Teacher Education and Learning Sciences - 2001

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.

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.

Pringle, R. M., Martin, S. C., & Jones, G. (2001). College of Education and P.K. Yonge Developmental Research School: Collaborators in science education. National Association of Laboratory Schools Journal, 1–3.

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

Martorella, P. H. (2001). Teaching social studies in middle and secondary schools (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Wilson, A. V., & Segall, W. E. (2001). Oh, do I remember!: Experiences of teachers during the desegregation of Austin's schools, 1964-1971. Albany, NY: State University of New York Press.

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

O'Brien, T. P., Butler, S. M., & Bernold, L. E. (2001). Group embedded figures test and academic achievement in engineering education. International Journal of Engineering Education, 17(1), 89–92.

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