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Teomara (Teya) Rutherford
Teomara (Teya) Rutherford
Associate Professor of Learning Sciences, University of Delaware
Email confirmado em udel.edu - Página inicial
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Teacher value for professional development, self-efficacy, and student outcomes within a digital mathematics intervention
T Rutherford, JJ Long, G Farkas
Contemporary Educational Psychology 51, 22-36, 2017
1222017
How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement
MN Callaghan, JJ Long, EA Van Es, SM Reich, T Rutherford
Journal of Computer Assisted Learning 34 (1), 10-19, 2018
1102018
Raising the stakes: How students' motivation for mathematics associates with high-and low-stakes test achievement
RM Simzar, M Martinez, T Rutherford, T Domina, AMM Conley
Learning and individual differences 39, 49-63, 2015
872015
Links between achievement, executive functions, and self‐regulated learning
T Rutherford, M Buschkuehl, SM Jaeggi, G Farkas
Applied Cognitive Psychology 32 (6), 763-774, 2018
802018
A randomized trial of an elementary school mathematics software intervention: Spatial-temporal math
T Rutherford, G Farkas, G Duncan, M Burchinal, M Kibrick, J Graham, ...
Journal of Research on Educational Effectiveness 7 (4), 358-383, 2014
782014
Khan Academy as supplemental instruction: A controlled study of a computer-based mathematics intervention
DP Kelly, T Rutherford
The International Review of Research in Open and Distributed Learning 18 (4), 2017
772017
Modality motivation: Selection effects and motivational differences in students who choose to take courses online
P McPartlan, T Rutherford, F Rodriguez, JF Shaffer, A Holton
The Internet and Higher Education 49, 100793, 2021
622021
Emotional well-being and discrepancies between child and parent educational expectations and aspirations in middle and high school
T Rutherford
International Journal of Adolescence and Youth 20 (1), 69-85, 2015
582015
Understanding elementary mathematics teachers’ intention to use a digital game through the technology acceptance model
S Yeo, T Rutherford, T Campbell
Education and Information Technologies 27 (8), 11515-11536, 2022
422022
Alignment of game design features and state mathematics standards: Do results reflect intentions?
K Schenke, T Rutherford, G Farkas
Computers & Education 76, 215-224, 2014
392014
Spatial Temporal Mathematics at Scale: An Innovative and Fully Developed Paradigm to Boost Math Achievement among All Learners.
T Rutherford, M Kibrick, M Burchinal, L Richland, AM Conley, K Osborne, ...
Online Submission, 2010
352010
The effects of mathematics instruction using spatial temporal cognition on teacher efficacy and instructional practices
NA Tran, S Schneider, L Duran, AM Conley, L Richland, M Burchinal, ...
Computers in Human Behavior 28 (2), 340-349, 2012
342012
Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic
T Rutherford, K Duck, JM Rosenberg, R Patt
Journal of Research on Technology in Education 54 (sup1), S94-S131, 2022
302022
Within and between person associations of calibration and achievement
T Rutherford
Contemporary Educational Psychology 49, 226-237, 2017
302017
Profiles of instructor responses to emergency distance learning
T Rutherford, S Karamarkovich, D Xu, T Tate, B Sato, R Baker, ...
Online Learning 25 (1), 86-114, 2021
282021
Making data science count in and for education
JM Rosenberg, M Lawson, DJ Anderson, RS Jones, T Rutherford
Research methods in learning design and technology, 94-110, 2020
272020
Is the spatial/math connection unique? Associations between mental rotation and elementary mathematics and English achievement
T Rutherford, SM Karamarkovich, DS Lee
Learning and Individual Differences 62, 180-199, 2018
252018
Using serious game analytics to inform digital curricular sequencing: What math objective should students play next?
Z Peddycord-Liu, C Cody, S Kessler, T Barnes, CF Lynch, T Rutherford
Proceedings of the Annual Symposium on Computer-Human Interaction in Play …, 2017
242017
Mixed feelings: Profiles of emotions among elementary mathematics students and how they function within a control-value framework
SM Karamarkovich, T Rutherford
Contemporary Educational Psychology 66, 101996, 2021
232021
Impact on mathematics self-beliefs from a mastery-based mathematics software
T Rutherford, AS Liu, AC Lam, K Schenke
Journal of Research on Technology in Education, 1-16, 2019
222019
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