Ph. D. 1966 (Psychology), Princeton University
B. A. 1963 (Psychology, magna cum laude), Harvard University
Frederiksen, J. R., & White, B. Y. (2002). Conceptualizing and constructing linked models: Creating coherence in complex knowledge systems. In P. Brna, M. Baker, K. Stenning and A. Tiberghien (Eds.), The Role of Communication in Learning to Model. Mahwah, NJ: Erlbaum, 69-96.
Frederiksen, J. R. (2002). Issues for the design of educational assessment systems. Measurement: Interdisciplinary Research and Perspectives, 1.
White, B., & Frederiksen, J. (2000). Metacognitive facilitation: An approach to making scientific inquiry accessible to all. In J. Minstrell and E. van Zee (Eds.). Inquiring into Inquiry Learning and Teaching in Science. (pp. 331-370). Washington, DC: American Association for the Advancement of Science.
Frederiksen, J. R., White, B. Y., & Gutwill, J. (1999). Dynamic mental models in learning science: The importance of constructing derivational linkages among models. Journal of Research in Science Teaching, 36(7), 806-836.
Frederiksen, J. R., Sipusic, M., Sherin, M., and Wolfe, E. (1998). Video portfolio assessment: Creating a framework for viewing the functions of teaching. Educational Assessment, 5(4), 225-297.
Frederiksen, J. R., & White, B. (1998). Teaching and learning generic modeling and reasoning skills. Journal of Interactive Learning Environments, 5(1), 33-52.
White, B., & Frederiksen, J. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118.