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Chandra Orrill
Chandra Orrill
Executive Director of Research & Development
Verified email at rethinklearning.com - Homepage
Title
Cited by
Cited by
Year
Design-based research: An emerging paradigm for educational inquiry
Design-Based Research Collective
Educational researcher 32 (1), 5-8, 2003
15122003
Supporting online PBL: Design considerations for supporting distributed problem solving
CH Orrill
Distance Education 23 (1), 41-57, 2002
1222002
Building technology-based, learner-centered classrooms: The evolution of a professional development framework
CH Orrill
Educational Technology Research and Development 49, 15-34, 2001
1132001
Measuring mathematical knowledge for teaching fractions with drawn quantities
A Izsák, E Jacobson, Z De Araujo, CH Orrill
Journal for Research in Mathematics Education 43 (4), 391-427, 2012
912012
Making sense of double number lines in professional development: Exploring teachers’ understandings of proportional relationships
CH Orrill, RE Brown
Journal of Mathematics Teacher Education 15, 381-403, 2012
812012
Learning objects to support inquiry-based, online learning
CH Orrill
The instructional use of learning objects 25, 2002
802002
Mathematics teachers' reasoning about fractions and decimals using drawn representations
SJ Lee, RE Brown, CH Orrill
Mathematical Thinking and Learning 13 (3), 198-220, 2011
682011
Measuring middle grades teachers' understanding of rational numbers with the mixture Rasch model
A Izsák, CH Orrill, AS Cohen, RE Brown
The Elementary School Journal 110 (3), 279-300, 2010
572010
Framing a robust understanding of proportional reasoning for teachers
T Weiland, CH Orrill, GG Nagar, RE Brown, J Burke
Journal of Mathematics Teacher Education 24 (2), 179-202, 2021
462021
Implementing Reform Curriculum: A Case of Who's in Charge.
CH Orrill, HG Anthony
442003
Disciplined inquiry and the study of emerging technology
CH Orrill, MJ Hannafin, EM Glazer
Handbook of research on educational communications and technology 2, 335-353, 2004
402004
Middle school teachers’ knowledge of proportional reasoning for teaching
J Lobato, C Orrill, B Druken, E Jacobson
Annual Meeting of the American Educational Research Association (AERA), New …, 2011
382011
Developing technological pedagogical and content knowledge (TPACK) through professional development focused on technology-rich mathematics tasks
D Polly, C Orrill
Meridian 15, 2012
362012
What learner-centered professional development looks like: The pilot studies of the InterMath professional development project.
CH Orrill
Mathematics Educator 16 (1), 4-13, 2006
322006
Integrating technology into teaching: The technology and learning continuum
A Recesso, C Orrill
Houghton Mifflin, 2008
312008
Engaging students through technology
AK Erbas, S Ledford, D Polly, CH Orrill
Mathematics Teaching in the Middle School 9 (6), 300-305, 2004
282004
Designing professional development to support teachers' TPACK in elementary school mathematics
D Polly, CH Orrill
Handbook of technological pedagogical content knowledge (TPACK) for …, 2016
272016
Middle school teachers’ use of mathematics to make sense of student solutions to proportional reasoning problems
E Jacobson, J Lobato, CH Orrill
International Journal of Science and Mathematics Education 16 (8), 1541-1559, 2018
262018
Mathematics teachers’ ability to identify situations appropriate for proportional reasoning
T Weiland, CH Orrill, RE Brown, GG Nagar
Research in Mathematics Education 21 (3), 233-250, 2019
242019
Understanding a teacher's reflections: A case study of a middle school mathematics teacher
NY Kwon, CH Orrill
School Science and Mathematics 107 (6), 246-257, 2007
242007
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