Items where Author is "Jay, Tim"

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.

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

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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, 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.

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.

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.