Mark Aulls

Academic title(s): 

Emeritus Professor, Department of Educational and Counselling Psychology

Contact Information
Email address: 
mark.aulls [at]
Fax number: 

Ed.D., University of Georgia

M.Ed., Indiana University

B.S. Ball State University

Area of expertise: 

Effects of student-teacher interaction on the development of students' intellectual skills; inquiry; reading and teaching of reading.

Health Professions

Learning Sciences

M.Ed. Concentrations

Graduate supervision: 

Dr. Aulls does not supervise new students.

Selected publications: 

Forthcoming publications

Aulls, M. W. (Under revision). The contribution of academic conversation and activities to content learning: The distinction between instruction that is accommodative and facilitative of learning in grade eight general history. Journal of Educational Psychology.


Aulls, M. W., & Shore, B. M. (2008). Inquiry in education (Vol. I): The conceptual foundations for research as a curricular imperative. New York, NY: Routledge. ISBN-13: 978‐0‐8058‐2742‐2 

Shore, B. M., Aulls, M. W., & Delcourt, M. A. B. (Eds.). (2008). Inquiry in education (Vol. II): Overcoming barriers to successful implementation. New York, NY: Routledge.  ISBN-13:978‐0‐8058‐2744‐6

Journal Articles

Aulls, M. W. & Kalman, C. S. (2003). Can an analysis of the contrast between pre-Galilean and Newtonian theoretical frameworks help students develop scientific mindset? Science & Education, 12,8, 761-772.

Aulls, M. W. (2003). The influence of reading and writing curriculum on transfer learning across subjects and grade levels. Reading Psychology, 24, 2, 177-215.

Aulls, M. W. & Sollars, V. (2003). The joint contributions of home and school environment to literacy behaviors of grade one students in six whole language teacher’s classrooms. Reading Improvement, 40,4, 1-15.

Aulls, M. W. (1998). The contribution of classroom discourse to what content students learn. Journal of Educational Psychology 90(1), 56-69.

Articles / chapters in books and monographs

Aulls, M. W. (1993). Teaching comprehension strategies as common knowledge. In C. J. Gordon, G. D. Labercon, and W. R. McEachren (Eds.), Elementary reading process and practice. Needham Heights, Massachusetts: Ginn Press.

Aulls, M. W. (1992). Main ideas: Key to learning science. In D. Alvermann and C. Santa (Eds.), Learning from science textbooks and materials (pp. 96-103). Newark, DE: International Reading Association.

Other papers and publications

Amundsen, C., Aulls, M. W., Donald, J. G., McAlpine, L., Saroyan, A., and Weston, C. B. (1996). Understanding the task of teaching and learning. In G. A. Jones (Ed.), Challenges and transformations: Postsecondary education in Canada. 25th Anniversary Meeting of The Canadian Society for the Study of Higher Education, Montreal.