Publications--Peer-Reviewed
(Empirical or Data-Driven)
Hardré, P. L., Crowson, H. M., & Xie, K. (in press, 2009). Comparing Online and Paper-based Questionnaires in Authentic Administration Contexts. Journal of Educational Computing Research.
Hardré, P. L., Sullivan, D., & Crowson, H. M. (in press, 2009). Student Characteristics and Motivation in Rural High Schools. Journal of Research in Rural Education.
Hardré, P. L., Nanny, M., Refai, H., & Slater, J. (in press, 2009). Re-Engineering a Dynamic Science Learning Environment for K-12 Teachers. Teacher Education Quarterly.
Hardré, P. L., & Cox, M. (in press, 2009). Expectations and Standards of Faculty Performance in Research-Extensive Universities. Research Papers in Education
Hardré, P. L., Beasley, A., Miller, R., & Pace, T. (in press, 2009). Faculty Motivation for Research: Across Disciplines in Research-Extensive Universities. Journal of the Professoriate, 5 (2),[May, 2009]
Ge, X., & Hardré, P. L. (in press, 2009). The Roles of Metacognition and Learning Community in Supporting the Development of Instructional Design Expertise. Learning Environments Research,[Spring, 2010]
Hardré, P. L. (in press, 2009). Faculty Motivation for Research and Professional Development in the Community College. Community College Journal of Research and Practice,[Oct, 2009]
Hardré, P. L., & Reeve, J. (2009). Benefits of Training Corporate Managers to Adopt a More Autonomy-Supportive Motivating Style Toward Employees. International Journal of Training & Development, 13 (3), 165-184.
Hardré, P. L., & Sullivan, D. W. (2009). Motivating Adolescents: Teachers’ Beliefs, Perceptions and Classroom Practices. Teacher Development, 13 (1), 1-16.
Hardré, P. L., & Sullivan, D. (2008). Teachers’ Perceptions and Individual Differences: How they Influence Teachers’ Motivating Strategies. Journal of Teaching and Teacher Education, 24 (8), 2059-2075.
Hardré, P. L., Davis, K. A., & Sullivan, D. W. (2008). Measuring Teacher Perceptions of the “How” and “Why” of Student Motivation. Educational Research and Evaluation, ¬¬14 (2), 155-179.
Hardré, P. L., Ferguson, C., Bratton, J., & Johnson, D. (2008). Online Professional Development for TAs: What They Need, What They Have, What They Want. Journal of Faculty Development, 22 (1), 13-28.
Hardré, P. L., Sullivan, D. W., & Roberts, N. (2008). Rural High School Teachers’ Best Motivating Practices. The Rural Educator, 30 (1), 19-31.
Hardré, P. L., & Sullivan, D. (2008). Student Differences and Environment Perceptions: How they Contribute to Student Motivation in Rural High Schools. Learning and Individual Differences, ¬¬18, 471-485.
Hardré, P. L. (2008). Taking on the Motivating Challenge: Rural High School Teachers’ Perceptions and Practice. Teacher Education and Practice, 21 (1), 72-88.
Hardré, P. L. (2007). Preventing Motivational Dropout: A Systemic Analysis in Four Rural High Schools. Leadership and Policy in Schools, 6 (3), 231-265.
Hardré, P. L., Crowson, H. M., DeBacker, T., & White, D. (2007). Predicting the Academic Motivation of Rural High School Students. Journal of Experimental Education, 75 (4), 247-269
Hardré, P. L., Crowson, H. M., Ly, C., & Xie, K. (2007). Testing Differential Effects of Computer-based, Web-based, and Paper-based Administration of Questionnaire Research Instruments. British Journal of Educational Technology, 38 (1), 5-22.
Hardré, P. L., Ge, X. & Thomas, M. (2007). An Investigation of the Development of Instructional Design Expertise. Performance Improvement Quarterly, 19 (4), 55-82.
Hardré, P. L, Crowson, H. M., Ly, C. & Xie, K. (2007). Testing Differential Effects of Computer-based, Web-based, and Paper-based Administration of Questionnaire Research Instruments. British Journal of Educational Technology, 38 (1), 5-22.
Hardré, P. L., Miller, R. B., Beasley, A., Pace, T., Maxwell, M. S. & Xie, K. (2007). What Motivates University Faculty Members to do Research?: Tenure-track Faculty in Research-Extensive Universities. Journal of the Professoriate, 2 (1), 75-99.
Hardré, P. L. (2007). Preventing Motivational Dropout: A Systemic Analysis in Four Rural High Schools. Leadership and Policy in Schools,6 (3), 231-265.
