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Dr. Denise L. Winsor
Asst Professor
Counsel Educations Psych Research
Office Location:
Phone:
Email: dwinsor@memphis.edu |
- Winsor, D.L. (In Press). Where epistemology and technology meet: An early childhood perspective. In Blake, S., Winsor, D.L., & Allen, L. (Eds.) Technology and Young Children: Bridging the Communication-Generation Gap. Hershey, PA: IGI Global.
- Blake, S., Winsor, D.L., Burkett, C., & Darling, L. (In Review). Higher order thinking and students' perceptions of problem-based learning. Teacher and Teacher Education.
- Winsor, D.L., & Blake, S. (In Press). Preschool teacher's Epistemic Beliefs: Coming to Know the Relationship Between How They Think and What They Do. Journal of Early Childhood Educators.
- Spatariu, A. & Winsor, D.L. (2010). A qualitative perspective: Pre-service teachers' discuss educational technology online. i-manager's Journal on School Educational Technology, 3(10), pp. 734-768.
- Morris, V.G., Taylor, S, Smith, C.L., & Winsor, D.L. (2009). Promoting family involvement through using technology. In Blake, S. & Taylor, S. (Eds.), Technology for Early Childhood Education and Socialization: Developmental Applications and Methodologies. Hershey, Pa.: IGI Global Publishing.
- Winsor, D. L. & Blake, S. (2009). Building epistemic awareness in the early childhood classroom: Theory, methodology, and technology. In Blake, S. & Taylor, S. (Eds.), Technology for Early Childhood Education and Socialization; Developmental Applications and Methodologies. Hershey: Pa., IGI Global Publishing.
- Winsor, D.L. & Blake, S. (2009). Preschoolers know but how do they know? Developing a framework for early epistemological development. I-manager's Journal of Educational Psychology; 2(4), 27-53.
- Winsor, D.L. & Bendixen, L.D. (2009). Exploring personal epistemologies in preschool children using focus groups. Early Childhood Research and Practice; 11(2).
- Nussbaum, E.M., Winsor, D.L., Aqui, Y.M., & Poloquin, A.M. (2007). Putting the pieces together: Online argumentation vee diagrams enhance thinking during discussion. Computer-Supported Collaborative Learning; (2) 479-500.
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