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Articles 1 - 30 of 32
Full-Text Articles in Education
Supporting Multilingual Learners’ Reading Competence: A Multiple Case Study Of Teachers’ Instruction And Student Learning And Motivation, Melissa A. Gallagher, Jori S. Beck, Erin M. Ramirez, Ana Taboada Barber, Michelle M. Buehl
Supporting Multilingual Learners’ Reading Competence: A Multiple Case Study Of Teachers’ Instruction And Student Learning And Motivation, Melissa A. Gallagher, Jori S. Beck, Erin M. Ramirez, Ana Taboada Barber, Michelle M. Buehl
Teaching & Learning Faculty Publications
Supporting students’ reading competence (i.e., their comprehension and vocabulary) is complex, particularly when working with multilingual learners, and involves implementing instructional practices to support their behavioral engagement in reading as well as their reading motivation. The purpose of this mixed methods case study was to examine changes in multilingual learners’ reading comprehension, academic vocabulary, reading engagement, and reading motivation after participating in a 7-week intervention called United States History for Engaged Reading (USHER) and then examine qualitative data to explain why these changes may have occurred. We found changes in the reading comprehension of MLs across all four teachers’ classes, …
Building Academic Language Proficiency For English Learners, Abha Gupta
Building Academic Language Proficiency For English Learners, Abha Gupta
Teaching & Learning Faculty Publications
Academic language proficiency is essential for success in school, especially for English Learners (ELs). However, it is a skill which receives little attention. Many ELs frequently exit from language assistance programs because they perform well on social language tests and sound proficient in language interchange, due to strong basic interpersonal communication skills. However, they may still struggle in content areas due to poor academic language proficiency. This article’s main goals are to illustrate the value of academic language comprehension and offer teaching techniques that will help ELs develop this skill. These strategies, which play to English Learners’ strengths, incorporate cognates …
But Are They Good Teachers? Examining Who Takes Up Teacher Leadership And How Their Instruction Differs From Their Peers, Peter D. Wiens, Jori S. Beck
But Are They Good Teachers? Examining Who Takes Up Teacher Leadership And How Their Instruction Differs From Their Peers, Peter D. Wiens, Jori S. Beck
Teaching & Learning Faculty Publications
Teacher leaders function in many roles in supporting school success including instructional leadership and supporting colleagues. This study draws upon the Status of the Social Studies Survey (Fitchett & Vanfossen, 2013) to examine the responses of 6,702 US-based middle and high school social studies teachers to understand the antecedents of teacher leadership and the instructional practices of these individuals compared to their peers. Survey responses indicate that the vast majority of social studies teachers report participating in some aspect of teacher leadership. Teacher leaders tend to be less experienced and have less educational attainment while employing more research-based instructional techniques.
Middle Level Teacher Recruitment: Challenging Deficit Narratives, Christina Lunsmann, Jori S. Beck, Kaavonia Hinton, Bettie F. Perry
Middle Level Teacher Recruitment: Challenging Deficit Narratives, Christina Lunsmann, Jori S. Beck, Kaavonia Hinton, Bettie F. Perry
Teaching & Learning Faculty Publications
Perceptions of middle level learners vary, and unfortunately, some are deficit-oriented, labeling young adolescents as “hormonal” and “erratic” without a deep understanding of their emotional and physical development or the knowledge and skills that they bring to a classroom. In this paper, we provide empirical evidence for this deficit narrative—including the marginalization of middle level learners—from interviews conducted with teacher candidates in elementary, middle, secondary, and K-12 programs in two different states. Three themes around perceptions of teaching middle grades students are shared: adult needs and interests, resistance to student agency, and challenging the deficit narrative. We posit that developing …
Ed Talks: A Collaborative Professional Development Partnership, Jori S. Beck, J. Huntoon
Ed Talks: A Collaborative Professional Development Partnership, Jori S. Beck, J. Huntoon
Teaching & Learning Faculty Publications
The purpose of the current manuscript is to delineate a collaborative professional development effort between Coastal City Public Schools and Ocean View University—a nascent school-university partnership. Ed Talks were created to build relationships between public school and university faculty but we have encountered challenges in implementing this effort including scheduling issues. However, the effort has been supported by teacher leadership and technology. While our partnership is still growing, Ed Talks have been a catalyst for building informal relationships between Eagle Academy and Ocean View University faculty.