Hardré, P. L., Crowson, H. M., DeBacker, T., & White, D. (2007). Predicting the Academic Motivation of Rural High School Students. Journal of Experimental Education ,75 (4), 247-269
Hardré, P. L. (in press, 2008). Taking on the Motivating Challenge: Rural High School Teachersé Perceptions and Practice. Teacher Education and Practice, 21 (1), ____. [Sept 2008]
Hardré, P. L., Ferguson, C. , Bratton, J., & Johnson, D. (2008). Online Professional Development for TAs: What They Need, What They Have, What They Want. Journal of Faculty Development, 22 (1), 13-28.
Hardré, P. L & Chen, C. H. (2006). Teaching Assistants Learning, Students Responding: Process, Products and Perspectives on Instructional Design. Journal of Graduate Teaching Assistant Development, 10(1), 25-51.
Hardré, P. L. & Miller, R. B. (2006). Toward a Current, Comprehensive, Integrative, and Flexible Model of Motivation for Instructional Design, Performance Improvement Quarterly, 19(3), 25-52.
Hardré, P .L, Huang, S. H., Chen, C. H., Chiang, C. T., Jen, F. L. & Warden, L. (2006). High School Teachers' Motivational Perceptions and Strategies in an East Asian Nation. Asia-Pacific Journal of Teacher Education, 34(2), 199-22.
Hardré, P. L., Chen, C. H., Huang, S. H., Chiang, C. T. Jen, F. L. & Warden, L. (2006). Influences on High School Studentsé Academic Motivation in an Asian Nation. Asia-Pacific Journal of Education, 26 (2), 189-207.
Hardré, P. L & Chen, C. H. (2005).
A Case Study Analysis of the Role of Instructional Design in the
Development of Teaching Expertise. Performance
Improvement Quarterly, 18(1), 34-58.
Hardré, P. &
Reeve, J. (2003). A Motivational Model of Rural Students'
Intentions to Persist In, Versus Drop Out of, High School. Journal
of Educational Psychology, 95, 2, 347-356.
Hardré, P. L.
(2003). The Effects of Instructional Design Training on University Teaching
Assistants. Performance Improvement Quarterly, 16, 4, 23-39.
Hardré, P. L.
(2003). Motivating Students in Rural High Schools, in NREA e-journal, The Country Teacher. Available at: http://www.nrea.net.
Reeve, J., Jang, H.,
Hardré, P. L., & Omura, M. (2002). Providing
a Rationale for an Uninteresting Activity as a Motivating Strategy to Support
Another's Self-determined Extrinsic Motivation. Motivation
and Emotion, 26 (3), 183-207
Publications - Peer-Reviewed
(Theoretical/Conceptual)
Hardré, P. L. (2009). The Motivating Opportunities Model (MOM) for performance SUCCESS: Design, development and instructional implications. Performance Improvement Quarterly 22 (1), 5-26.
Hardré, P. L. (2009). Nurturing the Rural Teacher Experience: Lessons from the United States. Proceedings of the International Symposium on Rural Education (ISFIRE), Armidale, Australia, January 2009.
Hardré, P. L. (2005). A Case for Instructional Design as a
Professional Development Tool-of-Choice for University Teaching
Assistants. Innovative Higher Education, 30(3),
163-178.
Hardré, P. L., Ge, X. & Thomas, M. (2005). Toward a Theory of the Development of
Expertise in Instructional Design. Educational
Technology, 45(1), 53-57.
Hardré, P. L.
(2004). Starting from the end:
Instructional design for teaching technology. Association
for the Advancement of Computing in Education Journal, 12(3), 315-330.
Hardré, P. (2003). Beyond Two Decades of Motivation: A Review of the Research and Practice in
Human Performance Technology. Human Resource Development Review, 2, 1,
54-81.
Wagner, J., Anulmalasetty, K., Thoman, D., Hardré, P. & Ross-Lazarov, T. (2002).
Benchmarking HIPAA Compliance:
An Interdisciplinary Approach at University of Iowa
Health Care. Journal of Health
Information Management Systems, 16,
2, 46-50.
Hardré, P. L. (2001). Designing Learning Environments
for Continuing Education that Optimize Cognitive Gains, Performance Improvement Quarterly, 14(3), 43-74.
Hardré, P. L.
(2001). Building flexible technology skills using concept models, Performance Improvement, 40(6), 36-40.
Hardré, P. L.
(2001). Questions beyond context: Facilitating intentional, autonomous
rehearsal, practice, and application, Teacher
Education and Practice, 14, 3 53-71.
Hardré, P. (1997). Opposing
Viewpoints: Where to Find Them and How to Use Them, Oregon
English Journal, 19, 1, Spring
1997.
Publications - Books
and Book Chapters
Hardré, P. L. (2004).
Managing Instructional Design
Projects, project management chapter in Instructional
Design (3rd edition), Patricia L. Smith and Tillman Ragan,
2004. New York:
Wiley.
