Publications | Ásta Bryndís Schram

Snook, A. G. & Schram A. B., Arnadottir, S.A. (2021). “I am a teacher” – exploring how to support teacher identity formation in physical therapists. Physical Therapy Reviews. Nov., 2021. https://doi.org/10.1080/10833196.2021.2000809
Snook, A. G. & Schram A. B. (2021). Perceived faculty development needs of physical therapy adjuncts: an comparison study. Physical Therapy Reviews, Dec., 2021. https://doi.org/10.1080/10833196.2021.2000810
Snook, A. G., Schram A. B., Jones, B. D. (2021). Faculty’s attitudes and perceptions related to applying motivational principles to their teaching: a mixed methods study. BMC Medical Education, 21, https://doi.org/10.1186/s12909-021-02599-7
Snook, A. G., Schram, A. B., Arnadottir, S. A. (2020). ‘We have different needs’: Specifying support for classroom and clinical sessional educators. Medical Education 2020: ePub ahead of print Feb 20. doi: 10.1111/medu.14135
Schram, A.B. (2019). Námsmatsaðferðir- Fjölvalspróf. Tímarit Kennslumiðstöðvar Háskóla Íslands, 7(1). Sótt af https://timarit.hi.is/index.php/tk/article/view/10.33112-tk.7.1.4.
Snook, A. G., Schram, A. B., Sveinsson, T. & Jones, B. D. (2019). Needs, motivations, and identification with teaching: a comparative study of temporary part-time and tenure-track health science faculty in Iceland. BMC Medical Education, 19:349. DOI: 10.1186/s12909-019-1779-4. Open access: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1779-4
Snook, A. B., Schram, A. B., Jones, B. D., Sveinsson, T. (2019). Factors predicting identity as educators and openness to improve: an exploratory study. Medical Education, 53(8), 788-798. doi: 10.1111/medu.13909
Chittum, J. R., Jones, B. D., Akalin, S., & Schram, A. B. (2017). The effects of an afterschool STEM program on students’ motivation and engagement. International Journal of STEM Education, 4(11), 1-16. doi:10.1186/s40594-017-0065-4. Open access: http://rdcu.be/tpsj
Jones, B. D., Sahbaz, S., Schram, A. B., & Chittum, J. R. (2017). Using psychological constructs from the MUSIC Model of Motivation to predict students’ science identification and career goals: Results from the U.S. and Iceland. International Journal of Science Education, 39(8), 1089-1108. doi:10.1080/09500693.2017.1319093
Schram, A. B. (2017). The key to increasing student motivation and engagement? Introducing a practical assessment tool for motivation. Conference proceedings from the 18th Conference on Research in Biomedical and Health Sciences, University of Iceland, Reykjavík, Iceland. Læknablaðið, 91(103), 15-16. Available at http://www.laeknabladid.is/media/2016-desember/fylgirit-91-pdf.pdf
Schram, A. B. & Jones, B. D. (2016). A cross-cultural adaptation and validation of the Icelandic version of the MUSIC Model of Academic Motivation Inventory. Tímarit um uppeldi og menntun/ Icelandic Journal of Education, 25(2), 3-25.
Jones, B. D., Chittum, J. R., Akalin, S., Schram, A. B., Fink, J., Schnittka, C., Evans, M. A., & Brandt, C. (2015). Elements of design-based science activities that affect students’ motivation. School Science and Mathematics, 115(8), 404-415.
Schram, A. B. (2015). Validating an Icelandic version of the MUSIC Model of Academic Motivation Inventory. (Unpublished doctoral dissertation). Virginia Tech, Blacksburg, VA.
Schram, A. (2014). A mixed methods content analysis of the research literature in science education. The International Journal of Science Education, 36(15), 2619–2638.
Johri, A., Teo, H.J., Lo, J., Dufour, M., & Schram, A. (2014). Milennial engineers: Digital media and information ecology of engineering students. Computers in Human Behavior, 33, 286- 301.
Johri, A., Teo, H.J., Lo, J. L., Schram, A. B., & Dufour, M. (2013). Digital engineers: Results of a survey study documenting digital media and device use among freshmen engineering students. Conference proceedings. American Society for Engineering Education, pp. 01108-01113. Available at http://www.asee.org
Schram, A. B. & Jones, B. (in progress). Examining the motivation of middle school science students in Iceland.
Schram, A., & Louis, R. (in preparation).The advisor-student relationship in university studies: A study of institutional engagement (in progress).
Schram, A. (2008). An examination of the relationship between organized music training and young children´s progress in reading and mathematics in 2nd and 3rd grade. Conference proceeding from the ISME conference (The International Society of Music Education), Bologna, Italy.