Education - 2001

Escamilla, K., & Coady, M. R. (2001). Assessing the writing of Spanish speaking students: Issues and suggestions. In J. Tinajero & S. Hurley (Eds.), Handbook for literacy assessment for bilingual learners (pp. 43–63). Allyn & Bacon.

Hollenbrands, K. (2001). Math Stuff. Book Review. The Mathematics Teacher, 94(9), 794–795. https://doi.org/10.5951/mt.94.9.0794

Coady, M. R. (2001). Attitudes Toward Bilingualism in Ireland. Bilingual Research Journal, 25(1-2), 39–58. https://doi.org/10.1080/15235882.2001.10162784

Drier, H. S. (2001). Beliefs, experiences, and reflections that affect the development of techno-mathematical knowledge. Proceedings from the twelfth international meeting of the Society for Informational Technology and Teacher Education, 1353–1358.

Harper, S. R., Schirack, S. O., Stohl, H., & Garofalo, J. (2001). Learning mathematics and developing pedagogy with technology: A reply to Browning and Klespis [Online serial]. Contemporary Issues in Technology and Teacher Education, 1(3).

Sztajn, P. (2001). A utilização de recursos didáticos por experientes professoras da séries iniciais: entendendo o saber de quem ensina matemática. [The use of teaching resources by experienced elementary teachers: understanding mathematics teachers’ knowledge]. In I. Lopes, J. Silva, & P. Figueiredo (Eds.), Actas do ProfMat 2001 (pp. 125–132). Vila Real, Portugal: Associação de Professores de Matemática.

Sztajn, P. (2001). Integrando formação inicial e indução na preparação de professors de matemática [Integrating initial preparation and induction in mathematics teacher education]. In I. C. Lopes & M. C. Costa (Eds.), Actas do XII Seminário de Investigação em Educação Matemática (pp. 9–28). Vila Real, Portugal: Associação de Professores de Matemática.

Sztajn, P. (2001). Searching for an understanding of mathematics teachers: a personal trajectory. The Mathematics Educator, 11(1), 2–3.

Ortigão, M. I. R., & Sztajn, P. (2001). Dilemas para a avaliação: o caso dos conjuntos no Ensino a Matemática. [Dilemmas for assessment: the case of set theory in mathematics education. In C. Franco (Ed.), Avaliação, Ciclos e Promoção na Educação (pp. 69–84). Porto Alegre, Brazil: Artes Médicas.

Schutz, P. A., Davis, H., DeCuir, J. T., Chambless, C. B., Weinstein, C. E., Woodruff, T., & Yang, D. W. (2001, April). Emotional regulation during self-direction. Presented at the American Educational Research Association annual meeting, Seattle, Washington.

Schutz, P. A., Benson, J., DeCuir, J. T., Donahue, B., & Chambless, C. B. (2001, April). Achievement goals, emotional regulation during testing, and test emotions: Analyzing interrelationships and evaluating the construct validity of the ERT Scale. Presented at the American Educational Research Association annual meeting, Seattle, Washington.

DeCuir, J. T. (2001, April). An investigation of the reliability and validity of a measure of ethnic identity. Presented at the American Educational Research Association annual meeting, Seattle, Washington.

Phelps, R. E., Grantham, T. C., Thomas, K. M., Hepler, R., Frank, M. L., DeCuir, J. T., … Howard, N. M. (2001, March). Preparing future psychology: A UGA program model. Presented at the Southeastern Psychological Association annual meeting, Atlanta, GA.

Vásquez-Levy, D., Garofalo, J., Timmerman, M. A., & Drier, H. S. (2001). Teacher Rationales for Scoring Students' Problem Solving Work. School Science and Mathematics, 101(1), 43–48. https://doi.org/10.1111/j.1949-8594.2001.tb18188.x

Drier, H. S. (2001). Conceptualization and design of Probability Explorer. TechTrends, 45(2), 22–24. https://doi.org/10.1007/bf02763496

Drier, H. S. (2001). Teaching and Learning Mathematics With Interactive Spreadsheets. School Science and Mathematics, 101(4), 170–179. https://doi.org/10.1111/j.1949-8594.2001.tb18020.x

Spires, H., Mason, C., Crissman, C., & Jackson, A. (2001). Exploring the academic self within an electronic mail environment. Research and Teaching in Developmental Education, 17(2), 5–14.

Cuper, P., Crissman, C., & Spires, H. (2001). Literacy junction: Exploring narrative theory and books for youth in a cyberworld. In J. Price (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2202–2203). Waynesville, NC: AACE.

Oliver, K., & Hannafin, M. (2001). Developing and refining mental models in open-ended learning environments: A case study. Educational Technology Research and Development, 49(4), 5–32. https://doi.org/10.1007/bf02504945

Oliver, K. (2001). Recommendations for student tools in online course management systems. Journal of Computing in Higher Education, 13(1), 47–70. https://doi.org/10.1007/bf02940944

Oliver, K. (2001). Depth Perception in Media Design: From Sensory Psychology Cues to Interactive Tools. Journal of Visual Literacy, 21(1), 1–14. https://doi.org/10.1080/23796529.2001.11674568

Mitchell, M. J., & Fox, B. J. (2001). The effects of computer software for developing phonological awareness in low-progress readers. Reading Research and Instruction, 40(4), 315–332. https://doi.org/10.1080/19388070109558353

Moreno, R., Mayer, R. E., Spires, H. A., & Lester, J. C. (2001). The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? COGNITION AND INSTRUCTION, 19(2), 177–213. https://doi.org/10.1207/S1532690XCI1902_02

Cullinan, D., & Epstein, M. H. (2001). Comorbidity among students with emotional disturbance. Behavioral Disorders, 26(3), 200–213. https://doi.org/10.1177/019874290102600301

Walker, M. M., Spires, H., & Rastatter, M. P. (2001). Hemispheric processing characteristics for lexical decisions in adults with reading disorders. Perceptual and Motor Skills, 92(1), 273–287. https://doi.org/10.2466/pms.2001.92.1.273