Daniel L Dinsmore

Associate Professor • of Educational Psychology

Foundations & Secondary Education • College of Education & Human Services

Areas of Expertise

Cognitive and Metacognitive Development

Strategic Processing and Studying

Learning from Text and Text Comprehension

Transfer of Knowledge
 

Education

Ph.D. August 2011 University of Maryland

Human Development with a specialization in Educational Psychology
Dissertation title: A multidimensional investigation of deep and surface processing
Advisor: Patricia A. Alexander
Defense date: June 15, 2011

 

M.A. December 2011 University of Maryland 

Educational Measurement and Statistics
Project title: Modeling the growth trajectory of learning from rereading
Advisor: Gregory Hancock
 

B.S. May 2001 Pennsylvania State University/ Schreyer Honors College 

Music Education
Honors project title: Selecting repertoire for
brass quintets
Advisor: Joanne Rutkowski
 

Biography

Awards

UNF Award of Excellence for Highly Cited Research, April 2017

Certificate for Highly Cited Research in Learning and Instruction, December 2016

University of North Florida, Outstanding Undergraduate Teaching Award 2015-2016

Educational Researcher 2015 Outstanding Reviewer Award

AERA Division C, New Faculty Mentoring Seminar, April 2013

University of Maryland, College of Education Outstanding Doctoral Student Award, May, 2011

University of Maryland Center for Teaching Excellence, Distinguished Teaching Award, May 2010

AERA Division C, Graduate Student Seminar, April 2010

EARLI, Sig 16 Metacognition, Student Paper Award, August 2009

Graduate Fellow, University of Maryland, Department of Human Development, 2005-2006

Affiliations

Editorial Board Member, Contemporary Educational Psychology

American Educational Research Association (AERA), Division C

European Association for Learning and Instruction (EARLI)

Grants and Contracts Awarded

Army Research Institute (ARI): Mitigating the Impact of Past Learning on Emerging Systems Skill Acquisition (MIPL) Research Support (March, 2017 - PI). Northrup Grumman Systems Corporation, Advance Defense Services Division  ($17,500.00)

 

Learning Strategies in Social and Informal Learning Contexts (December, 2016) (network partner). Fund for Scientific Research Flanders. 

 

Pre-Service Teacher Calibration (July, 2016) (faculty mentor). University of North Florida Office of Undergraduate Research SMART Grant . ($1500)

 

ESOL Career Ladder for Student Success (ESOL CLASS; March, 2016) (lead evaluator). United States Department of Education. ($2,184,748)

 

Dinsmore, D. L., Parkinson, M. M., Zoellner, B. P., & Rossi, A. M. (2013, October) (PI). Using different types of text to change beliefs about environmental science and perceptions of scientific evidence. University of North Florida Environmental Center SEED Grant ($3,150).

 

Dinsmore, D. L., & Wilson, H. E. (2012-2014) (PI). Subcontract for Project Proficere. Duval County Public Schools ($159,000).

 

Dinsmore, D.L. (2011, September) (PI). Reader profiling: A promising strategy for differentiating reading instruction. Dean’s Economic Advisory Council (DEAC), College of Education and Human Services, University of North Florida ($2,080).

 

Summer Research Fellowship, The Graduate School, University of Maryland, 2010 ($5,000).

 

Dinsmore, D. L. (2009). The effects of persuasive text on metacognitive monitoring and strategic processing. Support Program for Advancing Research and Collaboration (SPARC), College of Education, University of Maryland ($1,000).
 

Publications & Presentations

PUBLICATIONS

 

Books

 

Dinsmore, D. L. (in press). Strategic processing in education. New York: Routledge (expected publication August, 2017).

 

Fives, H., & Dinsmore, D. L. (Eds.) (under contract). The Model of Domain Learning: Understanding the development of expertise. New York: Routledge (expected 2017).

 

Chapters in Edited Volumes

 

Dinsmore, D. L., Hattan, C., & List, A. (accepted). A meta-analysis of strategy use and performance in the Model of Domain Learning. In H. Fives & D. L. Dinsmore (Eds.), The Model of Domain Learning: Understanding the development of expertise. New York: Routledge (expected 2017).

 

Dinsmore, D. L., Grossnickle, E. M., & Dumas, D. (2017). Learning to study strategically. In R. E. Mayer and P. A. Alexander (Eds.), Handbook of Research on Learning and Teaching: Second Edition. New York: Routledge.

 

Dinsmore, D. L., & Wilson, H. E. (2016). Student participation in assessment: Does it influence self-regulation? In G. T. L. Brown & L. R. Harris (Eds.), Handbook of Social and Human Conditions in Assessment. New York: Routledge.
 

Fox, E., & Dinsmore, D. L. (2016). Teachers and domain-specific motivation. In K. Wentzel and G. Ramani (Eds.), Social influences on social-emotional, motivation, and cognitive outcomes in school contexts. Routledge.

 

Alexander, P. A., Dinsmore, D. L., Fox, W. E., Grossnickle, E. M., Loughlin, S. M., Maggioni, L., Parkinson, M., & Winters, F. I. (2011). Higher-order thinking and knowledge: Domain-general and domain-specific trends and future directions. In G. Schraw (Ed), Assessment of higher order thinking skills. Charlotte, NC: Information Age Publishers.

 

Alexander, P. A., Dinsmore, D. L., Parkinson, M. M., & Winters, F. I. (2011). Self-regulated learning in academic domains. In B. Zimmerman & D. Schunk (Eds.), Handbook of self-regulation of learning and performance. New York: Routledge.

