| Year |
Citation |
Score |
| 2018 |
Callaghan MN, Long JJ, Es EAv, Reich SM, Rutherford T. How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement Journal of Computer Assisted Learning. 34: 10-19. DOI: 10.1111/Jcal.12209 |
0.53 |
|
| 2018 |
Rutherford T, Karamarkovich SM, Lee DS. Is the spatial/math connection unique? Associations between mental rotation and elementary mathematics and English achievement Learning and Individual Differences. 62: 180-199. DOI: 10.1016/J.Lindif.2018.01.014 |
0.364 |
|
| 2018 |
Kunze A, Rutherford T. Blood from a stone: Where teachers report finding time for computer-based instruction Computers in Education. 127: 165-177. DOI: 10.1016/J.Compedu.2018.08.022 |
0.648 |
|
| 2018 |
Rutherford T, Buschkuehl M, Jaeggi SM, Farkas G. Links between achievement, executive functions, and self‐regulated learning Applied Cognitive Psychology. 32: 763-774. DOI: 10.1002/Acp.3462 |
0.464 |
|
| 2017 |
Kelly DP, Rutherford T. Khan Academy as Supplemental Instruction: A Controlled Study of a Computer-Based Mathematics Intervention The International Review of Research in Open and Distributed Learning. 18: 70-77. DOI: 10.19173/Irrodl.V18I4.2984 |
0.492 |
|
| 2017 |
Rutherford T. The measurement of calibration in real contexts Learning and Instruction. 47: 33-42. DOI: 10.1016/J.Learninstruc.2016.10.006 |
0.382 |
|
| 2017 |
Rutherford T, Long JJ, Farkas G. Teacher value for professional development, self-efficacy, and student outcomes within a digital mathematics intervention Contemporary Educational Psychology. 51: 22-36. DOI: 10.1016/J.Cedpsych.2017.05.005 |
0.652 |
|
| 2017 |
Rutherford T. Within and between person associations of calibration and achievement Contemporary Educational Psychology. 49: 226-237. DOI: 10.1016/J.Cedpsych.2017.03.001 |
0.397 |
|
| 2016 |
Schenke K, Rutherford T, Lam AC, Bailey DH. Construct Confounding Among Predictors of Mathematics Achievement Aera Open. 2: 233285841664893. DOI: 10.1177/2332858416648930 |
0.675 |
|
| 2015 |
Simzar RM, Martinez M, Rutherford T, Domina T, Conley AM. Raising the stakes: How students' motivation for mathematics associates with high- and low-stakes test achievement. Learning and Individual Differences. 39: 49-63. PMID 27840563 DOI: 10.1016/J.Lindif.2015.03.002 |
0.436 |
|
| 2015 |
Rutherford T. 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: 69-85. DOI: 10.1080/02673843.2013.767742 |
0.335 |
|
| 2014 |
Rutherford T, Farkas G, Duncan G, Burchinal M, Kibrick M, Graham J, Richland L, Tran N, Schneider S, Duran L, Martinez ME. A Randomized Trial of an Elementary School Mathematics Software Intervention: Spatial-Temporal Math Journal of Research On Educational Effectiveness. 7: 358-383. DOI: 10.1080/19345747.2013.856978 |
0.686 |
|
| 2014 |
Schenke K, Rutherford T, Farkas G. Alignment of game design features and state mathematics standards: Do results reflect intentions? Computers and Education. 76: 215-224. DOI: 10.1016/J.Compedu.2014.03.019 |
0.667 |
|
| 2012 |
Tran NA, Schneider S, Duran L, Conley A, Richland L, Burchinal M, Rutherford T, Kibrick M, Osborne K, Coulson A, Antenore F, Daniels A, Martinez ME. The effects of mathematics instruction using spatial temporal cognition on teacher efficacy and instructional practices Computers in Human Behavior. 28: 340-349. DOI: 10.1016/J.Chb.2011.10.003 |
0.709 |
|
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