Scientific journal articles
van Dulmen, T. H., Visser, T. C., Pepin, B., & McKenney, S. (2022). Teacher and student engagement when using learning materials based on the context of cutting-edge chemistry research. Research in Science & Technological Education, 1-22.
van der Linden, S., van der Meij, J., & McKenney, S. (2021). Teacher Video Coaching, From Design Features to Student Impacts: A Systematic Literature Review. Review of Educational Research, 00346543211046984.
Sipman, G., Martens, R., Thölke, J., & McKenney, S. (2021). Professional development focused on intuition can enhance teacher pedagogical tact. Teaching and Teacher Education, 106, 103442.
Bopardikar, A., Bernstein, D. & McKenney, S. (2021). Designer considerations and processes in developing school-based citizen-science curricula for environmental education. Journal of Biological Education. https://doi.org/10.1080/00219266.2021.1933134
Dimitrova, V., McKenney, S. & Kirschner, P. A. (2021): Second and foreign language teachers’ problem-solving schemata development through informal problemsolving:
The relationship between experience and expertise. Innovation in Language Learning and Teaching. DOI: 10.1080/17501229.2021.2011894
Sipman, G., Tholke, J., Martens, R. & McKenney, S. (2021). Can a systemic-phenomenological teacher professional development program enhance awareness of intuitions and serve pedagogical tact? Systemic Practice and Action Research. https://doi.org/10.1007/s11213-021-09562-z
Bopardikar, A., Bernstein, D., Drayton, B & McKenney, S. (2021). Designing educative curriculum materials in interdisciplinary teams: Designer processes and contributions. Instructional Science.
Sipman, G., Tholke, J., Martens, R. & McKenney, S. (2021). Exploring teacher awareness of intuition and how it affects classroom practices: Conceptual and pragmatic dimensions. Professional Development in Education. https://doi.org/10.1080/19415257.2021.1902839
McKenney, S., & Reeves, T. C. (2021). Educational design research: Portraying, conducting, and enhancing productive scholarship. Medical Education, 55(1), 82-92. https://doi.org/10.1111/medu.14280
Drayton, B., Bernstein, D., Schunn, C., & McKenney, S. (2020). Consequences of curricular adaptation strategies for implementation at scale. Science Education, 104(6), 983-1007. https://doi.org/10.1080/03057267.2018.1441842
Boelens, R., De Wever, B., & McKenney, S. (2020). Conjecture mapping to support vocationally educated adult learners in open-ended tasks. Journal of the Learning Sciences, 29(3), 430-470.
van der Linden, S., McKenney, S. (2020). Uniting epistemological perspectives to support contextualized knowledge development. Education Technology Research & Development. https://doi.org/10.1007/s11423-020-09772-7
West, R., Ertmer, P. & McKenney, S. (2020). The crucial role of theoretical scholarship for learning design and technology. Educational Technology Research & Development, 68(2), 593-600. DOI: 10.1007/s11423-020-09770-9.
Bopardikar, A., Bernstein, D., Drayton, B & McKenney, S. (2020). Work-based curriculum to broaden learners' particiaption in science: Insights for designers. Research in Science Education, 50, 1251-1279.
McKenney, S. & Visscher, A. J. (2019). Technology for teacher learning and performance. Technology, Pedagogy & Education, 28(2), 129-132. DOI: 10.1080/1475939X.2019.1600859.
Philipsen, B., Tondeur, J., McKenney, S. & Zhu, C. (2019). Supporting teacher reflection during online professional development: a logic modelling approach. Technology, Pedagogy & Education, 28(2), 237-253. doi: 10.1080/1475939X.2019.1602077.
van der Linden, S., van der Meij, J. & McKenney, S. (2019). Design and Enactment of Mobile Video Coaching. Tech Trends. https://doi.org/10.1007/s11528-019-00413-2.
