He has published over 40 peer-reviewed articles and book chapters on self-regulated learning, epistemic cognition, and how they interact to affect students’ acquisition of conceptual understanding in science and history. His work has particular relevance to the study of how students learn with technology and online resources, as well as areas of application including argumentation, discourse, and critical thinking. He is co-editor of the Handbook of Epistemic Cognition and the forthcoming Handbook of Self-Regulation of Learning and Performance, both published by Routledge. He has presented at numerous national and international conferences including the annual meetings of the American Psychological Association, the American Educational Research Association, and the International Society of the Learning Sciences.