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Tim Jay
Tim Jay
Professor of Psychology of Education, Loughborough University
Bestätigte E-Mail-Adresse bei lboro.ac.uk
Titel
Zitiert von
Zitiert von
Jahr
Display blindness: The effect of expectations on attention towards digital signage
J Müller, D Wilmsmann, J Exeler, M Buzeck, A Schmidt, T Jay, A Krüger
Pervasive Computing: 7th International Conference, Pervasive 2009, Nara …, 2009
4182009
Primary and secondary school teachers’ knowledge and misconceptions about the brain in Turkey
O Karakus, PA Howard-Jones, T Jay
Procedia-Social and Behavioral Sciences 174, 1933-1940, 2015
1252015
Auditory icon and earcon mobile service notifications: intuitiveness, learnability, memorability and preference
S Garzonis, S Jones, T Jay, E O'Neill
Proceedings of the SIGCHI conference on human factors in computing systems …, 2009
1232009
Why is parental involvement in children’s mathematics learning hard? Parental perspectives on their role supporting children’s learning
T Jay, J Rose, B Simmons
Sage Open 8 (2), 2158244018775466, 2018
1172018
An exploration of the role of visual programming tools in the development of young children’s computational thinking
S Rose, J Habgood, T Jay
Electronic journal of e-learning 15 (4), 297-309, 2017
992017
Dialogic teaching: Evaluation report and executive summary
T Jay, B Willis, P Thomas, R Taylor, N Moore, C Burnett, G Merchant, ...
Education Endowment Foundation, 2017
972017
Gamification of learning deactivates the default mode network
PA Howard-Jones, T Jay, A Mason, H Jones
Frontiers in psychology 6, 1891, 2016
802016
Reward, learning and games
PA Howard-Jones, T Jay
Current opinion in behavioral sciences 10, 65-72, 2016
662016
Measuring trust in wi-fi hotspots
T Kindberg, E O'Neill, C Bevan, V Kostakos, D Stanton Fraser, T Jay
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems …, 2008
452008
Longitudinal Evaluation of the Mathematics Teacher Exchange: China-England-Final Report
M Boylan, C Wolstenholme, B Maxwell, S Demack, T Jay, S Reaney, ...
Department for Education, 2019
392019
Finding ‘mathematics’: parents questioning school-centred approaches to involvement in children’s mathematics learning
T Jay, J Rose, B Simmons
School Community Journal 27 (1), 201-230, 2017
382017
The mathematics teacher exchange and ‘mastery’in England: The evidence for the efficacy of component practices
M Boylan, B Maxwell, C Wolstenholme, T Jay, S Demack
Education sciences 8 (4), 202, 2018
372018
Designing a programming game to improve children’s procedural abstraction skills in scratch
S P. Rose, MPJ Habgood, T Jay
Journal of Educational Computing Research 58 (7), 1372-1411, 2020
362020
Understanding and supporting block play: Video observation research on preschoolers' block play to identify features associated with the development of abstract thinking
K Otsuka, T Jay
Reconsidering The Role of Play in Early Childhood, 40-53, 2020
352020
Professional development on the science of learning and teachers' performative thinking—a pilot study
P A Howard‐Jones, T Jay, L Galeano
Mind, Brain, and Education 14 (3), 267-278, 2020
322020
JMP 8 introductory guide
SAS Institute
SAS Institute, 2009
322009
Mathematics at your fingertips: testing a finger training intervention to improve quantitative skills
T Jay, J Betenson
Frontiers in Education 2, 22, 2017
302017
Applying the science of learning in the classroom
P Howard-Jones, S Yau
Journal of the chartered college of teaching, 2018
292018
Longitudinal Evaluation of the Mathematics Teacher Exchange: China-England second interim report
S Demack, T Jay, M Boylan, C Wolstenholme, A Stevens, B Maxwell
DfE, 2017
26*2017
Using Pirate Plunder to develop children's abstraction skills in Scratch
SP Rose, MPJ Habgood, T Jay
Extended abstracts of the 2019 CHI conference on human factors in computing …, 2019
182019
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