image 87

Angela M. O'Donnell

Professor and Chair, Department of Educational Psychology
Educational Psychology
10 Seminary Place Room 324 New Brunswick, NJ 08901

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 2008.

    Outstanding Career Contributions to

    Cooperative Learning, AERA, 2008.

    Scholar-Teacher Award, 2007, Rutgers, The State University of New Jersey

    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, 2001.

    Senior Faculty Fellow, Teaching Excellence Center, New Brunswick, 1997-1998

    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 UniversityCouncil 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, 1993-1994.

Take the Next Step
Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback form.

Copyright © 2024 Rutgers GSE
Scroll to Top