Education Commons^™

Ethics In Publishing (Doctoria Consortia), Susan R. Madsen, C.S. Wong

Susan R. Madsen

To begin raising awareness of ethics and publishing concerns and educate doctoral students (future professors and practitioners) within AAOM, Ethics Education Committee members from the AOM would like to facilitate a 90-minute segment in the doctoral consortium.

Equivalent Fraction Learning Trajectories For Students With Mathematical Learning Difficulties When Using Manipulatives, Arla Westenskow

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This study identified variations in the equivalent fraction learning of students with mathematical learning difficulties when using physical and virtual manipulatives. The study compared three interventions: physical manipulatives, virtual manipulatives, and a combination of physical and virtual manipulatives. The research used a mixed-method approach to collect and analyze data. Two types of learning trajectories were used to compare and synthesize the result. For this study, 43 fifth-grade students with mathematical learning difficulties participated in 10 sessions of equivalent fraction intervention.

Pre- to postdata analysis indicated significant gains for all three interventions. Effect size scores were used to compare the effects …

A Study Of Utah’S New Century Scholarship (Ncs) Program, Christine Kearl

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This was a study about the New Century Scholarship (NCS) program offered to Utah high school students at commencement for earning an AA degree by the time of high school graduation. The scholarship paid 75% of the remaining 2 years of tuition over a 5-year period. The goal of the program was to assist students to bachelor degree completion faster than the traditional time.

This program has been in Utah for the past 20 years, but little to no information about the program exists. Annually, the cost to taxpayers is approximately $2 million dollars. This study was conducted to determine …

What Is The Lived Experience Of The Learners In A Coteaching Classroom?, Janet Adams

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The purpose of this study was to describe the lived experiences of the learners in a fifth-grade coteaching classroom. Because the practice of coteaching is gaining popularity in schools, there is increasing use of this teaching method in general education classrooms. If learning in a coteaching classroom is to be meaningful for students, it is important to have their perspective of this instructional delivery option. Through careful listening, observation, and interpretation of the students’ lived experience, a better understanding of the students’ perspective in a coteaching classroom was gained.

The results of this study suggest coteaching can be an effective …

Can A Pedagogical Agent Help Reduce Mathematics Anxiety?, Q. Wei, Yanghee Kim

Yanghee Kim

No abstract provided.

Teaching Team Leadership: Experiential Activities For Educators And Trainers, Susan R. Madsen, Kathi Tunheim, Jessica Burnham

Susan R. Madsen

In this “Teaching Team Leadership through Experiential Activities” session—sponsored by the Leadership Special Interest Group—participants will learn different team leadership activities that can be used in teaching different leadership theories and concepts. The facilitators will use the following process in presenting these activities to innovative session attendees: discuss and present the activity (listen and learn), have participants experience the activity (practice using it hands on), and provide attendees the opportunity to discuss their experiences with others in small groups (reflection). Each attendee will also receive a handout that provides the descriptions of each team activity and the leadership theory, concept, …

Some Assembly Required: How Scientific Explanations Are Constructed During Clinical Interviews, Bruce L. Sherin, Moshe Krakowski, Victor R. Lee

Instructional Technology and Learning Sciences Faculty Publications

This article is concerned with commonsense science knowledge, the informally-gained knowledge of the natural world that students possess prior to formal instruction in a scientific discipline. Although commonsense science has been the focus of substantial study for more than two decades, there are still profound disagreements about its nature and origin, and its role in science learning. What is the reason that it has been so difficult to reach consensus? We believe that the problems run deep; there are difficulties both with how the field has framed questions and the way that it has gone about seeking answers. In order …

Framing In Cognitive Clinical Interviews About Intuitive Science Knowledge: Dynamic Student Understandings Of The Discourse Interaction, Rosemary S. Russ, Victor R. Lee, Bruce L. Sherin

Instructional Technology and Learning Sciences Faculty Publications

Researchers in the science education community make extensive use of cognitive clinical interviews as windows into student knowledge and thinking. Despite our familiarity with the interviews, there has been very limited research addressing the ways that students understand these interactions. In this work we examine students’ behaviors and speech patterns in a set of clinical interviews about chemistry for evidence of their tacit understandings and underlying expectations about the activity in which they are engaged. We draw on the construct of framing from anthropology and sociolinguistics and identify clusters of behaviors that indicate that students may alternatively frame the interview …

Physical Activity Data Use By Technoathletes: Examples Of Collection, Inscription, And Identification, Victor R. Lee, Joel Drake

Instructional Technology and Learning Sciences Faculty Publications

The proliferation of physical activity data monitoring devices had led to an increase in technoathletes—individuals who combine athletic training and performance with the collection and evaluation of personally-relevant data in an effort to better understand their own abilities. We interviewed 20 technoathletes who were actively involved within either cycling or running communities. Qualitative vignettes of technoathletic engagement with data and the practice of data logging, in specific, are discussed and illustrated. Individual relationships that technoathletes have with their data are also examined. Through the examples, we highlight some commonalities in the data that were obtained and how various athletes …