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Meg Guerreiro
Meg Guerreiro
NWEA
Verified email at nwea.org
Title
Cited by
Cited by
Year
Are all biases bad? Collaborative grounded theory in developmental evaluation of education policy
RC Anderson, M Guerreiro, J Smith
Journal of Multidisciplinary Evaluation 12 (27), 44-57, 2016
552016
Learning styles: Considerations for technology enhanced item design
D Adkins, M Guerreiro
British journal of educational technology 49 (3), 574-583, 2018
162018
“No fun games”: Engagement effects of two gameful assessment prototypes
M Guerreiro, C Nordengren
Journal of Research on Technology in Education 50 (2), 134-148, 2018
82018
Instructors’ technology experience and iPad delivered intervention implementation: A mixed methods replication study
L Shanley, M Strand Cary, B Clarke, MA Guerreiro, M Thier
Educational Technology Research and Development 65, 815-830, 2017
82017
Internal consistency of the easyCBM CCSS reading measures: Grades K-8
M Guerreiro, J Alonzo, G Tindal
Technical Report, 2014
42014
Measuring Student Reading Comprehension Performance: Considerations of Accuracy, Equity, and Engagement by Embedding Comprehension Items within Reading Passages
M Guerreiro, E Barker, J Johnson
Practical Assessment, Research, and Evaluation 27 (1), 11, 2022
32022
The impact of a technology-enhanced math performance task on student cognitive engagement in mathematics
M Guerreiro
University of Oregon, 2017
32017
Exploring Student Reading Comprehension Performance, Equity, and Engagement by Embedding Comprehension Items within Reading Passages.
MA Guerreiro, E Barker, JL Johnson
AERA Online Paper Repository, 2020
12020
Internal Consistency of the easyCBM© CCSS Reading Measures: Grades 3-8. Technical Report# 1407.
M Guerreiro, J Alonzo, G Tindal
Behavioral Research and Teaching, 2014
12014
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