Teacher Education and Learning Sciences - 2005

Martin, F., & Klein, J. (2005). Effects of instructional elements in computer based Instruction. Association for Educational Communications and Technology conference. Presented at the Association for Educational Communications and Technology conference, Orlando, FL.

Klein, J. D., Martin, F., Tutty, J., & Su, Y. (2005). Teaching publications to instructional design & technology students. Educational Technology, 45(4), 29–33.

Bolick, C. M., McGlinn, M., & Siko, K. L. (2005). Twenty years of technology: A retrospective view of Social Education’s technology themed issues. Social Education, 69(3), 155–161.

Byrom, E., Matzen, N., & Oliver, K. (Eds.). (2005). English language learners and technology. In NewsWire (Vol. 7). Tallahassee, FL: SERVE.

Calandra, B., & Lee, J. (2005). The digital history and pedagogy project: Creating an interpretative/pedagogical historical website. The Internet and Higher Education, 8(4), 323–333. https://doi.org/10.1016/j.iheduc.2005.09.007

DeCuir-Gunby, J. T. (2005, April). Proving your skin is white, you can have everything: Race, racial identity and the property rights in Whiteness in the Supreme Court Case of Josephine DeCuir. Presented at the American Educational Research Association annual meeting, Montreal, Canada.

Jones, M. G., Minogue, J., Tretter, T. R., Negishi, A., & Taylor, R. (2005). Haptic augmentation of science instruction: Does touch matter? Science Education, 90(1), 111–123. https://doi.org/10.1002/sce.20086

Martin, S. C., & Pringle, R. M. (2005). Testing in science: Teachers’ views and the influence on their practices in elementary classrooms. Florida Educational Leadership, 5(2), 59–64.

Pringle, R. M., & Martin, S. C. (2005). The Potential Impacts of Upcoming High-Stakes Testing on the Teaching of Science in Elementary Classrooms. Research in Science Education, 35(2-3), 347–361. https://doi.org/10.1007/s11165-004-5599-z

Klein, J., & Eseryel, D. (2005). The corporate learning environment. In Intelligent Learning Infrastructure for Knowledge Intensive Organizations: A Semantic Web Perspective (pp. 1–38). https://doi.org/10.4018/978-1-59140-503-0.ch001

Eseryel, D., Eseryel, U. Y., & Edmonds, G. S. (2005). Knowledge management and knowledge management systems. In Intelligent Learning Infrastructure for Knowledge Intensive Organizations: A Semantic Web Perspective (pp. 105–145). https://doi.org/10.4018/978-1-59140-503-0.ch005

Sabornie, E. J., Cullinan, D., Osborne, S. S., & Brock, L. B. (2005). Intellectual, academic, and behavioural functioning of students with high-incidence disabilities: A cross-categorical meta-analysis. EXCEPTIONAL CHILDREN, 72(1), 47–63. https://doi.org/10.1177/001440290507200103

Pritchard, R. J., Morrow, D., & Marshall, J. C. (2005). School and district culture as reflected in student voices and student achievement. SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT, 16(2), 153–177. https://doi.org/10.1080/09243450500101196

Fox, B. J. (2005). Phonics for the teacher of reading: Programmed for self-instruction. (9th ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.

Nietfeld, J. L., Cao, L., & Osborne, J. W. (2005). Metacognitive monitoring accuracy and student performance in the postsecondary classroom. Journal of Experimental Education, 74(1), 28-.