“Speak Truth To Power Ourselves”: Teaching Social Justice In A Teacher Residency Program, Jori S. Beck
“Speak Truth To Power Ourselves”: Teaching Social Justice In A Teacher Residency Program, Jori S. Beck
Teaching & Learning Faculty Publications
The current study is part of a larger case study of faculty and staff methods at a teacher residency program. Teacher residencies, which were founded in the early 2000s, have an explicit mission of serving historically marginalized populations. However, more research is needed to better understand how these programs implement social justice teacher education. Indeed, there is a dearth of literature regarding the application of social justice practices in teacher education and the social justice beliefs of teacher educators. The interviews, documents, and observations collected for this study revealed a robust theme of social justice in participants’ beliefs and their …
A Continuum Of Data Literacy For Teaching, Jori S. Beck, Diana Nunnaley
A Continuum Of Data Literacy For Teaching, Jori S. Beck, Diana Nunnaley
Teaching & Learning Faculty Publications
Accountability for education in the United States has existed since the first formalized system of education. Although this accountability is an important part of society, these systems must be expanded beyond high stakes assessments to include other types of data including P-12 student voices. The purpose of the current manuscript is to present a continuum for data literacy for teachers that spans preservice to inservice teacher education. We conceptualize data literacy for teachers as a metaconstruct that includes the construct of assessment literacy. The research on enabling and marginalizing factors and exposure to data are reviewed at the preservice and …
Principles And Practices Of Teaching English Language Learners, Abha Gupta
Principles And Practices Of Teaching English Language Learners, Abha Gupta
Teaching & Learning Faculty Publications
This conceptual paper presents diverse approaches and strategies for preparing competent teachers who work with either English Language Learners (ELLs) or students who speak English as a Second Language (ESL). The pedagogical approaches discussed herein include practical and hands-on activities for teachers at any level. Bilingual learning improves ELL's cognitive development as well as their self-esteem. The paper outlines underlying principles for the best practices with an emphasis on ESL students and also to other learning situations and students. Teachers can modify their instructional methods to adjust ELL's learning needs. Specifically, even though the discussion is framed in the context …
A Case Study Of A Stem Teacher’S Development Of Tpack In A Teacher Preparation Program, Mary C. Enderson, Ginger S. Watson
A Case Study Of A Stem Teacher’S Development Of Tpack In A Teacher Preparation Program, Mary C. Enderson, Ginger S. Watson
Teaching & Learning Faculty Publications
This case study involved researching pre-service secondary STEM teachers’ development of TPACK by use of modeling & simulation applications. The main research question focused on how do self-reported TPACK measures align with demonstrated TPACK knowledge and skills. The study design was qualitative and included five secondary STEM pre-service teachers who were completing their program of study and teaching lessons in the field with secondary students. This particular brief paper reports on one of the pre-service STEM teachers in this study. Coding and analysis were carried out to search for characteristics of tasks that support development of TPACK in future teachers. …
Elementary Preservice Teachers’ Perceptions Of Modeling As A Tool For Instruction, Ginger S. Watson, Mary Enderson
Elementary Preservice Teachers’ Perceptions Of Modeling As A Tool For Instruction, Ginger S. Watson, Mary Enderson
Teaching & Learning Faculty Publications
As the standards movement continues to gain momentum in U.S. schools, preservice and in-service teachers need greater knowledge in mathematical modeling to engage PK-12 students in such practices. This case-based research study investigated the perceptions and understandings of modeling for 76 entry-level, preservice elementary teachers enrolled in a mathematics methods course at a mid-Atlantic university. Participants were prompted to define modeling and its application to classroom instruction through open-response questions administered in an online survey. A case-based, phenomenological method was used to code and analyze responses. Most preservice teachers expressed a very limited definition or understanding of modeling or how …
Mobile Learning And Cognition, Helen Crompton, Diane Burke
Mobile Learning And Cognition, Helen Crompton, Diane Burke
Teaching & Learning Faculty Publications
The rise of mobile learning in schools during the past decade has led to promises about its power to extend and enhance student cognitive development – for example, by providing greater pedagogical opportunities for students (Mifsud, 2014). However, others claim that mobile devices are most often used to support traditional pedagogical approaches whereby students only passively consume content (Cochrane & Antonczak, 2014; Frohberg, Goth & Schwabe, 2009; Rushby, 2012). As schools invest resources in providing students with opportunities to use mobile devices as tools for learning, it is important to critically examine their use in practice.
