understanding Students' Judgments Can Improve Their Achievement (John Dunlosky and Keith W. Thiede) Learning and Instruction (2013)

The target articles make significant advances in our understanding of students' judgments of their cognitive processes and products. In general, the advances are relative to a subset of common themes, which we call the four ...

Concept Mapping Improves Metacomprehension Accuracy Among 7th Graders (Joshua Redford, Keith W. Thiede, Jennifer Wiley, et al.) Learning and Instruction (2012)

Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students. In the first experiment, metacomprehension was marginally better for a concept mapping group than for a rereading ...

Elementary School Experience with Comprehension Testing May Influence Metacomprehension Accuracy Among Seventh and Eighth Graders (Keith W. Thiede, Joshua S. Redford, Jennifer Wiley, et al.) Journal of Educational Psychology (2012)

We explored whether exposure to different kinds of comprehension tests during elementary years influenced metacomprehension accuracy among 7th and 8th graders. This research was conducted in a kindergarten through eighth grade charter school with an ...

Concept Mapping Improves Metacomprehension Accuracy Among 7th Graders (Joshua Redford, Keith W. Thiede, Jennifer Wiley, et al.) Learning and Instruction (2012)

Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students. In the first experiment, metacomprehension was marginally better for a concept mapping group than for a rereading ...

Exploring Metacognitive Accuracy in Visual Search (Joshua Redford, Sean Green, Micah Geer, et al.) Memory & Cognition (2011)

For decades, researchers have examined visual search. Much of this work has focused on the factors (e.g., movement, set size, luminance, distractor features and proximity) that influence search speed. However, no research has explored whether ...

Exploring Metacognitive Accuracy in Visual Search (Joshua Redford, Sean Green, Micah Geer, et al.) Memory & Cognition (2011)

For decades, researchers have examined visual search. Much of this work has focused on the factors (e.g., movement, set size, luminance, distractor features and proximity) that influence search speed. However, no research has explored whether ...