Sipman, G., Tholke, J., Martens, R. & McKenney, S. (2019). The role of intuition in pedagogical tact: Educator views. British Educational Research Journal 46(6), 1186-1202. https://doi.org/10.1002/berj.3557
Philipsen, B., Tondeur, J., McKenney, S. & Zhu, C. (2019). Supporting teacher reflection during online professional development: a logic modelling approach. Technology, Pedagogy & Education, 28(2), 237-253. doi: 10.1080/1475939X.2019.1602077.
McKenney, S. & Schunn, C. (2018). How can educational research support practice at scale? Attending to educational designer needs. British Educational Research Journal, 44(6), 1084-1100. https://doi.org/10.1002/berj.3480.
Visser, T., Maaswinkel, T., Coenders, F. & McKenney, S. (2018). Writing prompts help improve expression of conceptual understanding in chemistry. Journal of Chemical Education, 95(8), 1331-1335. https://doi.org/10.1021/acs.jchemed.7b00798.
Bopardikar, A., Bernstein, D., Drayton, B., & McKenney, S. (2018). Work-based curriculum to broaden learners' participation in science: Insights for designers. Research in Science Education. https://doi.org/10.1007/s11165-018-9731-x.
Pareja Roblin, N., Schunn. C., Bernstein, D. & McKenney, S. (2018). Exploring shifts in the characteristics of US government-funded science curriculum materials and their (unintended) consequences. Studies in Science Education, 54(1), 1-39. https://doi.org/10.1080/03057267.2018.1441842.
Binkhorst, F., Poortman, C., McKenney, S. & van Joolingen, W. (2018). Revealing the balancing act of vertical and shared leadership in teacher design teams. Teaching and Teacher Education, 27, 1-12. doi: 10.1016/j.tate.2018.02.006.
Pareja Roblin, N., Schunn. C. & McKenney, S. (2018). What Are Critical Features of Science Curriculum Materials that Impact Student and Teacher Outcomes? Science Education, 102(2), 260-282.
McKenney, S. (2018) How can the learning sciences (better) impact policy and practice? Journal of the Learning Sciences, 27, 1-7. doi: 10.1080/10508406.2017.1404404
Jongstra, W., Pauw, I. & McKenney, S. (2017). Competenties ontwikkelen voor ontwerpgericht onderzoek; Richtlijnen voor de HBO masteropleiding. Tijdschrift voor Lerarenopleiders, 38(4), 69-80.
Könings, K. D., & McKenney, S. (2017). Participatory design of (built) learning environments. European Journal of Education, 52(3), 247-252.
van Merriënboer, J. J., McKenney, S., Cullinan, D., & Heuer, J. (2017). Aligning pedagogy with physical learning spaces. European Journal of Education, 52(3), 253-267.
Voogt, J., & McKenney, S. (2017). TPACK in teacher education: are we preparing teachers to use technology for early literacy? Technology, Pedagogy and Education, 26(1), 69-83. DOI: 10.1080/1475939X.2016.1174730.
McKenney, S. & Voogt, J. (2017). Expert views on TPACK for early literacy: Priorities for teacher education. Australasian Journal of Educational Technology, 33(5), 1-14.
Mazereeuw, M., Wopereis, I. & McKenney, S. (2016): Extended teams in vocational education: collaboration on the border, Educational Research and Evaluation, 22(3-4) 194-212. DOI: 10.1080/13803611.2016.1247727
Voogt, J., & McKenney, S. (2016). TPACK in teacher education: are we preparing teachers to use technology for early literacy? Technology, Pedagogy and Education, 1-15. doi:10.1080/1475939X.2016.1174730
McKenney, S., Boschman, F., Pieters, J. & Voogt, J. (2016). Collaborative design of technology-enhanced learning: What can we learn from teacher talk? Tech Trends, 60(4), 385–391.
Belo, N., McKenney, S., Voogt, J. & Bradley, B. (2016). Towards a knowledge base for using technology to foster early literacy development: A literature review study. Computers in Human Behavior. 60, 372-383.