Hoehne, U. & Hardré, P. (2001).
Forces of Evil, Lessons of
Love, young adult literature, American House Press, 2001.
Publications - Non-Peer-Reviewed
(Theoretical/Conceptual)
Hardré, P. L., Xie, K., & Ly, C. (2005). Production
and data management issues of digital administration of research
questionnaires, Performance Improvement Journal, 44, 5, 33-39.
Authored
& Edited Publications - Design and Development Resources
Hardré, P. (2007, 2008). Designing Instruction for the University
Classroom" All-TA Training & Development Manual (ATA), sponsored by
Program for Instructional Innovation (PII), University of Oklahoma,
2007,2008.
Hardré, P. (2003,
2006). Designing Instruction for the
University Classroom" ID manual for TAs, developed for TA research project
(2003), used in TA workshops sponsored by OU Instructional Development Program
(2003 to present), and adopted for faculty development for online course by OU
College of Arts & Sciences (2006).
Hardré, P. (2002). Designing Technology-Supported Instruction theory and practice section of the faculty
development manual for technology instruction, University of Iowa,
2002.
nTITLE Reference Manual (Contributing
Author & Editor), faculty training manual in instructional
technologies, nTITLE program, summer 1999-2002.
WebCT: A Guide for Designers (Contributing Author), instructional design manual for faculty
using Web Course Tools, UI Academic Technologies and the Center for Teaching,
1999-2002.
Hardré, P. (Ed.) (1998). CORE
Faculty Supplemental Readings Collection,collected, evaluated,
organized, generated abstracts and applications for over 40 supplemental texts
into a faculty resource for current and future Colloquium faculty; published in
both electronic and paper form, by Southern Oregon University, 1998.
Hardré, P. (Ed.) (1998). CORE
Student Supplemental Readings Collection,collected, evaluated,
organized, generated abstracts and applications for over 50 supplemental texts
into a faculty resource for current and future Colloquium faculty; published in
both electronic and paper form, by Southern Oregon University, 1998.
Hardré, P. (Ed.) (1998). Southern Oregon University Learn and Serve
Volunteer Handbook, managed
and supervised student team in campus-wide publishing project, design, writing,
editing, publishing, sponsored by Southern Oregon University SOULS Program,
1998.
Hardré, P. (Ed.) (1998). The Source faculty development and curriculum update newsletter for Southern
Oregon University Colloquium, communicating program policy, instructional
strategy, and curriculum implementation to 40 faculty across 23 departments of
the university; published in electronic and paper forms, by Southern Oregon
University, 1997-98.
Bennett, K., Hardré, P., & T. Long (Eds.) (1998). CORE
Faculty Development Guide,teaching
and resource handbook for training new and returning faculty of the University
Colloquium; published in both electronic and paper form, by Southern Oregon
University, 1998.
Manuscripts in Review
(Empirical or Data-Driven)
Hardré, P. L., Slater, J., & Nanny, M. (in review, R&R). Redesigning and Aligning Assessment and Evaluation for a Federally-funded Science Teacher Education Program. Evaluation and Program Planning.
Hardré, P. L., & Sullivan, D. W. (in review). Examining High School Teacher Characteristics and Motivating Strategies. Teacher Education and Practice.
Hardré, P. L., & Kollmann, S. (in review, R&R). The Motivational Implications of University Faculty Performance Specifications. Performance Improvement Quarterly.
Hardré, P. L., & Licuanen, B. (in review, R&R). Motivational Characteristics of Native and Non-Native Students in Rural, Public High Schools. Journal of American Indian Education.
Hardré, P. L., Garcia, F., Apamo, P., Mutheu, L., Ndege, M., & Bois, I. (in review, R&R). Evaluating Knowledge, Attitudinal and Behavioral Change Effects of a Multinational Program to Reduce Youth Risk Behaviors for HIV-AIDS. Educational Research and Evaluation.
Hardré, P. L., Garcia, F., Apamo, P., Mutheu, L., & Ndege, M. (in review). Information, Affect and Action: Motivating Hope Toward Reducing Risk Behaviors for HIV-AIDS Multinationally. Sex Education.
Hardré, P. L. (in review). The Motivating Strategies Questionnaire: A New Measure for Teacher Efficacy and Strategies for Motivating Students. British Journal of Educational Psychology.
Hardré, P. L., Cox, M., & Kollman, S. (in review). Expectations and Standards of Faculty Success Within and Between Disciplines in Research-Extensive Universities. Performance Improvement Quarterly.
Manuscripts in
Review (Theoretical/Conceptual)
Hardré, P. L. (in review). Checked Your Bias Lately?:
Issues and Strategies for Teachers to Self-Assess for Grading Bias. Teachers and Teaching: Theory and Practice.
