Zobrazeno 1 - 10
of 21
pro vyhledávání: '"Emma P. Bullock"'
Publikováno v:
Nature Communications, Vol 8, Iss 1, Pp 1-8 (2017)
There has been disagreement on the properties of the ST12 phase of germanium due to the purity and size scale of samples synthesized so far. Here authors demonstrate a method for making pure, bulk samples and measure properties in agreement with comp
Externí odkaz:
https://doaj.org/article/31fe3cded79e49f786f0231a1340f577
Autor:
Emma J. Bullock, Alexis M. Schafsnitz, Chloe H. Wang, Robert L. Broadrup, Anthony Macherone, Christopher Mayack, Helen K. White
Publikováno v:
Veterinary Sciences, Vol 7, Iss 3, p 86 (2020)
The recent decline of European honey bees (Apis mellifera) has prompted a surge in research into their chemical environment, including chemicals produced by bees, as well as chemicals produced by plants and derived from human activity that bees also
Externí odkaz:
https://doaj.org/article/93f284e1fe0a4df8b5c37ac3f3e0f2ba
Autor:
Emma P. Bullock
Publikováno v:
School Science and Mathematics. 122:125-127
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6c65d9abdd33455b6b55afaea87c2d20
https://doi.org/10.1111/ssm.12523
https://doi.org/10.1111/ssm.12523
Autor:
Emma P. Bullock, Joseph S. Webster, Patricia S. Moyer-Packenham, Kathleen A. Bullock, Elif Bektas, Allison L. Roxburgh
Publikováno v:
Journal of Computer Assisted Learning. 37:557-586
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::71ebae9655d0767df2412b562f571bca
https://doi.org/10.1111/jcal.12508
https://doi.org/10.1111/jcal.12508
Autor:
Joshua R. Novak, M. Jill Harmon, Kristy Litster, Christina W. Lommatsch, Patricia S. Moyer-Packenham, Allison L. Roxburgh, Emma P. Bullock
Publikováno v:
Teacher Education and Leadership Faculty Publications
This study explored associations among children’s prior attitudes, prior mathematics knowledge, and frequency of digital game use, with children’s perceptions of game affordances, and transfer to out-of-game performance when interacting with digi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7eb7b4cbacc01a265be853acef10a847
https://doi.org/10.1007/s10763-020-10111-8
https://doi.org/10.1007/s10763-020-10111-8
This chapter describes how the authors structured effective online mathematics content courses for pre-service teachers (PSTs) using the promoting higher student mathematics achievement in online settings (PHiSMAOS) conceptual framework. This framewo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4fe055f33ec29d557e6b14c0b2692435
https://doi.org/10.4018/978-1-7998-7222-1.ch027
https://doi.org/10.4018/978-1-7998-7222-1.ch027
Publikováno v:
Technology, Knowledge and Learning. 22:485-511
The purpose of this study was to contribute to the research on mathematics app use by very young children, and specifically mathematics apps for touch-screen mobile devices that contain virtual manipulatives. The study used a convergent parallel mixe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::53b8bbce6a1a5caeb49b537a91ae5eba
https://doi.org/10.1007/s10758-017-9312-5
https://doi.org/10.1007/s10758-017-9312-5
Autor:
null Emma P. Bullock, null Allison L. Roxburgh, null Patricia S. Moyer‐Packenham, null Elif Bektas, null Joseph S. Webster, null Kathleen A. Bullock
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::554e65dd6ee31e8b8605454b96599716
https://doi.org/10.1111/jcal.12508/v2/response1
https://doi.org/10.1111/jcal.12508/v2/response1
Publikováno v:
Uses of Technology in Primary and Secondary Mathematics Education ISBN: 9783319765747
In this inquiry, researchers sought to understand changes in young children’s learning by examining their performance and efficiency while they engaged with a variety of touch-screen virtual manipulative mathematics apps. We were particularly inter
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ee23959eae2bbbe8176b053a0b7c1699
https://doi.org/10.1007/978-3-319-76575-4_2
https://doi.org/10.1007/978-3-319-76575-4_2
Autor:
Arla Westenskow, Jessica F. Shumway, Emma P. Bullock, Katie L. Anderson-Pence, Stephen I. Tucker, Jennifer Boyer-Thurgood, Salif Mahamane, Kerry E. Jordan, Christina Watts, Patricia S. Moyer-Packenham
Publikováno v:
Teacher Education and Leadership Faculty Publications
Instructional Technology and Learning Sciences Student Research
Instructional Technology and Learning Sciences Student Research
The purpose of this study was to examine shifts in young children's learning progression levels while they interacted with virtual manipulative mathematics apps on touch-screen devices. A total of 100 children participated in six mathematics learning
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::763bd4895704ebad0f09d412965cc79f
https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=3260&context=teal_facpub
https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=3260&context=teal_facpub