Knutson, K., Okada, T., & Crowley, K. (Eds.). (2020). Multidisciplinary approaches to art learning and creativity: Fostering artistic exploration in formal and informal settings. Routledge.

Knutson, K., Okada, T., & Crowley, K. (Eds.). (2020). Multidisciplinary approaches to art learning and creativity: Fostering artistic exploration in formal and informal settings. Routledge.

Knutson, K., Crowley, K., Russell, J.L., & Steiner, M.A. (2020). Approaching art education as an ecology: Exploring the role of museums. Karen Knutson, Takeshi Okada, Kevin Crowley (Eds.), Multidisciplinary approaches to art learning and creativity. (pp.218-231). Routledge.

Hecht, M., Crowley, K., & Russell, J. L. (2020). Decentering humans in the learning sciences: The role of nonhuman nature and place in learning ecosystems, Preceedings of the 14th International Conferences of the Learning Sciences, 501-504. 

Schunn, C. D., & Crowley, K. (2019). Falling in love and staying in love with science: Ongoing informal science experiences support fascination for all children. International Journal of Science Education, (12), 1626-1643.

Akiva, T., Russell, J., Hecht, M., & Crowley, K. (2018). Leadership in out-of-school learning: The educational doctorate program at the University of Pittsburgh. International Journal for Research on Extended Education.

Russell, J. L., Kehoe, S., & Crowley, K. (2017). Linking in and out-of-school learning. In K. Peppler (Ed.), Encyclopedia of Out-of-School Learning. Thousand Oaks, CA: Sage Publications.

Allen, L. B. & Crowley, K. (2017). From acquisition to inquiry: Supporting informal educators through iterative implementation of practice. In P. Patrick (Ed), Preparing Informal Educators. New York: Springer.

Allen, L. B. & Crowley, K. (2017). Knowledge is not enough: A learning ecologies approach to climate change education. International Journal of Global Warming.

Allen, L. B. & Crowley, K. (2017). Moving beyond scientific knowledge: Leveraging participation, relevance, and interconnectedness for climate education. International Journal of Global Warming.

Crowley, K., Dorph, R., & Schunn, C. (2017). Crumpled molecules and edible plastic: Science learning activation in out-of-school time. Afterschool Matters, 25, 22-28.

Eberbach, C.E. & Crowley, K. (2017). From seeing to observing: How parents and children learn to see science in a botanical garden. Journal of the Learning Sciences.

Louw, M., Barbuto, N., & Crowley, K. (2017). Designing learning pathways in a complex learning ecology: A research practice partnership focused on parent brokering. In B. DiSalvo, J. Yip, E. Bonsignore, & C. DiSalvo (Eds.), Participatory design for learning: perspectives from research and practice. (pp. 93-112). New York, NY: Routledge.

Russell, J. L., Kehoe, S., & Crowley, K. (2017). Linking in and out-of-school learning. In K. Peppler (Ed.), Encyclopedia of Out-of-School Learning. Thousand Oaks, CA: Sage Publications.

Stein, M.K., Crowley, K., & Resnick, L.B. (2016). Education policy and the learning sciences: The case for a new alliance. In M. Evans, M. Packer, & K. Sawyer (Eds.), Reflections on the Learning Sciences. Cambridge: Cambridge University Press.

Knutson, K. & Crowley, K. (2016). Collaborating across the university/informal boundary: Broader impacts through informal science education. In L. Avraamidou & W.-M. Roth (Eds.), Intersections of formal and informal science. New York, NY: Routledge.

Brahms, L. & Crowley, K. (2016). Making in the museum: Launching a learning trajectory in an informal setting. In K. Pepler, E. Halverson, & Y. Kafai (Eds).Makeology in K-12, Higher, and Informal Education: The Maker Movement and the Future of Learning. Routledge.

Brahms, L. & Crowley, K. (2016). Making sense of making: Defining learning practices in MAKE Magazine. In K. Peppler, E. Rosenfeld Halverson, & Y. B. Kafai (Eds), Makeology: Makers as learners. New York: Routledge.

Brahms, L. & Crowley, K. (2016). Learning to make in the museum: The role of maker educators. In K. Pepler, E. Halverson, & Y. Kafai (Eds.), Makeology: Makerspaces as learning environments. New York: Routledge.

Knutson, K, Lyon, M., Crowley, K., & Giarratani, L. (2016). Flexible interventions to increase family engagement at natural history museum dioramas. Curator: The Museum Journal, 59(4), 339-352.

Knutson, K. & Crowley, K. (2016). Learning in art museums: Creating and responding to art. In K. Nakakoji, H. Shindo, Y. Yamamoto, & T. Okada (Eds.), Museums that inspire: In search of new possibilities for public cultural spaces. Kyoto: Airi Shuppan. [in Japanese]

Tison Povis, K. & Crowley, K. (2015). Family learning in object-based museums: The role of joint attention. Visitor Studies. 18(2), 168-182.

Crowley, K., Barron, B. J., Knutson, K., & Martin, C. (2015). Interest and the development of pathways to science. In Interest in Mathematics and Science Learning and Related Activity. In K. A. Renninger, M. Nieswandt, and S. Hidi (Eds.). Washington DC: AERA.

Allen, L. B., & Crowley, K. (2014). Challenging beliefs, practices and content: How museum educators change. Science Education, 98(1), 84-105.

Allen, L. & Crowley, K. (2014). How museum educators change: Changing notions of learning through changing practice. Science Education, 98(1), 84-105.