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Manuscripts in Preparation
Hardré, P. L. (in progress). Motivating Opportunities in Instructional Design and Human Performance Technology.
Hardré, P. L. (in progress). Beating the Odds: Frameworks for Success Across Contexts in Rural Education.
Hardré, P. L., Garcia, F. [???] (in progress). Measuring Motivational Characteristics for Choice to Avoid HIV-AIDS.
Hardré, P. L. (in progress). The Assessments of Teaching Quality: Evaluating Three Parallel Instruments for Assessing Teaching Performance, by Teachers, Raters and Students.
Hardré, P. L. (in progress). Toward a Theory of Motivational Dropout.
Hardré, P. L. [& Burris, A. ?] (in progress). What Contributes to Development: Differential Responses to Key Design Features in Training and Development.
Hardré, P. L. (in progress). Examining the Potential of a Tri-level Model of Teachers’ Motivating Strategies.
Hardré, P .L, Huang, S. H., & Chen, C. H. (2006). A Systemic Perspective on Education and Development in the East Asian High School.
Hardré, P. L, [Madden, J. S., others?] (in progress). Meeting the Needs of TAs in Online Professional Development. Educational Technology Research & Development.
Hardré, P. L., & Kollmann, S. (in progress). Learning and Practice in Instructional Design: Across the Career Trajectory.
[Hardré, P. L., & Kollmann, S. (in progress). Tools of the Trade: Instructional Design Job Aids for Expertise Development and Utilization.
Hardré, P. L. (in progress). Rank, Role & Authority: Power Relationships in the Complex Leadership Structure of Higher Education.
Hardré, P. L. (in progress). The Irony of Conflict: Research Rigor, Clarity and Journal Constraints.
Hardré, P. L. (in progress). Rural Heroes: Administrators Motivating Teens to Beat the Odds
Hardré, P. L. [Crowson, H.M., & Xie, K.] (in progress). Where, How and Why?: Investigating User Choices and Interactions Among Context and Instrumentation in Online and Paper Research Administration.
Hardré, P. L. [Crowson, H.M., & Xie, K.] (in progress). Participation Across Incentive Potentials in an Online Research Environment.
Hardré, P. L., (in progress). Into the Future: Motivation’s Role in Supporting Persistence and Achievement Goals for Rural Students, Teachers, and Schools.
Hardré, P. L., [Ge, X., Eseryel, D., Nihira, M., Smith, K., O’Brien, B., & McKissack, J.?] (in progress). Analyzing the Dynamic Team Task of Normal Vaginal Delivery in a Teaching Hospital.
Hardré, P. L., [Nihira, M., Smith, K., O’Brien, B., Ge, X., & Eseryel, D.?] (in progress). Improving Learning and Communication Dynamics of the Obstetrics-Gynocology Rotation in a Major Medical Center.
Hardré, P. L., [Ge, X., Eseryel, D., Nihira, M., Smith, K., & O’Brien, B.,?] (in progress). Simulating New Life: Design, Development, and Testing of an OB-Gyn Simulation for Medical Residents.
Hardré, P. L. (in progress). Inside and Out: A Systems View of Motivation in Rural Schools.
Hardré, P. L. (in progress). Principles and Practice for Managing Project Volunteers.
Hardré, P. L. (in progress). What Do We Mean By, “They want to”?: How 200 High School Teachers Define, Diagnose, and Intervene for Students’ Motivation.
Hardré, P. L. (in progress). Hearing from Teaching Assistants: On Training, Mentoring and Identity Formation.
Hardré, P. L. (in progress). Teaching From What We Believe: Dochastic and Stochastic Bases for Pedagogical Practice.
Technologies
Web and Multimedia Design and Delivery Systems, for
multiple browsers & search engines; Web Page design and Management
(Dreamweaver, Attain/Coursebuilder, Claris HomePage, FrontPage); WebCT
instructional management & delivery system, Acrobat (pdf), online
forms, quizzes, surveys(SurveyMonkey).
Interactive Online Presentation Systems: iLink, Adobe Connect.
Online Course Management Systems, including Web Course
Tools, Blackboard, CourseInfo, Angel, FirstClass, and Desire2Learn; with
companion document preparation software such as Respondus (quizzes) and
Professor's Assistant (syllabi).assessment & tracking (eLumen & Perception)
Graphics Acquisition, Manipulation, Animation and Presentation Tools, including Photoshop, Fireworks, Authorware, Director, Flash, Powerpoint; SnapzPro screen image capture, digital cameras, flatbed and slide scanning.
Audio and Video Capture and Manipulation Tools; including Soundedit, Quicktime Pro, FinalCut Pro.