Boschman, F., McKenney, S., Pieters, J. & Voogt, J. (2016). Exploring the role of content knowledge in teacher design conversations. Journal of Computer Assisted Learning, 3(2), 157-169. DOI: 10.1111/jcal.12124.
McKenney, S. & Bradley, B. (2016). Assessing Teacher Beliefs about Early Literacy Curriculum Implementation. Early Child Development and Care, 186(9), 1415-1428. DOI:10.1080/03004430.2015.1096784.
Boschman, F., McKenney, S., Pieters, J. & Voogt, J. (2015). Teacher design knowledge and beliefs for technology enhanced learning materials in early literacy: Four portraits. eLearning Papers, 44.
Anand, G. & McKenney, S. (2015). Professional Development Needs: Early Childhood Teachers in Public Child Care Centers. Staff and Educational Development International 19(2-3), 85-104.
Kopcha, T. J., Schmidt, M. M., & McKenney, S. (2015). Editorial 31(5): Preface to the Special Issue. In T. J. Kopcha, M. Schmidt, & S. McKenney (Eds.), Educational design research in post-secondary learning environments. Australasian Journal of Educational Technology, 31(5), i-ix.
Bollen, L., van der Meij, H., Leemkuil, H., & McKenney, S. (2015). In search of design principles for developing digital learning & performance support for a student design task. Australasian Journal of Educational Technology, 31(5), 500-520.
Tondeur, J., De Bruyne, E., Van Den Driessche, M., McKenney, S. & Zandvliet, D. (2015). The physical placement of classroom technology and its influences on educational practices Cambridge Journal of Education. DOI:10.1080/0305764X.2014.998624.
McKenney, S. & Mor, Y. (2015). Supporting teachers in data-informed educational design. British Journal of Educational Technology, 46(2), 265-279.
Kali, Y., McKenney, S. & Sagy, O. (2015). Teachers as designers of technology enhanced learning. Instructional Science, 43(2), 173-179.
McKenney, S., Kali, Y., Mauriskite, L. & Voogt, J. (2015). Teacher design knowledge for technology enhanced learning: An ecological framework for investigating assets and needs. Instructional Science, 43(2), 181-202.
Voogt, J., Laferrière, T., Breuleux, A., Itow, R., Hickey, D., McKenney, S. (2015). Collaborative design as a form of professional development. Instructional Science, 43(2), 259-282.
Boschman, F., McKenney, S., & Voogt, J. (2015). Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities. Computers & Education, 82, 250-262.
Cviko, A,, McKenney, S., Voogt, J. (2015). Teachers as co-designers of technology-rich learning activities for emergent literacy. Technology, Pedagogy and Education, 24(4), 443-459. DOI: 10.1080/1475939X.2014.953197.
Boschman, F., McKenney, S. & Voogt, J. (2014). Understanding decision making in teachers’ curriculum design approaches. Educational Technology Research and Development, 62, 393-416.
Raval, H., McKenney, S. & Pieters, J. (2014). Remedial teaching in Indian under-resourced communities: Professional development program of para-teachers. International Journal of Educational Development, 38, 87-93.
Pareja Roblin, N., Ormel, B., McKenney, S., Voogt, J. & Pieters, J. (2014). Linking research and practice through teacher communities: A place where formal and practical knowledge meet? European Journal of Teacher Education, (37)2, 183-203.
Raval, H., McKenney, S. & Pieters, J. (2014). Portraying the design research cycle: Professional development in Indian slums. Zeitschrift für Berufs- und Wirtschaftspädagogiek, 27, 177-196.
McKenney, S. & Reeves, T. C. (2014). Methods of evaluation and reflection in design research. Zeitschrift für Berufs- und Wirtschaftspädagogiek, 27, 141-153.
Cviko, A., McKenney, S. & Voogt, J. (2014). Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis. Computers & Education, 72, 68-79.
McKenney, S. (2013). Designing and researching technology enhanced learning for the zone of proximal implementation. Research in Learning Technology Supplement 2013, 21: 17374.
