Angela M.

Profile: Angela M. O'Donnell


My research explores the significance of peers in the learning process. Most people really learn what they want to know from asking other people. The ability to recognize and effectively use peers is especially important to those who feel they have few resources.

Professional Memberships

Fellow, American Psychological Association
Fellow, American Educational Research Association
Member, American Psychological Society
Member, European Association for Learning and Instruction
Member, Cognitive Science Society
Member, International Society for Learning Sciences

Memberships on Editorial Boards

Contemporary Educational Psychology
Educational Psychologist
Educational Psychology Review
Journal  of Experimental Education 
Irish Educational Studies
American Educational Research Journal
The Teacher Educator


Ph.D., Experimental  Psychology, Texas Christian University, 
M. S. Experimental Psychology, Texas Christian University
M. Ed. Special Education, Texas Christian University
B. Ed. English, Education, Carysfort College

Research Work With Students

My research interests include cooperative and collaborative learning, text processing, and learning strategies. I am interested in understanding the conditions in which students learn best from one another. My research focuses on how and what students learn from one another and what teachers can do to support this kind of learning.

Recent & Selected Publications

Peer Reviewed Journal Articles

Swan, A., & O'Donnell, A. M. (2009). The contribution of a virtual laboratory to college students' learning. Innovations in Education and Teaching International, 46, 405-419.

McInerney, C. R., DiDonato, N. C., Giagnacova, R., & O'Donnell, A. M. (2008). Students' choice of information technology majors and careers: A qualitative study. Information Technology, Learning and Performance Journal, 24(2), 35-52.

O'Donnell, A. M. (2004). A commentary on design research. Educational Psychologist, 39, 255-260.

Levin, J. R., O’Donnell, A. M., & Kratochwill, T. R. 2003). A case for enhancing the credibility of educational/psychological intervention research. In W. M. Reynolds & G. E. Miller (Eds.), Comprehensive handbook of psychology, Volume 7: Educational Psychology (pp. 557-581).  New York: Wiley.

O'Donnell, A. M ., Dansereau, D. F., & Hall, R. H. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14, 71-86.

Foley, K., & O'Donnell, A. M. (2002). Cooperative learning and visual organizers: Effects on learning to solve mole problems in high school chemistry.  Asia Pacific Journal of Education, 22,38-50.


O'Donnell, A. M., Reeve, J. M., & Smith, J. K. (2007). Educational psychology: Reflection for action. Hoboken, NJ: John Wiley & Sons.

O'Donnell, A. M., Hmelo-Silver, C., & Erkens, G. (2006). Collaborative learning, reasoning, and technology. Mahwah, NJ: Lawrence Erlbaum.

O'Donnell, A. M., & King, A. (1999). Cognitive perspectives on peer learning. Mahwah, NJ. Lawrence Erlbaum.

Book Chapters

O'Donnell, A. M. (2006). The role of peers and group learning. In P. Alexander & P. Winne (Eds)., Handbook of educational psychology, 2nd Edition. Mahwah, NJ: Lawrence Erlbaum.

Etkina, E., Mestre, J, & O’Donnell, A. M. (2005). The impact of the cognitive revolution on science teaching and learning.. In J. Royer (Ed.)The  cognitive revolution in educational psychology (pp. 119-164).  Information Age Publishers

O'Donnell, A. M. (2005). Learning with technology. In A. M. O’Donnell, C. Hmelo-Silver, and G. Erkens (Eds.), Collaborative learning, reasoning, and technolog (pp. 1-12). Mahwah, NJ: Lawrence Erlbaum.

O’Donnell, A. M. (2005). Experimental classroom research. In G. Phye, D. Robinson, and J. R. Levin (Eds.). Experimental methods for educational intervention (pp. 213-233).. St. Louis, MO: Elsevier Press.

O’Donnell, A. M., & Derry, S. D. (2005). Cognitive processes in interdisciplinary groups: Problems and possibilities. In S. J. Derry, C. Shunn, & M.Gernsbacher (Eds.) Interdisciplinary collaboration: An emerging cognitive science (pp. 51-82 Mahwah, NJ:  Lawrence Erlbaum Associates.

O’Donnell, A. M.  (2005). The No Child Left Behind Act: What if it worked? In J. Carlson & J. R. Levin (Eds.), Scientifically based education research and federal funding agencies: The case of the No Child Left Behind legislation (pp. 97-102). Greenwich, CT: Information Age Publishing.

O'Donnell, A. M. (2004). Shared and unshared knowledge: The collaborative analysis of a classroom case by preservice teachers.  In J. van der Linden & P. Renshaw (Eds.), Dialogic learning: Shifting perspectives to learning, instruction, and teaching (pp. 233-250).Dordrecht: Kluwer Academic Press.

Honors & Awards


Inaugral Fellow of the American Educational Research Association 
Outstanding Career Contributions to Cooperative Learning, AERA,
Scholar-Teacher Award, 2007, Rutgers, The State University of New
Carnegie Academy for the Scholarship of Teaching and Learning
     Presidential Fellow 2006-2009.
Fellow of the American Psychological Association, January 2002
Graduate School Alumni Award for Outstanding Faculty Service, 2002
New Jersey Psychological Association Distinguished Teacher Award,
Senior Faculty Fellow, Teaching Excellence Center, New Brunswick,
Early Career Research Award, Division 15, American Psychological
     Association, 1995.
Graduate School Alumni Award for Research, 1995.
Faculty Fellow, National Institute for Science Education, University of
     Wisconsin at Madison, 1995.
Outstanding External Collaborator Award,  Gallaudet University
     Council on Graduate Education, 1994.
Faculty Initiate to Mu Rho Chapter of Kappa Delta PI, 1994.
Pauline P. French Excellence in Teaching Award, GSE Alumni
     Association, 1994
Faculty Fellowship, New Brunswick Teaching Excellence Center,