Suzanne H. (Broughton) Jones
Suzanne H. (Broughton) Jones
Associate Professor, Utah State University
Bestätigte E-Mail-Adresse bei
Zitiert von
Zitiert von
Bridging reading comprehension and conceptual change in science education: The promise of refutation text
GM Sinatra, SH Broughton
Reading Research Quarterly 46 (4), 374-393, 2011
Problem-based learning as a facilitator of conceptual change
SMM Loyens, SH Jones, J Mikkers, T van Gog
Learning and Instruction 38, 34-42, 2015
The nature of the refutation text effect: An investigation of attention allocation
SH Broughton, GM Sinatra, RE Reynolds
The Journal of Educational Research 103 (6), 407-423, 2010
Emotions in science education
GM Sinatra, SH Broughton, D Lombardi
International handbook of emotions in education, 415-436, 2014
“Pluto has been a planet my whole life!” Emotions, attitudes, and conceptual change in elementary students’ learning about Pluto’s reclassification
SH Broughton, GM Sinatra, EM Nussbaum
Research in Science Education 43, 529-550, 2013
Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change
JR Cordova, GM Sinatra, SH Jones, G Taasoobshirazi, D Lombardi
Contemporary Educational Psychology 39 (2), 164-174, 2014
Developing collective classroom efficacy: The teacher’s role as community organizer
LAG Putney, SH Broughton
Journal of Teacher Education 62 (1), 93-105, 2011
Conceptual change in science teaching and learning: Introducing the dynamic model of conceptual change
LS Nadelson, BC Heddy, S Jones, G Taasoobshirazi, M Johnson
International Journal of Educational Psychology 7 (2), 151-195, 2018
A multimodal exploration of engineering students' emotions and electrodermal activity in design activities
I Villanueva, BD Campbell, AC Raikes, SH Jones, LAG Putney
Journal of Engineering Education 107 (3), 414-441, 2018
Hot factors for a cold topic: Examining the role of task-value, attention allocation, and engagement on conceptual change
SH Jones, ML Johnson, BD Campbell
Contemporary Educational Psychology 42, 62-70, 2015
Text in the science classroom: Promoting engagement to facilitate conceptual change.
SH Broughton, GM Sinatra
Guilford Press, 2010
The Principal's Role in Developing Collective Teacher Efficacy: A Cross-Case Study of Facilitative Leadership.
S Nordick, LAG Putney, SH Jones
Journal of Ethnographic & Qualitative Research 13 (4), 2019
Factors influencing teacher appropriation of professional learning focused on the use of technology in science classrooms
ML Longhurst, SH Jones, T Campbell
Teacher development 21 (3), 365-387, 2017
Climate change, genetically modified foods, airport body scanners: Investigating students' emotions related to science topics
SH Broughton, R Pekrum, GM Sinatra
Developing teacher efficacy through reflection: A Vygotskian perspective
LAG Putney, SH Broughton
Critical Issues in Teacher Education 17, 4, 2010
Bridging comprehension and conceptual change in science education: The promise of refutational text
GM Sinatra, SH Broughton
Reading Research Quarterly 46 (teal_facpub), 369, 2011
Self-efficacy, confidence in prior knowledge, and conceptual change
J Cordova, SH Broughton, GM Sinatra
Mediating influences in professional learning: Factors that lead to appropriation & principled adaptation
ML Longhurst, SH Jones, T Campbell
Professional development in education 48 (3), 506-522, 2022
Refutation text effect: Influence on learning and attention
SH Broughton, GM Sinatra, RE Reynolds
Offender needs assessment: Models and approaches
CB Clements, JM McKee, SE Jones
US Department of Justice, National Institute of Corrections, 1984
Das System kann den Vorgang jetzt nicht ausführen. Versuchen Sie es später erneut.
Artikel 1–20