Cviko, A., McKenney, S. & Voogt, J. (2013). The teacher as re-designer of technology integrated activities for an early literacy curriculum. Journal of Educational Computing Research, 48, 447-468.
McKenney, S., Visscher-Voerman, I. (2013) Formal education of curriculum and instructional designers. Educational Designer, 2(6).
McKenney, S. & Reeves, T.C. (2013). Systematic review of design-based research progress: Is a little knowledge a dangerous thing? Educational Researcher, 42(2), 97-100.
Voogt, J., McKenney, S., Pareja Roblin, N., Ormel, B. & Pieters, J. (2012). De R&D functie in het onderwijs: Drie modellen voor kennisbenutting en –productie. Pedagogische Studiën, (89)6, 335-337.
Voogt, J., McKenney, S., Fisser, P. & van Braak (2012). Naar nieuwe vormen voor de relatie tussen onderwijsonderzoek en onderwijspraktijk. Pedagogische Studiën, (89)6, 338-349.
Ormel, B., Pareja Roblin, N., McKenney, S., Voogt, J., & Pieters, J. (2012). Research-practice interactions as reported in recent design research studies: Still promising, still hazy. Educational Technology Research & Development, 60(6) 967-986.
McKenney, S. & Voogt, J. (2012). Teacher design of technology for emergent literacy: An explorative feasibility study. Australian Journal of Early Childhood, 37(1), 4-12.
Raval, H., McKenney, S. & Pieters, J. (2012). A Contextual factors that foster or inhibit para-teacher professional development: The case of an Indian, non-governmental organization. International Journal of Training and Development, 16(1), 23-38.
Raval, H., McKenney, S. & Pieters, J. (2012). Supporting para-teachers by regularizing and strengthening planning, enactment and reflection of daily lessons. Staff and Educational Development International, 16(1), 5-21.
Cviko, A., McKenney, S. &Voogt, J. (2012). Teachers enacting a technology-rich curriculum for emergent literacy. Educational Technology Research and Development, 60(1), 31-54.
Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J. & de Vries, B. (2011). Teacher learning in collaborative curriculum design. Teaching and Teacher Education, 27(8), 1235-1244.
Raval, H., McKenney, S. & Pieters, J. (2011). Institutionalizing planning, enactment and reflection of daily lessons through appropriate organizational restructuring. The Asia-Pacific Educational Researcher, 20(3), 438-455.
McKenney, S. & Voogt, J. (2011). Pupil-created videos to support language development: Research-based implementation guidelines. Australian Journal of Educational Technology, 27(4), 709-726.
McKenney, S. & Voogt, J. (2011). Facilitating digital video creation in the language arts curriculum. Australian Journal of Educational Technology 27(4), 709-727.
Reeves, T. C., McKenney, S. & Herrington, J. (2011). Publishing and perishing: The critical importance of educational design research. Australian Journal of Educational Technology, 27(1), 55-65. http://www.ascilite.org.au/ajet/ajet27/reeves.html
Raval, H., McKenney, S. & Pieters, J. (2010). A conceptual model for supporting para-teacher learning in an Indian NGO. Studies in Continuing Education 32(3), 217-234.
McKenney, S. & Thijs, A. (2010). Building primary education capacity in India: Design guidelines for cross-cultural professional development programs. Staff and Educational Development International, 14(1), 7-23.
McKenney, S. & Voogt, J. (2010). Technology and young children: How 4-7 year olds perceive their own use of computers. Computers in Human Behavior 26, 656-664.
McKenney, S. & Voogt, J. (2009). Designing technology for emergent literacy: the PictoPal initiative. Computers & Education, 52, 719-729.
McKenney, S. (2008). Shaping Computer-based support for curriculum developers. Computers & Education 50(1) 248-261.
Voogt, J. & McKenney, S. (2008). Using ICT to foster (pre) reading and writing skills in young children. Computers in the Schools, 24(3-4) 83-94.
McKenney, S. (2006). Invited book review: Internet environments for science education. International Journal of Science Education 28(1), 95-98.
