Sharon Tindall-Ford
Sharon Tindall-Ford
Associate Professor, University of Wollongong
Verified email at uow.edu.au
Title
Cited by
Cited by
Year
When two sensory modes are better than one.
S Tindall-Ford, P Chandler, J Sweller
Journal of experimental psychology: Applied 3 (4), 257, 1997
7431997
Learning by imagining.
G Cooper, S Tindall-Ford, P Chandler, J Sweller
Journal of Experimental Psychology: Applied 7 (1), 68, 2001
2522001
Giving learning a helping hand: Finger tracing of temperature graphs on an iPad
S Agostinho, S Tindall-Ford, P Ginns, SJ Howard, W Leahy, F Paas
Educational Psychology Review 27 (3), 427-443, 2015
702015
Altering the modality of instructions to facilitate imagination: Interactions between the modality and imagination effects
S Tindall-Ford, J Sweller
Instructional science 34 (4), 343-365, 2006
622006
Adaptive diagrams: Handing control over to the learner to manage split-attention online
S Agostinho, S Tindall-Ford, K Roodenrys
Computers & Education 64, 52-62, 2013
392013
Cognitive load theory and human movement: Towards an integrated model of working memory
S Sepp, SJ Howard, S Tindall-Ford, S Agostinho, F Paas
Educational Psychology Review, 1-25, 2019
332019
Computer-based learning of geometry from integrated and split-attention worked examples: The power of self-management
S Tindall-Ford, S Agostinho, S Bokosmaty, F Paas, P Chandler
Computer 89, 99, 2015
232015
Learning from instructor‐managed and self‐managed split‐attention materials
C Gordon, S Tindall‐Ford, S Agostinho, F Paas
Applied Cognitive Psychology 30 (1), 1-9, 2016
222016
Applying cognitive psychology principles to education and training
P Chandler, G Cooper, E Pollock, S Tindall-Ford
Australian Association for Research in Education, retrieved April 17, 2003, 1998
191998
Adaptive diagrams: a research agenda to explore how learners can manipulate online diagrams to self-manage cognitive load
S Agostinho, S Tindall-Ford, S Bokosmaty
Handbook of human centric visualization, 529-550, 2014
132014
School-university partnerships in Australia: A systematic literature review
CA Green, SK Tindall-Ford, MJ Eady
Asia-Pacific Journal of Teacher Education 48 (4), 403-435, 2020
112020
Exploring the Australian teacher education ‘partnership’policy landscape: Four case studies
S White, S Tindall-Ford, D Heck, S Ledger
Educating future teachers: Innovative perspectives in professional …, 2018
92018
Using computer-based tools to self manage cognitive load
S Agostinho, S Tindall-Ford, K Roodenrys
EdMedia+ Innovate Learning, 3374-3378, 2011
92011
“Fitting into the Teaching Profession”: Supervising Teachers’ Judgements During the Practicum
L Sheridan, SK Tindall-Ford
Australian Journal of Teacher Education 43 (8), 4, 2018
82018
'Touch the screen': linking touch-based educational technology with learning-a synthesis of current research
S Agostinho, P Ginns, S Tindall-Ford, MF Mavilidi, F Paas
Educational technologies: Challenges, applications and learning outcomes, 33-57, 2016
82016
Immersion programs in Australia: Exploring four models for developing ‘classroom-ready’teachers
S Tindall-Ford, S Ledger, J Williams, A Ambrosetti
Educating future teachers: Innovative perspectives in professional …, 2018
72018
Middle leading and influence in two Australian schools
K Lipscombe, S Tindall-Ford, P Grootenboer
Educational Management Administration & Leadership 48 (6), 1063-1079, 2020
52020
Leading a top down directive from the bottom up: A school and university partnership
K Lipscombe, S Tindall-Ford, M Kirk
Leading and Managing 25 (1), 29, 2019
42019
Examining pre-service generalist primary teachers' pedagogical content knowledge for teaching music in the K-6 classroom
SJ Capaldo, B Muscat, S Tindall-Ford
42014
Cognitive load theory and instructional design
J Sweller, P Chandler, SK Tindall-Ford
41997
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