Structuring A Short-Term Study Abroad Experience To Foster Professional Identity Growth In Undergraduate Education And Social Work Students, David M. Tack, Jeremy Carney
Structuring A Short-Term Study Abroad Experience To Foster Professional Identity Growth In Undergraduate Education And Social Work Students, David M. Tack, Jeremy Carney
Teaching & Learning Faculty Publications
This paper explores the emerging themes in the development and implementation of a short-term study abroad tour of Ireland and Northern Ireland by education and social work majors. The twenty-two student participants were invited to take part in a post-travel focus group process to discover how the experience impacted their developing professional identities. As the researchers reviewed the focus group transcripts and reflected on the experience, powerful ideas regarding the development of a successful study abroad experience emerged. The following four themes emerged: instructors need to purposefully schedule the experience to meet the social and learning needs of the students; …
Technologies To Enhance And Extend Children's Understanding Of Geometry: A Configurative Thematic Synthesis Of The Literature, Helen Crompton, Melva R. Grant, Khitam Y. H. Shraim
Technologies To Enhance And Extend Children's Understanding Of Geometry: A Configurative Thematic Synthesis Of The Literature, Helen Crompton, Melva R. Grant, Khitam Y. H. Shraim
Teaching & Learning Faculty Publications
Empirical evidence indicates that students are not learning geometry with relational understanding of the concepts. Studies have shown that digital technologies can support students in mathematics. The purpose of this study was to find which technologies and technological affordances are specific to learners of geometry. This paper presents the results of a configurative thematic synthesis of empirical studies and theoretical papers to show that dynamic geometry environments (DGEs: including 3D DGEs) and logobased environments were the main types of technologies used to support geometry learners. The results of this study also reveal that there are five main technological supports provided …
Exploring Newton's Laws Of Motion With A Balloon Car, Sarah Ferguson, Tia Chavis, Jenna Brown, Teandra James, David Youssef
Exploring Newton's Laws Of Motion With A Balloon Car, Sarah Ferguson, Tia Chavis, Jenna Brown, Teandra James, David Youssef
Teaching & Learning Faculty Publications
The article presents a lesson plan for middle education which teaches concepts to explore Newton's first, second and third laws of motion.
Preservice Teachers’ Beliefs About Struggling Readers And Themselves, Katherine Brodeur, Lisa Ortmann
Preservice Teachers’ Beliefs About Struggling Readers And Themselves, Katherine Brodeur, Lisa Ortmann
Teaching & Learning Faculty Publications
This descriptive case study examines preservice teachers’ beliefs about themselves as teachers of reading as they develop identities for teaching through experiences in a Foundations of Literacy course and their tutoring relationships with elementary students during an accompanying practicum. As the preservice teachers learned about foundational literacy development and assessment, they came to understand some students as “struggling readers,” although their beliefs were not always grounded in assessment results. Practicum experiences both challenged and reinforced their existing beliefs about struggling readers, as well as their own sense of self-efficacy in responding to struggling readers’ needs. Findings suggest that the types …
Supporting Early-Childhood Teachers With Integrating A Humanoid Robot To Enhance Learning, Kristen Gregory, Helen Crompton, Diane Burke
Supporting Early-Childhood Teachers With Integrating A Humanoid Robot To Enhance Learning, Kristen Gregory, Helen Crompton, Diane Burke
Teaching & Learning Faculty Publications
Anthropomorphic robots are increasingly being used as a technology in early childhood settings, and they have been found to enhance social interaction (Tanaka, Cicourel & Movellan, 2007), support foreign language development (Mazzoni & Benvenuti, 2015), and gain student attention and interest (Ioannou, Andreou & Christofi, 2015). Furthermore, integrating a humanoid robot can provide affordances across all domains of the Head Start Learning Outcomes Framework: approaches to learning; social and emotional development; language and communication; cognition; and perceptual, motor and physical development.