McKenney, S. & van den Akker, J. (2005). Computer-based support for curriculum designers: A case of developmental research. Educational Technology Research and Development 53(2) 41-66.
McKenney, S. (2005). Technology for curriculum and teacher development: Software to help educators learn while designing teacher guides. Journal of Research on Technology in Education, 38(2) 167-190.
McKenney, S., Nieveen, N. & van den Akker, J. (2002). Computer support for curriculum developers: Cascade. Educational Technology Research and Development 50(4) 25-36.
Books and edited volumes
West, R., Ertmer, P. & McKenney, S. (Eds.) (2020). The Role of Theory in Learning Design and Technology Research and Practice. Special issue: Educational Technology Research & Development.
McKenney, S. & Reeves, T. (2019). Conducting educational design research (2nd Ed.). London: Routeldge.
McKenney, S. & Visscher, A. (Eds.) (2019). Technology for teacher learning and performance. Special issue: Technology, Pedagogy and Education.
Könings, K. & McKenney, S. (Eds.) (2017). Participatory design of (built) learning environments. Special issue: European Journal of Education, 52(3).
Kopcha, T. J., Schmidt, M. & McKenney, S. (Eds.) (2015). Educational design research. Special issue: Australasian Journal of Educational Technology, 31(5).
Kali, Y., McKenney, S. & Sagy, O. (Eds.) (2015). Teachers as designers of technology-enhanced learning. Special issue: Instructional Science, 43(2).
=> Click here to learn more about this 4 year journey
McKenney, S. & Reeves, T. (2012). Conducting educational design research. London: Routeldge.
Voogt, J., McKenney, S., Fisser, P. & van Braak, J. (Eds.) (2012). Nieuwe Samenwerkingsvormen. Special issue: Pedagogische Studiën, 89(6).
Van den Akker, J., Gravemeijer, K., McKenney, S. & Nieveen, N. (Eds.) (2006). Educational design research. London: Routledge.
Peer-reviewed book chapters
McKenney, S., Voogt, J. M. & Kirschner, P. A (in press). Learning by design: Nourishing expertise and interventions. In A. Castro Superfine, S. R. Goldman & M. L. M. Ko (Eds). Teacher learning in changing contexts: Perspectives from the learning sciences. New York: Routledge.
McKenney, S. & Reeves, T. C. (2021). Graduate students writing DBR dissertations. In Z. Philippakos, A. Pellegrino, E. Howell (Eds). Design Based Research in Education: Theory and Applications, pp. 272-295. New York: Guilford.
Pauw, I., Visscher, A., & McKenney, S. (2020). Leren door reflecteren. In M. Snoek, J. Van Tartwijk, & I. Pauw (Eds.), Leraar: een professie met perspectief 1, Een veelzijdig beroepsbeeld (pp. 90-99). Meppel: Ten Brink Uitgevers.
Reeves, T. C. & McKenney, S. (2020). Foreword. In M. J. Bishop, E. Boling, J. Elen & V. Svihla (Eds.) Handbook of Research on Educational Communications and Technology, (pp. v-x). London: Springer.
Pareja Roblin N., McKenney S. (2019) Classic Design of Curriculum Innovations: Investigation of Teacher Involvement in Research, Development, and Diffusion. In: Pieters J., Voogt J., Pareja Roblin N. (Eds) Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer, Cham. https://doi.org/10.1007/978-3-030-20062-6_2.
Westbroek H., de Vries B., Walraven A., Handelzalts A., McKenney S. (2019) Teachers as Co-designers: Scientific and Colloquial Evidence on Teacher Professional Development and Curriculum Innovation. In: Pieters J., Voogt J., Pareja Roblin N. (Eds.) Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer, Cham. https://doi.org/10.1007/978-3-030-20062-6_3.
McKenney S. (2019) Developing the Human, Material, and Structural Aspects of Infrastructure for Collaborative Curriculum Design: Lessons Learned. In: Pieters J., Voogt J., Pareja Roblin N. (eds) Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer, Cham. https://doi.org/10.1007/978-3-030-20062-6_22.
