Sara Hennessy mainly focuses on Pedagogy, Mathematics education, Educational technology, Science education and Information and Communications Technology. Her work on Social science education, Science teaching and Social studies as part of general Pedagogy research is frequently linked to Exploit and Empirical evidence, bridging the gap between disciplines. Sara Hennessy does research in Mathematics education, focusing on Teaching method specifically.
Her Educational technology study combines topics in areas such as Instructional design and Teaching and learning center. Her study explores the link between Science education and topics such as Design and Technology that cross with problems in Knowledge management and Collaborative Problem Solving. Her work in Information and Communications Technology covers topics such as Technology integration which are related to areas like The Internet and Computer-Assisted Instruction.
Her primary areas of study are Mathematics education, Pedagogy, Educational technology, Professional development and Teaching method. Her work investigates the relationship between Mathematics education and topics such as Set that intersect with problems in Conceptual change. Her work deals with themes such as Information and Communications Technology and Interactive whiteboard, which intersect with Pedagogy.
Her work carried out in the field of Educational technology brings together such families of science as Perspective, Science education, Teaching and learning center and Knowledge management. Her research in Science education tackles topics such as Design and Technology which are related to areas like Collaborative Problem Solving. Sara Hennessy usually deals with Professional development and limits it to topics linked to Open educational resources and Teacher education, Collaborative learning and Primary education.
Her primary scientific interests are in Mathematics education, Technology integration, Dialogic, Faculty development and Professional development. In the subject of general Mathematics education, her work in Prior learning and Classroom teaching is often linked to Group interaction, Natural and Elaboration, thereby combining diverse domains of study. Her Technology integration research incorporates themes from Multimethodology and Interactive whiteboard.
Her studies deal with areas such as Science instruction, Student learning, Mathematics instruction and Data science as well as Dialogic. Her study in the field of Professional learning community is also linked to topics like Context. To a larger extent, she studies Pedagogy with the aim of understanding Teaching method.
Sara Hennessy mostly deals with Mathematics education, Dialogic, Faculty development, Pedagogy and Elaboration. Sara Hennessy applies her multidisciplinary studies on Mathematics education and Discourse analysis in her research. The Dialogic study combines topics in areas such as Teaching method, Professional development, Interactive whiteboard and Multimethodology.
Her Faculty development study frequently draws connections to adjacent fields such as Technology integration. The Reflective teaching, Reflective practice and Action research research Sara Hennessy does as part of her general Pedagogy study is frequently linked to other disciplines of science, such as International partnership and Research based, therefore creating a link between diverse domains of science. Her Elaboration research overlaps with Classroom teaching and Prior learning.
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Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change
Sara Hennessy;Kenneth Ruthven;Sue Brindley.
Journal of Curriculum Studies (2005)
Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions
Jonathon Osborne;Sara Hennessy.
Situated Cognition and Cognitive Apprenticeship: Implications for Classroom Learning
Studies in Science Education (1993)
Teacher Factors Influencing Classroom Use of ICT in Sub-Saharan Africa
Sara Hennessy;David Harrison;Leonard Wamakote.
Tablet use in schools: a critical review of the evidence for learning outcomes
B. Haβler;L. Major;S. Hennessy.
Journal of Computer Assisted Learning (2016)
A practitioner model of the use of computer-based tools and resources to support mathematics teaching and learning
Kenneth Ruthven;Sara Hennessy.
Educational Studies in Mathematics (2002)
The Potential for Collaborative Problem Solving in Design and Technology
Sara Hennessy;Patricia Murphy.
International Journal of Technology and Design Education (1999)
Pedagogical Approaches for Technology-Integrated Science Teaching
Sara Hennessy;Jocelyn Wishart;Denise Whitelock;Rosemary Deaney.
Computers in Education (2007)
Pedagogical strategies for using the interactive whiteboard to foster learner participation in school science
Sara Hennessy;Rosemary Deaney;Kenneth Ruthven;Mark Winterbottom.
Learning, Media and Technology (2007)
Using interactive whiteboards to orchestrate classroom dialogue
Neil Mercer;Sara Hennessy;Paul Warwick.
Technology, Pedagogy and Education (2010)
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