Using Precision In Stem Language: A Qualitative Look, Mary M. Capraro, Ali Bricer, Melva R. Grant, Yvonna S. Lincoln
Using Precision In Stem Language: A Qualitative Look, Mary M. Capraro, Ali Bricer, Melva R. Grant, Yvonna S. Lincoln
Teaching & Learning Faculty Publications
Teachers need to develop a variety of pedagogical strategies that can encourage precise and accurate communication - an extremely important 21st century skill. Precision with STEM oral language is essential. Emphasizing oral communication with precise language in combination with increased spatial skills with modeling can improve the chances of success in STEM courses and later in making STEM career choices. The participants were 14 middle and high school teachers who participated in a week of professional development (PD). The Aural/Spatial Interactions and Invariant Components of Vocabulary for STEM Content Area Specialists (AS-STEM) was administered to teacher groups to examine how …
Using Mobile Learning To Supports Students' Understanding In Geometry: A Design-Based Research Study, Helen Crompton
Using Mobile Learning To Supports Students' Understanding In Geometry: A Design-Based Research Study, Helen Crompton
Teaching & Learning Faculty Publications
The use of mobile learning offers new affordances to teaching and learning. In this study, students from two fourth grade classes used iPads in dyads and groups to learn about angle. Using a design-based research methodology, which included observations, video, researcher journals, and artefact collection, a local instruction theory was developed on how students can learn about angle concepts through mobile learning activities. The local instruction theory is comprised of two components: (a) a seven lesson curriculum for 4th grade students on developing an early understanding of angle utilizing a mobile learning approach, and (b) additions to the scholarly theories, …
Annotated Bibliography Of Research In The Teaching Of English, Jessica Dockter Tierney, Ann Mogush Mason, Amy Frederick, Richard Beach, Blanca Caldas, Anne Crampton, Jenna Cushing-Leubner, Lori Helman, Anne Ittner, Ezekiel Joubert, Keitha-Gail Martin-Kerr, Tiffany Nielsen-Winkelman, Debra Peterson, Abigail Rombalski, Kay Rosheim, Andrew Rummel, Lauren Aimonette, Kris Isaacson, Tanja Janssen, Michael Madson, Maggie Struck, Kathryn Allen, Madeleine Israelson, Heidi Jones, Lisa Ortmann, Mark Sulzer, Amanda Haertling Thein
Annotated Bibliography Of Research In The Teaching Of English, Jessica Dockter Tierney, Ann Mogush Mason, Amy Frederick, Richard Beach, Blanca Caldas, Anne Crampton, Jenna Cushing-Leubner, Lori Helman, Anne Ittner, Ezekiel Joubert, Keitha-Gail Martin-Kerr, Tiffany Nielsen-Winkelman, Debra Peterson, Abigail Rombalski, Kay Rosheim, Andrew Rummel, Lauren Aimonette, Kris Isaacson, Tanja Janssen, Michael Madson, Maggie Struck, Kathryn Allen, Madeleine Israelson, Heidi Jones, Lisa Ortmann, Mark Sulzer, Amanda Haertling Thein
Teaching & Learning Faculty Publications
No abstract provided.
Exploring How Secondary Pre-Service Teachers' Use Online Social Bookmarking To Envision Literacy In The Disciplines, Jamie Colwell, Kristen Gregory
Exploring How Secondary Pre-Service Teachers' Use Online Social Bookmarking To Envision Literacy In The Disciplines, Jamie Colwell, Kristen Gregory
Teaching & Learning Faculty Publications
This study considers how pre-service teachers envision disciplinary literacy through an online social bookmarking project. Thirty secondary pre-service teachers participated in the project through an undergraduate literacy course. Online bookmarks and post-project reflections were collected and analyzed using a constant comparative approach to determine emergent themes. Results suggest varying levels of disciplinary knowledge among pre-service teachers, influences of pre-service teachers' envisionments on posted bookmarks, and considerations about standardized testing in disciplinary literacy instruction. Implications for teacher education are discussed in light of these results. Copyright (c) by the authors.
