Teomara Rutherford

Rutherford, T., Liu, A. S., & Wagemaker, M. (2021). "I Chose Math Because ... ": Cognitive interviews of a motivation measure ... CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 66. https://doi.org/10.1016/j.cedpsych.2021.101992

Karamarkovich, S. M., & Rutherford, T. (2021). Mixed feelings: Profiles of emotions among elementary mathematics students and how they function within a control-value framework. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 66. https://doi.org/10.1016/j.cedpsych.2021.101996

Rutherford, T., Karamarkovich, S. M., Xu, D., Tate, T. P., Sato, B., Baker, R. B., & Warschauer, M. (2021). Profiles of Instructor Responses to Emergency Distance Learning. ONLINE LEARNING, 25(1), 86–114. https://doi.org/10.24059/olj.v25i1.2472

Rutherford, T., Liu, A. S., Lam, A. S., & Schenke, K. (2020). Impact on mathematics self-beliefs from a mastery-based mathematics software. JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION, 52(1), 79–94. https://doi.org/10.1080/15391523.2019.1689210

Shabrina, P., Akintunde, R. O., Maniktala, M., Barnes, T., Lynch, C., & Rutherford, T. (2020). Peeking through the Classroom Window : A Detailed Data-Driven Analysis on the Usage of a Curriculum Integrated Math Game in Authentic Classrooms. LAK20: THE TENTH INTERNATIONAL CONFERENCE ON LEARNING ANALYTICS & KNOWLEDGE, pp. 625–634. https://doi.org/10.1145/3375462.3375525

Peddycord-Liu, Z., Catete, V., Vandenberg, J., Barnes, T., Lynch, C. F., & Rutherford, T. (2019). A Field Study of Teachers Using a Curriculum-integrated Digital Game. CHI 2019: PROCEEDINGS OF THE 2019 CHI CONFERENCE ON HUMAN FACTORS IN COMPUTING SYSTEMS. https://doi.org/10.1145/3290605.3300658

Kunze, A., & Rutherford, T. (2018). Blood from a stone: Where teachers report finding time for computer-based instruction. COMPUTERS & EDUCATION, 127, 165–177. https://doi.org/10.1016/j.compedu.2018.08.022

Callaghan, M. N., Long, J. J., Es, E. A., Reich, S. M., & Rutherford, T. (2018). How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement. JOURNAL OF COMPUTER ASSISTED LEARNING, 34(1), 10–19. https://doi.org/10.1111/jcal.12209

Rutherford, T., Karamarkovich, S. M., & Lee, D. S. (2018). Is the spatial/math connection unique? Associations between mental rotation and elementary mathematics and English achievement. LEARNING AND INDIVIDUAL DIFFERENCES, 62, 180–199. https://doi.org/10.1016/j.lindif.2018.01.014

Peddycord-Liu, Z., Harred, R., Karamarkovich, S., Barnes, T., Lynch, C., & Rutherford, T. (2018). Learning Curve Analysis in a Large-Scale, Drill-and-Practice Serious Math Game: Where Is Learning Support Needed? In Lecture Notes in Computer Science (pp. 436–449). https://doi.org/10.1007/978-3-319-93843-1_32

Rutherford, T., Buschkuehl, M., Jaeggi, S. M., & Farkas, G. (2018). Links between achievement, executive functions, and self-regulated learning. APPLIED COGNITIVE PSYCHOLOGY, 32(6), 763–774. https://doi.org/10.1002/acp.3462

Rutherford, T., Long, J. J., & Farkas, G. (2017). Teacher value for professional development, self-efficacy, and student outcomes within a digital mathematics intervention. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 51, 22–36. https://doi.org/10.1016/j.cedpsych.2017.05.005

Rutherford, T. (2017). The measurement of calibration in real contexts. LEARNING AND INSTRUCTION, 47, 33–42. https://doi.org/10.1016/j.learninstruc.2016.10.006

Rutherford, T. (2017). Within and between person associations of calibration and achievement. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 49, 226–237. https://doi.org/10.1016/j.cedpsych.2017.03.001

Rutherford, T. (2015). Emotional well-being and discrepancies between child and parent educational expectations and aspirations in middle and high school. International Journal of Adolescence and Youth, 20(1), 69–85. https://doi.org/10.1080/02673843.2013.767742

Simzar, R. M., Martinez, M., Rutherford, T., Domina, T., & Conley, A. M. M. (2015). Raising the stakes: How students' motivation for mathematics associates with high- and low-stakes test achievement. Learning and Individual Differences, 39, 49–63. https://doi.org/10.1016/J.LINDIF.2015.03.002

Tran, N. A., Schneider, S., Duran, L., Conley, A. M., Richland, L., Burchinal, M., … Martinez, M. E. (2012). The effects of mathematics instruction using spatial temporal cognition on teacher efficacy and instructional practices. Computers in Human Behavior, 28(2), 340–349. https://doi.org/10.1016/j.chb.2011.10.003