Suzanne H. (Broughton) Jones
Suzanne H. (Broughton) Jones
Assistant Professor, Utah State University
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Cited by
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Bridging reading comprehension and conceptual change in science education: The promise of refutation text
GM Sinatra, SH Broughton
Reading Research Quarterly 46 (4), 374-393, 2011
The nature of the refutation text effect: An investigation of attention allocation
SH Broughton, GM Sinatra, RE Reynolds
The Journal of Educational Research 103 (6), 407-423, 2010
“Pluto has been a planet my whole life!” Emotions, attitudes, and conceptual change in elementary students’ learning about Pluto’s reclassification
SH Broughton, GM Sinatra, EM Nussbaum
Research in Science Education 43 (2), 529-550, 2013
Problem-based learning as a facilitator of conceptual change
SMM Loyens, SH Jones, J Mikkers, T van Gog
Learning and Instruction 38, 34-42, 2015
Emotions in science education
GM Sinatra, SH Broughton, D Lombardi
International handbook of emotions in education, 415-436, 2014
Developing collective classroom efficacy: The teacher’s role as community organizer
LAG Putney, SH Broughton
Journal of Teacher Education 62 (1), 93-105, 2011
Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change
JR Cordova, GM Sinatra, SH Jones, G Taasoobshirazi, D Lombardi
Contemporary Educational Psychology 39 (2), 164-174, 2014
Text in the science classroom: Promoting engagement to facilitate conceptual change.
SH Broughton, GM Sinatra
Guilford Press, 2010
Hot factors for a cold topic: Examining the role of task-value, attention allocation, and engagement on conceptual change
SH Jones, ML Johnson, BD Campbell
Contemporary Educational Psychology 42, 62-70, 2015
Conceptual change in science teaching and learning: Introducing the dynamic model of conceptual change
LS Nadelson, BC Heddy, S Jones, G Taasoobshirazi, M Johnson
International Journal of Educational Psychology 7 (2), 151-195, 2018
Developing teacher efficacy through reflection: A Vygotskian perspective
LAG Putney, SH Broughton
Critical Issues in Teacher Education 17, 4, 2010
Bridging comprehension and conceptual change in science education: The promise of refutational text
GM Sinatra, SH Broughton
Reading Research Quarterly 46 (teal_facpub), 369, 2011
Refutation text effect: Influence on learning and attention
SH Broughton, GM Sinatra, RE Reynolds
A multimodal exploration of engineering students' emotions and electrodermal activity in design activities
I Villanueva, BD Campbell, AC Raikes, SH Jones, LAG Putney
Journal of Engineering Education 107 (3), 414-441, 2018
Climate change, genetically modified foods, airport body scanners: Investigating students' emotions related to science topics
SH Broughton, R Pekrum, GM Sinatra
Factors influencing teacher appropriation of professional learning focused on the use of technology in science classrooms
ML Longhurst, SH Jones, T Campbell
Teacher Development 21 (3), 365-387, 2017
The Pluto debate: Influence of emotions on belief, attitude, and knowledge change
SH Broughton
We learned each other and then we taught each other: Developing collective classroom efficacy through the students’ eyes
SH Jones, LAG Putney
Journal of Ethnographic and Qualitative Research 10 (4), 231, 2016
An investigation of self-efficacy and topic emotions in entry-level engineering design learning activities
SH Jones, BD Campbell, I Villanueva
The International journal of engineering education 35 (1), 15-25, 2019
Expanding from self to collective classroom efficacy: A tale of two classroom communities
LG Putney, SH Jones, BD Campbell
Rowan & Littlefield, 2017
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