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Scott Slough
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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
3702013
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
1822010
Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach
RM Capraro, SW Slough
Sense publishers, 2008
1742008
Theoretical framework for the design of STEM project-based learning
SW Slough, JO Milam
STEM project-based learning, 15-27, 2013
1202013
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
1062010
Student-accessible science texts: Elements of design
EM McTigue, SW Slough
Reading Psychology 31 (3), 213-227, 2010
632010
Defining technogogy and its natural corollary, Technogogical Content Knowledge (TCK)
S Slough, M Connell
Society for Information Technology & Teacher Education International …, 2006
632006
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
492008
Converging lens simulation design and image predictions
JA Bryan, SW Slough
Physics Education 44 (3), 264, 2009
392009
Implementing technology in secondary science and mathematics classrooms: A perspective on change
SW Slough, GE Chamblee
Society for Information Technology & Teacher Education International …, 2000
342000
Technology as an innovation in science and mathematics teaching.
SW Slough, GE Chamblee
School Science and Mathematics 107 (6), 222-225, 2007
322007
Why PBL? Why STEM? Why now
RM Capraro, SW Slough
RM Capraro, MM Capraro & Morgan (Eds.), STEM Project-Based Learning, 1-5, 2013
312013
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
262004
Development of the graphical analysis protocol (GAP) for eliciting the graphical demands of science textbooks
SW Slough, E McTigue
Critical analysis of science textbooks: Evaluating instructional …, 2013
252013
Introduction to the integration of verbal and visual information in science texts
SW Slough, EM McTigue
Reading Psychology 31 (3), 206-212, 2010
232010
Lessons learned about mentoring junior faculty in higher education
H Waxman, T Collins, S Slough
Academic Leadership: The Online Journal 7 (2), 9, 2009
232009
Lessons learned about mentoring junior faculty in higher education
H Waxman, T Collins, S Slough
Academic Leadership: The Online Journal 7 (2), 9, 2009
232009
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
212013
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
172010
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