Scott Marley
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Mail code: 1811Campus: Tempe
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Scott C. Marley’s current primary research strands are focused on two areas: instructional strategies with external representations from a cognitive perspective, and higher education topics related to student achievement and persistence. He is interested in strategies that capitalize on enactive and/or iconic external representations (i.e., manipulatives and imagery/pictures, respectively) to support learning in the first area of research.
Professor Marley is studying student, parent, peer and faculty characteristics that are assumed to be related to college student achievement and persistence in his secondary area of work which consists of collaborations with researchers in their substantive areas of interest. He productively collaborates with researchers from several academic fields (e.g., Special Education, Nutrition, and Sports Administration) outside of his specializations in educational psychology due to my expertise in quantitative methods, public health, and education. One of my current projects examines student motivational characteristics that are predictive of beneficial college outcomes.
- Ph.D. Educational Psychology, minor:Epidemiology, University of Arizona 2005. Dissertation: Can Text-Relevant Motor Activity Improve the Recall of Native American Children? Testing Predictions Derived from Glenberg's "Indexical Hypothesis" (Advisor: Prof. Joel R. Levin).
- MPH. Biostatistics, University of Arizona 2005
- M.A. in Educational Psychology, University of Arizona 2002
- B.A. Elementary Education, Arizona State University 1995
One of Professor Marley's current projects examines student motivational characteristics that are predictive of beneficial college outcomes.
Another current project examines the learning trajectories of preschool children experiencing activity-based learning in a drama context.
Guiding research questions:
- How can we best support student learning in mathematics and sciences?
- What motivational characteristics facilitate postsecondary success?
- Kelley,Michael Francis*, Marley,Scott Christopher. EYEPlay Dual Language Learning Project. Helios Education Foundation(11/1/2015 - 9/30/2019).
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Marley, S. C. & Carbonneau, K. J. (2015). How Psychological Research with Instructional Manipulatives Can Inform Classroom Learning. Scholarship of Teaching and Learning in Psychology. 1(4), 412-424.
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Carbonneau, K, J. & Marley, S.C (2015). Instructional Guidance and Realism of Manipulatives Influence Preschool Children’s Mathematics Learning. Journal of Experimental Education. 495-513.
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Wilcox, M. J., Marley, S.C., Nailor, N., & Barnard, W. (2016). Do Non-Cognitive Factors Predict Academic Achievement in Diverse College Freshman? Paper presented at the annual meeting of the American Educational Research Association.
Courses
2025 Spring
| Course Number | Course Title |
|---|---|
| EDP 554 | Analysis-of-Variance Methods |
2024 Fall
| Course Number | Course Title |
|---|---|
| EDP 552 | Multi Regression/Correlatn Mth |
| EPA 790 | Reading and Conference |
2024 Spring
| Course Number | Course Title |
|---|---|
| EDP 554 | Analysis-of-Variance Methods |
2023 Fall
| Course Number | Course Title |
|---|---|
| EPA 790 | Reading and Conference |
| EDU 503 | Education Sciences 3 |
2023 Spring
| Course Number | Course Title |
|---|---|
| EDP 554 | Analysis-of-Variance Methods |
2022 Fall
| Course Number | Course Title |
|---|---|
| EPA 790 | Reading and Conference |
| EDU 503 | Education Sciences 3 |
| DCI 752 | Quantitative Research Design |
2022 Spring
| Course Number | Course Title |
|---|---|
| EDU 502 | Education Sciences 2 |
| EDU 598 | Special Topics |
2021 Fall
| Course Number | Course Title |
|---|---|
| EPA 790 | Reading and Conference |
| EDU 501 | Education Sciences 1 |
2021 Spring
| Course Number | Course Title |
|---|---|
| EPA 790 | Reading and Conference |
2020 Fall
| Course Number | Course Title |
|---|---|
| EPA 790 | Reading and Conference |
2020 Spring
| Course Number | Course Title |
|---|---|
| EDT 590 | Reading and Conference |
| EPA 790 | Reading and Conference |