 

 

Refereed Journal Articles

 

Dinsmore, D. L. (in press). Examining the ontological and epistemic assumptions of research on metacognition, self-regulation, and self-regulated learning. Educational Psychology. doi: 10.1080/01443410.2017.1333575

 

Dinsmore, D. L. (2017). Towards a dynamic, multidimensional model of strategic processing. [Special Issue on Learning in Higher Education] Educational Psychology Review, 29, 235-268. doi: 10.1007/s10648-017-9407-5

 

Dinsmore, D. L., Zoellner, B. P., Parkinson, M. P., Rossi, A. M., Monk, M. J., & Vinnachi, J. (2017). The effects of different types of text and individual differences on view complexity about genetically-modified organisms. International Journal of Science Education, 39, 791-812. doi: 10.1080/09500693.2017.1298871

 

Dinsmore, D. L., & Alexander, P. A. (2016). A multidimensional investigation of deep-level and surface-level processing. Journal of Experimental Education, 84, 213-244. doi: 10.1080/00220973.2014.979126

 

Loughlin, S. M., Grossnickle, E. M., Dinsmore, D. L., & Alexander, P. A. (2015). “Reading” paintings: Evidence for trans-symbolic and symbol-specific comprehension processes. Cognition and Instruction, 33, 257-293. doi: 10.1080/07370008.2015.1076822
 

Dinsmore, D. L., Loughlin, S. M., Parkinson, M. M., & Alexander, P. A. (2015). The effects of persuasive and expository text on metacognitive monitoring and control. Learning and Individual Differences, 38, 54-60. doi: 10.1016/j.lindif.2015.01009
 

Dinsmore, D. L., Baggetta, P., Doyle, S., & Loughlin, S.M. (2014). Not all transfer is created equal: Making the case for different types of transfer. Journal of Experimental Education, 82, 121-141. doi: 10.1080/00220973.2013.835299

 

Dinsmore, D. L., & Parkinson, M. M. (2013). What are confidence judgments made of? Students’ explanations for their confidence ratings and what that means for calibration. [Special Issue on Calibrating calibration: Creating conceptual clarity to guide measurement and calibration] Learning and Instruction, 24, 4-14.

 

Dinsmore, D. L., & Alexander, P. A. (2012). A Critical Discussion of Deep and Surface Processing: What It Means, How It is Measured, the Role of Context, and Model Specification. Educational Psychology Review, 24, 499-567.
 

 

Langdon, F., Dinsmore, D. L., & Alexander, P. A. (2012). Uncovering perceptions of the induction and mentoring experience: Developing a measure that works. Teacher Development, 16, 399-414.


 

Fox, E., Dinsmore, D. L., & Alexander, P. A. (2010). Reading competence, interest, and reading goals in three gifted young adolescent readers. [Special Issue on Motivation and giftedness] High Ability Studies, 21, 165-178.

 

Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. [Special Issue on Metacognition, self-regulation, and self-regulated learning: Historical roots and contemporary manifestations] Educational Psychology Review, 20, 391-409.

 

Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). The impact of new learning environments in an engineering design course. [Special Issue on Effects of Constructivist learning environments] Instructional Science, 36, 375-393.

 

Other Publications (Refereed)

 

Dinsmore, D. L, & Parkinson, M. M. “Self-Regulated Learning.” In Oxford Bibliographies in Education. Ed. Luanna Meyer. New York: Oxford University Press, August 27, 2013. http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0112.xml?rskey=xI4YwS&result=1&q=Dinsmore#firstMatch
 

 

RECENT SELECTED PRESENTATIONS

 

Lee, K. S., Dinsmore, D. L., & Cugini, S. (2017, October). Reviewing strategy types, participant characteristics, and task types for effective mathematics problem solving. Paper to be presented at the Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, Indianapolis, IN.

 

Dinsmore, D. L., & Zoellner, B. P. (2017, August). The relation between cognitive and metacognitive strategic processing during science simulations. In J. Vermunt (Chair), The intersection between depth and regulation of strategy use. Symposium to be presented at the European Association of Research on Learning and Instruction, Tampere, Finland.

 

Dinsmore, D. L. (Discussant) (2017, August). In M. Baars & M. van Loon (Chairs), Students’, peers’, and teachers’ monitoring and regulation: Effects of Cognition and Motivation. Symposium to be presented at the European Association of Research on Learning and Instruction, Tampere, Finland.

 

Dinsmore, D. L., & Parkinson, M. M. (2017, August). Have measures of relative accuracy been relative enough?: A quantitative analysis. In L. McCardle (Chair), The role of feedback and standards in the self-regulation of students’ confidence and performance. Symposium to be presented at the European Association of Research on Learning and Instruction, Tampere, Finland.

 

Persky, A. M., & Dinsmore, D. L. (2017, April). Professional students’ confidence and calibration in a semester-long pharmacy course. Paper to be presented at the American Educational Research Association, San Antonio, TX.

 

Osborne, R., Dinsmore, D. L., & Pascale, A. (2016, September). Development of an instrument to predict the likelihood of pursuing residency training among Doctor of Physical Therapy students. Paper presented at the American Physical Therapy Association Educational Leadership Conference, Phoenix, Arizona.
 

DinsmoreContact Information

Building 57, Room 2329

(904) 620-2610

daniel.dinsmore@unf.edu