Kali, Y., Eylon, B. S., McKenney, S. & Kidron, A. (2018). Design-centric research-practice partnerships: Three key lenses for building productive bridges between theory and practice. In J. M. Spector, B. B. Lockee & M. D. Childress (Eds.), Learning, design, and technology. London: Springer. https://doi.org/10.1007/978-3-319-17727-4_122-1.
McKenney, S. & Brand-Gruwel, S. (2018). Roles and competencies of educational design researchers: One framework and seven guidelines. In J. M. Spector, B. B. Lockee & M. D. Childress (Eds.) Learning, design, and technology. London: Springer. https://doi.org/10.1007/978-3-319-17727-4_123-1.
McKenney, S. & Pareja-Roblin, N. (2018). Connecting Research and Practice: Teacher Inquiry and Design-Based Research. In J. Voogt, G. Knezek, R. Christensen & K. Lai (Eds). International handbook of information technology in primary and secondary education, 2nd Edition (pp. 1-14). London: Springer. doi: 10.1007/978-3-319-53803-7_30-2
Pauw, I., Jongstra, W., & McKenney, S. (2018). Ontwerpgericht onderzoek op de lerarenopleiding. In F. Boei & M. Willemse (Eds.) Kennisbasis voor Lerarenopleiders - Katern 5: Onderzoek in de lerarenopleidingen, pp. 119-130. Breda, NL: VELON.
Mazereeuw, M., Wopereis, & McKenney, S. (2018). Extended teams in vocational education: Collaboration on the border. In J. Voogt & J. Pieters (Eds.) Teacher learning through teacher teams. London: Routledge.
McKenney, S. & Kali, Y. (2017). Design Methods for TEL. In E. Duval, M. Sharples & R. Sutherland (Eds.) Technology enhanced learning: Research themes (pp. 37-46). London: Springer.
Boschman, F., McKenney, S., Pieters, J. & Voogt, J. (2017). Design talk in teacher teams: What happens during the collaborative design of ICT-rich material for early literacy learning? In M. Orey & R. Branch (Eds.) Educational media and technology yearbook, Volume 40 (pp. 27-52). London: Springer.
McKenney, S. (2016). Researcher-practitioner collaboration in educational design research: Processes, roles, values & expectations. In M. Evans, M. Packer & K. Sawyer (Eds.) Reflections on the Learning Sciences (pp. 155-188). New York: Cambridge University Press.
McKenney, S. (2015). Designing technology enhanced learning for actual use in diverse settings. In Y.Mor & B. Croft (Eds). The art and science of learning design (pp. 65-74). Rotterdam: Sense.
McKenney, S. & Reeves, T. C. (2015). Educational design and construction: Processes and technologies. In B. Gros, Kinshuk, & M. Maina (Eds.). The architecture of ubiquitous learning: Designs for emerging pedagogies (pp. 131-151). Heidelberg, Germany: Springer Verlag.
Cviko, A., McKenney, S. & Voogt, J. (2015). Exploring teacher roles and pupil outcomes in technology-rich early literacy learning. In M. Orey, S. Jones & R. Branch (Eds.) Educational Media and Technology Yearbook Volume 39 (pp. 123-145). London: Springer.
Reeves, T., & McKenney, S. (2015). Design-based research. In J. Spector (Ed.), The SAGE encyclopedia of educational technology. (pp. 189-191). Thousand Oaks,, CA: SAGE Publications, Inc. doi: http://dx.doi.org/10.4135/9781483346397.n83
McKenney, S. (2014). As Early as Possible. In V. Soriano (Ed.) Inclusive Education in Europe: Putting theory into practice. Reflections from Researchers on the 2013 International Conference. Odense, Denmark: European Agency for Special Needs and Inclusive Education (pp. 25-38).
McKenney, S. & Reeves, T. (2014). Educational design research. In M. Spector, M. Merrill, J. Elen & M. Bischop (Eds.) Handbook of Research on Educational Communications Technology, (pp. 131-140). London: Springer.
