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Sandra M. Linder, Ph.D.

Affiliations: 
2009 Education Clemson University, Clemson, SC, United States 
Area:
Mathematics Education, Teacher Training Education, Curriculum and Instruction Education, Elementary Education
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"Sandra Linder"
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Parents

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Dolores Stegelin grad student 2009 Clemson University
 (Exploring teacher perceptions of influential facilitators of elementary mathematics professional development: A mixed methods investigation.)

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Publications

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Johnston K, Hall T, Linder S, et al. (2021) Using the Teaching Pyramid Observation Tool to Support Professional Development Experiences in Public 4 K Settings. International Journal of Early Childhood = Revue Internationale De L'Enfance Prescolaire = Revista Internacional De La Infancia Pre-Escolar. 1-18
Linder SM, Bennett A. (2020) Leveraging Read Alouds for Mathematical Connections Mathematics Teacher: Learning and Teaching Pk–12. 113: 317-321
Emerson AM, Linder SM. (2019) A review of research of the Reggio Inspired approach: an integrative re-framing Early Years. 1-15
Linder SM, Emerson A. (2019) Increasing Family Mathematics Play Interactions Through a Take-Home Math Bag Intervention Journal of Research in Childhood Education. 33: 323-344
Linder SM, Simpson A. (2018) Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers: Contemporary Issues in Early Childhood. 19: 274-296
Emerson AM, Linder SM. (2018) A Play Bag Intervention: Bridging Home and School. Kappa Delta Pi Record. 54: 78-81
Jamil FM, Linder SM, Stegelin DA. (2018) Early Childhood Teacher Beliefs About STEAM Education After a Professional Development Conference Early Childhood Education Journal. 46: 409-417
Smart J, Linder SM. (2017) Development, validation, and implementation of the elementary mathematics motivation inventory (EMMI): examining motivational constructs in elementary mathematics Fields Mathematics Education Journal. 3
Linder SM, Rembert K, Simpson A, et al. (2016) A mixed-methods investigation of early childhood professional development for providers and recipients in the United States Professional Development in Education. 42: 123-149
Simpson A, Linder SM. (2016) The indirect effect of children's gender on early childhood educators' mathematical talk Teaching and Teacher Education. 54: 44-53
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