By Professor Paul Ayres

Journal articles

Young MO; Rogers KL; Ayres PL, 2007, 'The state of early tertiary admission in Australia: 2000 to present', Australasian Journal of Gifted Education, 16, pp. 15 - 25, http://search.informit.com.au/documentSummary;dn=797484890408330;res=IELHSS

McCormick J; Ayres PL; Beechey B, 2006, 'Teaching self-efficacy, stress and coping in a major curriculum reform: Applying theory to context', Journal of Educational Administration, 44, pp. 53 - 70, http://dx.doi.org/10.1108/09578230610642656

Ayres PL, 2006, 'Impact of reducing intrinsic cognitive load on learning in a mathematical domain', Applied Cognitive Psychology, 20, pp. 287 - 298, http://dx.doi.org/10.1002/acp.1245

McCormick JM; Ayres PL; Beechey B, 2006, 'Teaching self-efficacy, stress and coping in a major curriculum reform', Journal of Educational Administration, 44, pp. 53 - 70

Ayres PL, 2006, 'Using subjective measures to detect variations of intrinsic cognitive load within problems', Learning and Instruction, 16, pp. 389 - 400, http://dx.doi.org/10.1016/j.learninstruc.2006.09.001

van Merrienboer JJG; Ayres P, 2005, 'Research on cognitive load theory and its design implications for e-learning', ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, 53, pp. 5 - 13, http://dx.doi.org/10.1007/BF02504793

Merrienboer J; Ayres PL, 2005, 'Research on Cognitive Load Theory and Its Design Implications for E-learning: Introduction to the special issue', Etr&D - Educational Technology Research and Development, 53, pp. 5 - 13, http://dx.doi.org/10.1007/BF02504793

Clarke TA; Ayres PL; Sweller J, 2005, 'The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications', Etr&D - Educational Technology Research and Development, 53, pp. 15 - 24, http://dx.doi.org/10.1007/BF02504794

Ayres PL, 2005, 'The Scaling of HSC English: Myths and Facts', The Scaling of HSC English: Myths and Facts, 142, pp. 10 - 15

Pawley DM; Ayres PL; Cooper MG; Sweller J, 2005, 'Translating words into equations: A cognitive load theory approach', Educational Psychology, 25, pp. 75 - 97, http://dx.doi.org/10.1080/0144341042000294903

Ayres PL; Sawyer W; Dinham S, 2004, 'Effective teaching in the context of a Grade 12 high-stakes external examination in New South Wales, Australia', British Educational Research Journal, 30, pp. 141 - 165

Kalyuga S; Ayres PL; Chandler PA; Sweller J, 2003, 'The expertise reversal effect', Educational Psychologist, 38, pp. 23 - 31, http://www.cs.pitt.edu/~chopin/references/tig/kayluga_ayres.pdf.pdf

Ayres PL, 2001, 'Systematic mathematical errors and cognitive load', Contemporary Educational Psychology, pp. 227 - 248

Ayres PL; Dinham S; Sawyer W, 2000, 'What Does an Effective year 12 English Teacher Look Like?', Stella, 129-130, pp. 51 - 64

Ayres PL, 1993, 'Why Goal-Free Problems Can Facilitate Learning', Contemporary Educational Psychology, 18, pp. 376 - 381, http://dx.doi.org/10.1006/ceps.1993.1027

AYRES P; SWELLER J, 1990, 'LOCUS OF DIFFICULTY IN MULTISTAGE MATHEMATICS PROBLEMS', AMERICAN JOURNAL OF PSYCHOLOGY, 103, pp. 167 - 193, http://dx.doi.org/10.2307/1423141

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