PUBLICATIONS

@article{Code2023,

title = {Teachers' sense of efficacy during a time of crisis},

author = {J Code and R Moylan and K Forde and R Ralph},

doi = {https://doi.org/10.1007/s42330-023-00291-0},

year  = {2023},

date = {2023-12-06},

urldate = {2023-05-15},

journal = {Canadian Journal of Science, Mathematics and Technology Education},

volume = {23},

pages = {538-558},

abstract = {Technology education (TE) has the creating, making, and doing aspects of human activity at its foundation. This article presents a comparison of the teaching sense of efficacy (TSE) of practising TE teachers and teacher candidates (TC) during a forced switch to emergency remote teaching (ERT). In phase 1, the switch to ERT had a significantly negative effect on TE teachers (N = 42; r = −0.60). In phase 2, TE TCs (N = 16) were similarly affected (r = −0.53). Results of a two-way mixed ANOVA in phase 3 suggest that ERT had a greater negative impact on practising TE teachers’ TSE for student engagement (partial eta squared = 0.11) and classroom management (partial eta squared = 0.19) than it did on TE TCs’ TSE. As novice teachers tend to draw more from contextual factors than mastery experiences, this research suggests that experienced teachers were at a greater loss due to the pandemic than TCs.},

keywords = {Media & Technology in Education, Pandemic Transformed Pedagogy, Teacher Education, Technology Education},

pubstate = {published},

tppubtype = {article}

}

@article{Code2021b,

title = {Academic success online: Mediating the effects of personality and self-efficacy in online learning},

author = {J Code and N Zap and R Ralph},

url = {Preprint available at: https://doi.org/10.21203/rs.3.rs-901632/v1},

doi = {https://www.learntechlib.org/p/212813/},

year  = {2021},

date = {2021-11-01},

urldate = {2021-11-01},

journal = {International Journal on E-Learning},

volume = {20},

issue = {4},

pages = {377-410},

keywords = {Agency for Learning, Media & Technology in Education},

pubstate = {published},

tppubtype = {article}

}

@article{Jillianne_Code64288027,

title = {Measuring theory of mind (ToM) with preschool-aged children: storybooks and observations with iPads},

author = {R Ralph and J Code and S Petrina},

doi = {10.1080/09669760.2019.1685468},

year  = {2019},

date = {2019-01-01},

urldate = {2019-01-01},

journal = {International Journal of Early Years Education},

abstract = {Theory of Mind (ToM) is an individual’s ability to understand the cognitive states of others, including their desires, beliefs, and knowledge. ToM describes how children, by the age of four, understand how others may be thinking or feeling. It is the ability to understand the thinking or viewpoints of their peers. This paper will describe ToM levels with preschool-aged children (n = 5). The current research used a storybook task battery to measure children’s ToM, as well as developed observational measures, focused on three domains from the task battery. Results of this exploratory study indicate that three of the children had a high level of ToM while the other two were low, as they were not of age. Results also indicate that ToM was observed but challenging to measure as it is primarily an internal process. Future studies can use these suggested tools in conjunction to get a better understanding of ToM with groups preschool-aged children.},

keywords = {Media & Technology in Education},

pubstate = {published},

tppubtype = {article}

}