McKenney, S., & Reeves, T. (2013). Electronic performance support for curriculum materials developers: A design research project in Sub-Saharan Africa. In T. Plomp, & N. Nieveen (Eds.), Educational design research – Part B: Illustrative cases (pp. 533-555). Enschede, the Netherlands: SLO.
Reeves, T. & McKenney, S. (2013). Computer-assisted language learning and design-based research: Increased complexity for sure, enhanced impact perhaps. In J. C. Rodriguez & C. Pardo-Ballester (Eds.) Design-Based Research in CALL, (pp. 9-21). San Marcos, Texas: Calico.
Reeves, T. C., Reeves. P. & McKenney, S. (2013). Experiential learning and cognitive tools: The impact of simulations on conceptual change in continuing healthcare education. In J. Spector, B. Lockee, S. Smaldino & M. Herring (Eds.) Learning, Problem Solving and Mindtools: Essays in Honor of David H. Jonassen. (pp. 55-65). London: Routledge.
McKenney, S., Nieveen, N. & Strijker, A. (2008). Information Technology Tools for Curriculum Development. In J. Voogt & G. Knezek (Eds.) International Handbook of Information Technology in Education (pp. 195-210). London: Springer.
McKenney, S., Letschert, J., & Kloprogge, J. (2007). Early childhood education in the Netherlands: The first steps. In S. Grossenbacher & U. Vögeli-Mantovani (Eds.), The education of the 4 to 8 year olds: Re-designing the school entrance phase (pp. 53-62). Sint-Katelijne-Waver, Belgium: Consortium of Institutions for Development and Research in Education in Europe: CIDREE/DVO.
McKenney, S. (2006). Using information and communication technology for teacher learning and curriculum development in Tanzania and Zimbabwe. In J. Earnest & D. Treagust (Eds.). Education Reform in Societies in Transition: International Perspectives (pp. 173-193). Rotterdam: Sense Publishers.
Van den Akker, J., McKenney, S., Nieveen, N. & Gravemeijer, K., (2006). Introduction to educational design research. In J. Van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research (pp. 3-7). London: Routledge.
McKenney, S., Nieveen, N. & van den Akker, J., (2006). Design research from the curriculum perspective. In J. Van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research (pp. 67-90). London: Routledge.
Nieveen, N., McKenney, S. & van den Akker, J., (2006). Educational design research: Discussion in review. In J. Van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research (pp. 151-158). London: Routledge.
McKenney, S. & Nieveen, N. (2003). ICT tools for curriculum development. In J. van den Akker, W. Kuiper & U. Hameyer (Eds.) Curriculum landscapes and trends (pp. 199-215). Dordrecht: Kluwer Academic Publishers.
McKenney, S. (2003). Developing Science Education Materials via Computer-Based Support. In Fitzgerald, M. Orey, M. & Branch, R. (Eds.) Educational media and technology yearbook 2003 volume 28 (pp. 32-39). Englewood, CO: Libraries Unlimited.
McKenney, S. (1999). Cascade-sea: Computer Assisted Curriculum Analysis, Design and Evaluation for Science Education in Africa. In J. Van den Akker, R. Branch, K. Gustafson, N. Nieveen & T. Plomp (Eds.) Design approaches and tools in education and training. Kluwer: Dordrecht.
Van den Akker, J. & McKenney S. (1996). Improving science curriculum practices in schools. In C. Stoll, L. de Feiter, H. Vonk & J. van den Akker (Eds.) Improving science and mathematics teaching in southern Africa: Effectiveness of interventions. Amsterdam: VU University Press.
Clegg, A., Clegg, J. & McKenney, S. (1995). Teaching science in a second language: problems and possible solutions. In C. Stoll & L. de Feiter (Eds.) Improving science and mathematics teaching in southern Africa: Efectiveness of interventions: book of summaries. Amsterdam: VU University Press.
|
