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Todd Twyman, Ph.D.

Affiliations: 
2003 University of Oregon, Eugene, OR, United States 
Area:
Social Sciences Education
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Gerald Tindal grad student 2003 University of Oregon
 (Effects of a conceptually framed, problem /solution /effect graphic organizer on content comprehension and problem solving skills for seventh grade social studies students.)

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Girod M, Twyman T, Wojcikiewicz S. (2010) Teaching and Learning Science for Transformative, Aesthetic Experience Journal of Science Teacher Education. 21: 801-824
Girod M, Twyman T. (2009) Comparing the added value of blended science and literacy curricula to inquiry-based science curricula in two 2nd-grade classrooms Journal of Elementary Science Education. 21: 13-32
Twyman T, Tindal G. (2007) Extending curriculum-based measurement into middle/secondary schools: The technical adequacy of the concept maze Journal of Applied School Psychology. 24: 49-67
Twyman T, McCleery J, Tindal G. (2006) Using concepts to frame history content Journal of Experimental Education. 74: 331-349
Hollenbeck K, Twyman T, Tindal G. (2006) Determining the Exchangeability of Concept Map and Problem-Solving Essay Scores Assessment For Effective Intervention. 31: 51-68
Ketterlin-Geller LR, McCoy JD, Twyman T, et al. (2006) Using a Concept Maze to Assess Student Understanding of Secondary-Level Content Assessment For Effective Intervention. 31: 39-50
Twyman T, Tindal G. (2006) Using a Computer-Adapted, Conceptually Based History Text to Increase Comprehension and Problem-Solving Skills of Students with Disabilities Journal of Special Education Technology. 21: 5-16
Ketterlin-Geller LR, McCoy JD, Twyman T, et al. (2003) How Do Critical Thinking Measures Fit Within Standards-Based Reform? Assessment For Effective Intervention. 28: 37-48
Twyman T, Ketterlin-Geller LR, McCoy JD, et al. (2003) Effects of Concept-Based Instruction on an English Language Learner in a Rural School: A Descriptive Case Study. Bilingual Research Journal. 27: 259-274
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