Items where SHU Author is "Jay, Tim"

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Number of items: 24.

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ROSE, Simon, HABGOOD, Jacob and JAY, Tim (2020). Designing a Programming Game to Improve Children’s Procedural Abstraction Skills in Scratch. Journal of Educational Computing Research, 073563312093287-073563312093287.

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JAY, Tim, HABGOOD, Jacob, MEES, Martyn and HOWARD-JONES, Paul (2019). Game-based training to promote arithmetic fluency. Frontiers in Education, 4, p. 118.

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ROSE, Simon, HABGOOD, Jacob and JAY, Tim (2019). Using Pirate Plunder to develop children’s abstraction skills in Scratch. In: CHI EA 19 extended abstracts of the 2019 CHI conference on human factors in computing systems. ACM.

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THOMAS, Peter, JAY, Tim, WILLIS, Benjamin, TAYLOR, Roberta, MERCHANT, Guy, MOORE, Nicolas, BURNETT, Cathy and STEVENS, Anna (2019). Dialogic Teaching: Addendum Report. Project Report. London, UK, Education Endowment Foundation.

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BOYLAN, Mark, WOLSTENHOLME, Claire, MAXWELL, Bronwen, DEMACK, Sean, JAY, Tim, REANEY, Sarah and ADAMS, Gill (2019). Longitudinal evaluation of the Mathematics Teacher Exchange: China-England - Final Report. Project Report. Department for Education.

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DI NUOVO, Alessandro and JAY, Tim (2019). The development of numerical cognition in children and artificial systems: a review of the current knowledge and proposals for multi-disciplinary research. Cognitive Computation and Systems.

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BOYLAN, Mark, MAXWELL, Bronwen, WOLSTENHOLME, Claire, JAY, Tim and DEMACK, Sean (2018). The mathematics teacher exchange and 'mastery' in England: The evidence for the efficacy of component practices. Education sciences, 8 (4), p. 202.

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ROSE, Simon, HABGOOD, Jacob and JAY, Tim (2018). Pirate plunder: game-based computational thinking using scratch blocks. In: Proceedings of the 12th European Conference on Games Based Learning. Academic Conferences and Publishing International Limited, 556-564.

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MEES, Martyn, JAY, Tim and HABGOOD, Jacob (2018). Designing an adaptive learner model for a mathematics game. In: CIUSSI, Melanie, (ed.) Proceedings of the 12th European conference on games based learning. Academic Conferences and Publishing International Limited, 800-807.

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JAY, Tim, ROSE, Jo and SIMMONS, Ben (2018). Why is parental involvement in children's mathematics learning hard? Parental perspectives on their role supporting children's learning. Sage Open, 8 (2), 1-13.

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MEES, Martyn, JAY, Tim, HABGOOD, Jacob and HOWARD-JONES, Paul (2017). Researching adaptivity for individual differences in numeracy games. In: CHI PLAY '17 Extended Abstracts : Extended Abstracts Publication of the Annual Symposium on Computer-Human Interaction in Play. ACM Press, 247-253.

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MEES, Martyn, JAY, Tim, HABGOOD, Jacob and HOWARD-JONES, Paul (2017). Researching adaptivity for individual differences in number games. In: CHI PLAY '17 : ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play, Amsterdam, 15-18 October 2017.

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ROSE, Simon, HABGOOD, Jacob and JAY, Tim (2017). An exploration of the role of visual programming tools in the development of young children’s computational thinking. Electronic journal of e-learning, 15 (4), 297-309.

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JAY, Tim, WILLIS, Benjamin, THOMAS, Peter, TAYLOR, Roberta, MOORE, Nicolas, BURNETT, Cathy, MERCHANT, Guy and STEVENS, Anna (2017). Dialogic Teaching : Evaluation Report and Executive Summary. Project Report. London, UK, Education Endowment Foundation.

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JAY, Tim and BETENSON, Julie (2017). Mathematics at your fingertips: Testing a finger-training intervention to improve quantitative skills. Frontiers in Education, 2, p. 22.

JAY, Tim, ROSE, Jo and MILLIGAN, Lizzi (2017). Adoption, adaptation, and integration: renegotiating the identity of educational research through interdisciplinarity. International Journal of Research and Method in Education, 40 (3), 223-230.

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JAY, Tim, ROSE, Jo and SIMMONS, Ben (2017). Finding ‘mathematics’: parents questioning school-centred approaches to involvement in children’s mathematics learning. School Community Journal, 27 (1), 201-230.

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OTSUKA, Kaoru and JAY, Tim (2016). Understanding and supporting block play: video observation research on preschoolers’ block play to identify features associated with the development of abstract thinking. Early Child Development and Care, 187 (5-6), 990-1003.

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HOWARD-JONES, Paul and JAY, Tim (2016). Reward, learning and games. Current Opinion in Behavioral Sciences, 10, 65-72.

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HOWARD-JONES, Paul, JAY, Tim, MASON, Alice and JONES, Harvey (2016). Gamification of learning deactivates the Default Mode Network. Frontiers in Psychology, 6 (1891), 1-16.

JAY, Tim and XOLOCOTZIN, Ulises (2015). Breaking barriers between out-of-school and classroom mathematics with documenting. In: CROMPTON, Helen and TRAXLER, John, (eds.) Mobile Learning and Mathematics. New York, Routledge, 86-95.

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STANTON FRASER, Danaë, JAY, Tim, O’NEILL, Eamonn and PENN, Alan (2013). My neighbourhood: Studying perceptions of urban space and neighbourhood with moblogging. Pervasive and Mobile Computing, 9 (5), 722-737.

JAY, Tim (2012). The possibility and importance of postperspectival working. Educational Research Review, 9, 34-46.

JAY, Tim (2012). First- and second-order reactivity to verbal protocols: an example from a study on strategy variability. International Journal of Research & Method in Education, 35 (2), 181-194.

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