番茄社区

• Science Education

• Classroom Assessment

• Teacher Education

• EDCI 403 Elementary Science Methods

• EDCI 581/681 Educational Research Methods

• EDCI 335 Learning Design

• Department Chair

• Science Education area advisor

Articles Published in Refereed Journals

Mater, D. S., Milford, T. M., & McRae, L. M. (2015). Does dyslexia develop from left eye dominance? Perceptual & Motor Skills, 121(2), 569-601.

Walkinshaw, I., Milford, T. & Freeman, K. (2015). Individual consultations: Academic writing outcomes for international students. SAGE Open. doi: 10.1177/21S8244015607936.

Milford, T. M., & Tippett, C. D. (2015). The design and validation of an early childhood STEM classroom observational protocol. International Research in Early Childhood Education, 6(1), 24-37. Available at http://arrow.monash.edu.au/hdl/1959.1/1144268

Milford, T. M., & Tippett, C. D. (2013). Do prior science experiences make a difference? Preservice teachers’ images of scientists. Journal of Science Teacher Education. 4(24), 745-762. doi: 10.1007/s10972-012-9304-1

Paynter, J., Riley, E., Beamish, W., Davies, M., & Milford, T. (2013). The double ABCX model of family adaptation in families of a child with an autism spectrum disorder attending an Australian early intervention service. Research in Autism Spectrum Disorders. 7(10), 1183-1195.

Vandermeer, J., Beamish, W., Milford, T., & Lang, W. (2013). iPad presented social stories for young children with autism. Developmental Neurorehabilitation. 18(2), 75-81. doi: 10.3109/17518423.2013.809811

Milford, T. M., & Etmanski, C. (2012). Collaborating to teach research methods in education. Northwest Passage: Journal of Educational Practices. 10(1), 79-90.

Milford, T., Jagger, S., Yore, L. D., & Anderson, J. O. (2011). National Influences on Science Education Reform in Canada. Canadian Journal of Science, Mathematics and Technology Education, 10(4), 1-12. doi: 10.1080/14926156.2010.528827

Milford, T., & Brown, L. (2010). The role of self-assessment in the preparation of pre-service teachers. Northwest Passage: Journal of Educational Practices. 8(1), 47-58.

Milford, T., & Harrison, G. (2010). Using the “PLEASE” strategy with a struggling middle school writer with special needs. Intervention in School and Clinic. 45(5), 326-332. doi: 10.1177/1053451209359080

Milford, T., Ross, S., & Anderson, J. O. (2010). An opportunity to better understand schooling: The growing presence of PISA in the Americas. International Journal of Science and Mathematics Education. 8(3), 453-473. doi: 10.1007/s10763-010-9201-z

Gunion, K., Milford, T., & Stege, U. (2009). The paradigm recursion: Is it more accessible when introduced in Middle School? Journal of Problem Solving. 2(2), Article 8.7.

Books, Chapters, Monographs

Milford, T. M. (2013). An investigation of international science achievement using the OECD’s PISA 2006 data set. Saarbrucken, Germany: Lambert Academic Publishing (LAP).

Tippett, C. D., & Milford, T. M. (in press 2016). Canada. In J. Pedersen, Isozaki & Hirano (Eds.), Science teacher education: A multi-country comparison (pp. XX-XX). Charlotte, North Carolina: Information Age Publishing.

Milford, T. M., & Tippett, C. D. (in press 2016). Canada. In B. Vlaardingerbroek & N. Taylor (Eds.), Teacher quality in upper secondary science education (pp. 43-58). New York, NY: Palgrave.

Milford, T. M. (2014). Canada: British Columbia. In B. V. Vlaardingerbroek, & N. Taylor (Ed.), Issues in Secondary Science Education (pp. 47-66). New York, New York: Palgrave MacMillan.

Yore, L. D., Neill, B. W., Francis-Pelton, L., Pelton, T., Milford, T., & Anderson, J. O. (2014). Closing the achievement gap from a Canadian perspective. In J. Clark (Ed.). Closing the achievement gap from an international perspective: Transforming STEM for effective education (pp. 73-104). Dordrecht, The Netherlands: Springer.

Tippett, C. D., & Milford, T. M. (2013). Using visual data to investigate influences on preservice teachers’ attitudes about scientists. In K. D. Finson & J. Pedersen (Eds.) Visual data and their use in science education (pp. 127-150). Charlotte, North Carolina: Information Age Publishing.

Carruthers, S., Milford, T., Coady, Y., Gibbs, C., Gunion, K., & Stege, U. (2011). Teaching problem solving and computer science in the schools: Concepts and assessments. In L. D. Yore, E. Van der Flier-Keller, D. W. Blades, T. W. Pelton, & D. B. Zandvliet (Eds.), Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned (pp. 99-112). Rotterdam, The Netherlands: Sense.

Milford, T., Anderson, J. O., & Luo, J. (2011). Modelling of large-scale PISA assessment data: Science and mathematics literacy. In L. D. Yore, E. Van der Flier-Keller, D. W. Blades, T. W. Pelton, & D. B. Zandvliet (Eds.), Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned (pp. 187-202). Rotterdam, The Netherlands: Sense.

Van der Flier-Keller, E., Blades, D. V., & Milford, T. (2011). Promoting earth science teaching and learning: Inquiry-based activities and resources anchoring teacher professional development and education. In L. D. Yore, E. Van der Flier-Keller, D. W. Blades, T. W. Pelton, & D. B. Zandvliet (Eds.), Pacific CRYSTAL centre for science, mathematics, and technology literacy: Lessons learned (pp. 165-183). Rotterdam, The Netherlands: Sense.

Anderson, J. O., Milford, T., & Ross, S. P. (2009). Multilevel modeling with HLM: Taking a second look at PISA. In M. C. Shelley II, L. D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: International perspectives and gold standards (pp. 263-286). Dordrecht, The Netherlands, Springer.