| Teacher value for professional development, self-efficacy, and student outcomes within a digital mathematics intervention T Rutherford, JJ Long, G Farkas Contemporary Educational Psychology 51, 22-36, 2017 | 113 | 2017 |
| How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement MN Callaghan, JJ Long, EA Van Es, SM Reich, T Rutherford Journal of Computer Assisted Learning 34 (1), 10-19, 2018 | 89 | 2018 |
| Raising the stakes: How students' motivation for mathematics associates with high-and low-stakes test achievement RM Simzar, M Martinez, T Rutherford, T Domina, AMM Conley Learning and individual differences 39, 49-63, 2015 | 78 | 2015 |
| A randomized trial of an elementary school mathematics software intervention: Spatial-temporal math T Rutherford, G Farkas, G Duncan, M Burchinal, M Kibrick, J Graham, ... Journal of Research on Educational Effectiveness 7 (4), 358-383, 2014 | 74 | 2014 |
| Khan Academy as supplemental instruction: A controlled study of a computer-based mathematics intervention DP Kelly, T Rutherford The International Review of Research in Open and Distributed Learning 18 (4), 2017 | 69 | 2017 |
| Links between achievement, executive functions, and self‐regulated learning T Rutherford, M Buschkuehl, SM Jaeggi, G Farkas Applied Cognitive Psychology 32 (6), 763-774, 2018 | 63 | 2018 |
| Modality motivation: Selection effects and motivational differences in students who choose to take courses online P McPartlan, T Rutherford, F Rodriguez, JF Shaffer, A Holton The Internet and Higher Education 49, 100793, 2021 | 46 | 2021 |
| Emotional well-being and discrepancies between child and parent educational expectations and aspirations in middle and high school T Rutherford International Journal of Adolescence and Youth 20 (1), 69-85, 2015 | 42 | 2015 |
| Alignment of game design features and state mathematics standards: Do results reflect intentions? K Schenke, T Rutherford, G Farkas Computers & Education 76, 215-224, 2014 | 38 | 2014 |
| The effects of mathematics instruction using spatial temporal cognition on teacher efficacy and instructional practices NA Tran, S Schneider, L Duran, AM Conley, L Richland, M Burchinal, ... Computers in Human Behavior 28 (2), 340-349, 2012 | 33 | 2012 |
| Spatial Temporal Mathematics at Scale: An Innovative and Fully Developed Paradigm to Boost Math Achievement among All Learners. T Rutherford, M Kibrick, M Burchinal, L Richland, AM Conley, K Osborne, ... Online Submission, 2010 | 32 | 2010 |
| Within and between person associations of calibration and achievement T Rutherford Contemporary Educational Psychology 49, 226-237, 2017 | 27 | 2017 |
| Profiles of instructor responses to emergency distance learning T Rutherford, S Karamarkovich, D Xu, T Tate, B Sato, R Baker, ... Online Learning 25 (1), 86-114, 2021 | 24 | 2021 |
| Using serious game analytics to inform digital curricular sequencing: What math objective should students play next? Z Peddycord-Liu, C Cody, S Kessler, T Barnes, CF Lynch, T Rutherford Proceedings of the Annual Symposium on Computer-Human Interaction in Play …, 2017 | 21 | 2017 |
| Understanding elementary mathematics teachers’ intention to use a digital game through the technology acceptance model S Yeo, T Rutherford, T Campbell Education and Information Technologies 27 (8), 11515-11536, 2022 | 20 | 2022 |
| Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic T Rutherford, K Duck, JM Rosenberg, R Patt Journal of Research on Technology in Education 54 (sup1), S94-S131, 2022 | 20 | 2022 |
| Is the spatial/math connection unique? Associations between mental rotation and elementary mathematics and English achievement T Rutherford, SM Karamarkovich, DS Lee Learning and Individual Differences 62, 180-199, 2018 | 20 | 2018 |
| Making data science count in and for education JM Rosenberg, M Lawson, DJ Anderson, RS Jones, T Rutherford Research methods in learning design and technology, 94-110, 2020 | 19 | 2020 |
| Learning Curve Analysis in a Large-Scale, Drill-and-Practice Serious Math Game: Where Is Learning Support Needed? Z Peddycord-Liu, R Harred, S Karamarkovich, T Barnes, C Lynch, ... Artificial Intelligence in Education: 19th International Conference, AIED …, 2018 | 18 | 2018 |
| The measurement of calibration in real contexts T Rutherford Learning and Instruction 47, 33-42, 2017 | 18 | 2017 |
Collin LynchNorth Carolina State UniversityVerified email at ncsu.edu
