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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
8451997
Learning by imagining.
G Cooper, S Tindall-Ford, P Chandler, J Sweller
Journal of Experimental Psychology: Applied 7 (1), 68, 2001
3022001
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 31 (2), 293-317, 2019
982019
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
962015
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
682006
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
472013
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
422020
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
Journal of Educational Technology & Society 18 (4), 89-99, 2015
39*2015
School middle leadership: A systematic review
K Lipscombe, S Tindall-Ford, J Lamanna
Educational Management Administration & Leadership, 1741143220983328, 2021
372021
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
352016
Middle leading in Australian schools: professional standards, positions, and professional development
K Lipscombe, C Grice, S Tindall-Ford, J De-Nobile
School leadership & management 40 (5), 406-424, 2020
262020
Applying cognitive psychology principles to education and training
P Chandler, G Cooper, E Pollock, S Tindall-Ford
Sydney, Australia: School of Education Studies, University of New South …, 1998
191998
Middle leading and influence in two Australian schools
K Lipscombe, S Tindall-Ford, P Grootenboer
Educational Management Administration & Leadership 48 (6), 1063-1079, 2020
172020
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
162014
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
152018
Co-designing educational policy: Professional voice and policy making post-COVID
P Kidson, K Lipscombe, SK Tindall-Ford
142020
'Fitting into the teaching profession': Supervising teachers' judgements during the practicum.
L Sheridan, SK Tindall-Ford
Australian Journal of Teacher Education 43 (8), 46-64, 2018
142018
Self-management of cognitive load: 157Potential and challenges
F Mirza, S Agostinho, S Tindall-Ford, F Paas, P Chandler
Advances in cognitive load theory, 157-167, 2019
132019
Advances in cognitive load theory
S Tindall-Ford, S Agostinho, J Sweller
London: Routledge, 2020
122020
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
112018
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