Scott Slough
Title
Cited by
Cited by
Year
Why PBL? Why STEM? Why now? An introduction to STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach
RM Capraro, SW Slough
STEM project-based learning, 1-5, 2013
168*2013
Science textbooks' use of graphical representation: A descriptive analysis of four sixth grade science texts
SW Slough, EM McTigue, S Kim, SK Jennings
Reading Psychology 31 (3), 301-325, 2010
1202010
Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach
RM Capraro, SW Slough
Sense publishers, 2008
962008
Building prior knowledge and vocabulary in science in the intermediate grades: Creating hooks for learning
WH Rupley, S Slough
Literacy Research and Instruction 49 (2), 99-112, 2010
782010
Theoretical framework for the design of STEM project-based learning
SW Slough, JO Milam
STEM Project-Based Learning, 15-27, 2013
702013
Student-accessible science texts: Elements of design
EM McTigue, SW Slough
Reading Psychology 31 (3), 213-227, 2010
442010
Defining technogogy and its natural corollary, Technogogical Content Knowledge (TCK)
S Slough, M Connell
Society for Information Technology & Teacher Education International …, 2006
432006
Measuring high school mathematics teachers' concerns about graphing calculators and change: A yearlong study
G Chamblee, S Slough, G Wunsch
Journal of Computers in Mathematics and Science Teaching 27 (2), 183-194, 2008
402008
Implementing technology in secondary science and mathematics classrooms: A perspective on change
SW Slough, GE Chamblee
Society for Information Technology & Teacher Education International …, 2000
302000
Converging lens simulation design and image predictions
JA Bryan, SW Slough
Physics Education 44 (3), 264, 2009
292009
Technology as an innovation in science and mathematics teaching
SW Slough, GE Chamblee
School Science and Mathematics 107 (6), 222-225, 2007
292007
Implementing technology in secondary science and mathematics classrooms: is the implementation process the same for both disciplines?
GE Chamblee, SW Slough
Journal of Computers in mathematics and Science Teaching 21 (1), 3-16, 2002
272002
Using the concerns-based adoption model to assess changes in technology implementation
G Chamblee, S Slough
Society for Information Technology & Teacher Education International …, 2004
212004
An examination of interactive whiteboard perceptions using the Concerns-Based Adoption Model Stages of Concern and the Apple Classrooms of Tomorrow Model of instructional evolution
J Hall, G Chamblee, S Slough
Journal of Technology and Teacher Education 21 (3), 301-320, 2013
182013
Project-based learning
R Capraro, SW SLOUGh
An integrated science, technology, engineering, and mathematics (STEM …, 2009
182009
Re‐creating a Recipe for Science Instructional Programs: Adding Learning Progressions, Scaffolding, and a Dash of Reading Variety
SW Slough, WH Rupley
School Science and Mathematics 110 (7), 352-362, 2010
162010
Introduction to the integration of verbal and visual information in science texts
SW Slough, EM McTigue
Reading Psychology 31 (3), 206-212, 2010
162010
High school science teachers' perceptions of telecommunications utilizing a concerns-based adoption model (CBAM)
SW Slough
University of Houston, 1998
161998
Multi-Touch Tablets, E-Books, and an Emerging Multi-Coding/Multi-Sensory Theory for Reading Science E-Textbooks: Considering the Struggling Reader.
WH Rupley, DD Paige, TV Rasinski, SW Slough
Journal of Education and Training Studies 3 (4), 1-8, 2015
152015
Lessons learned about mentoring junior faculty in higher education
H Waxman, T Collins, S Slough
Academic Leadership: The Online Journal 7 (2), 9, 2009
152009
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Articles 1–20