Teaching Students To Give And To Receive: Improving Interdisciplinary Writing Through Peer Review, Julia Morris, Jennifer Kidd
Teaching Students To Give And To Receive: Improving Interdisciplinary Writing Through Peer Review, Julia Morris, Jennifer Kidd
Teaching & Learning Faculty Publications
The context for this study is a multidisciplinary collaboration of six faculty members using peer review in their respective disciplines with the goal of improved student writing. Faculty members developed their own assignments and methods for implementing peer review, but each followed the same guidelines. Students submitted drafts to peers who made comments and used a rubric to provide formative feedback. The instructors used a variety of tools to support peer review, including Google Drive, Blackboard, and Expertiza, a dedicated peer-review system. Students reflected on the peer review process in an online survey after each round of peer review. The …
Toward Better Training In Peer Assessment: Does Calibration Help?, Yang Song, Zhewei Hu, Edward F. Gehringer, Julia Morris, Jennifer Kidd, Stacie Ringleb
Toward Better Training In Peer Assessment: Does Calibration Help?, Yang Song, Zhewei Hu, Edward F. Gehringer, Julia Morris, Jennifer Kidd, Stacie Ringleb
Teaching & Learning Faculty Publications
For peer assessments to be helpful, student reviewers need to submit reviews of good quality. This requires certain training or guidance from teaching staff, lest reviewers read each other's work uncritically, and assign good scores but offer few suggestions. One approach to improving the review quality is calibration. Calibration refers to comparing students' individual reviews to a standard—usually a review done by teaching staff on the same reviewed artifact. In this paper, we categorize two modes of calibration for peer assessment and discuss our experience with both of them in a pilot study with Expertiza system.
An Examination Of An Online Tutoring Program's Impact On Low-Achieving Middle School Students' Mathematics Achievement, Shanan Chappell,, Pamela Arnold, John Nunnery, Melva R. Grant
An Examination Of An Online Tutoring Program's Impact On Low-Achieving Middle School Students' Mathematics Achievement, Shanan Chappell,, Pamela Arnold, John Nunnery, Melva R. Grant
Teaching & Learning Faculty Publications
The purpose of this mixed methods study was to determine the impact of synchronous online tutoring services on struggling middle school students’ mathematics achievement. The online tutoring was provided as a response to intervention (RTI) Tier 3 support (intensive, individualized intervention) in schools implementing a school-wide mathematics program that addresses Tier 1 (high-quality classroom instruction) and Tier 2 (small group interventions). We employed quasi-experimental, within- and between-group designs to examine impacts for 119 students in two schools to measure the tutoring’s impact on mathematics assessment scores. We also conducted qualitative analyses of student and tutor postsession commentary. The findings suggest …
Using Context-Aware Ubiquitous Learning To Support Students' Understanding Of Geometry, Helen Crompton
Using Context-Aware Ubiquitous Learning To Support Students' Understanding Of Geometry, Helen Crompton
Teaching & Learning Faculty Publications
In this study, context-aware ubiquitous learning was used to support 4th grade students as they learn angle concepts. Context-aware ubiquitous learning was provided to students primarily through the use of iPads to access real-world connections and a Dynamic Geometry Environment. Gravemeijer and van Eerde’s (2009), design-based research (DBR) methodology was used in this study. As a systematic yet flexible methodology, DBR utilizes an iterative cyclical process of design, implementation, analysis, and revision. Using this particular DBR methodology, a local instruction theory was developed that includes a set of exemplar curriculum activities and design guidelines for the development of context-aware ubiquitous …
Understanding Angle And Angle Measure: A Design-Based Research Study Using Context Aware Ubiquitous Learning, Helen Crompton
Understanding Angle And Angle Measure: A Design-Based Research Study Using Context Aware Ubiquitous Learning, Helen Crompton
Teaching & Learning Faculty Publications
Mobile technologies are quickly becoming tools found in the educational environment. The researchers in this study use a form of mobile learning to support students in learning about angle concepts. Design-based research is used in this study to develop an empirically-substantiated local instruction theory about students' develop of angle and angle measure. This local instruction theory involves real-world connections and mobile technologies through a sub category of mobile learning called context-aware ubiquitous learning. Through a process of anticipation, enactment, evaluation, and revision, the local instruction theory was developed to include a theoretical contribution of how students come to understand angle …
Research Trends In The Use Of Mobile Learning In Mathematics, Helen Crompton, Diane Burke
Research Trends In The Use Of Mobile Learning In Mathematics, Helen Crompton, Diane Burke
Teaching & Learning Faculty Publications
The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This research was a systematic review of 36 studies in mobile learning in mathematics from the year 2000 onward. Eight new findings emerged: (1) The primary purpose of most studies was to focus on evaluating mobile learning. (2) Case studies and experimental design were the main research methods. (3) Most studies report positive learning outcomes; (4) Mobile phones were the mobile device used …
Preparing Teachers To Use Technology Effectively Using The Technological, Pedagogical, Content Knowledge (Tpack) Framework, Helen Crompton
Preparing Teachers To Use Technology Effectively Using The Technological, Pedagogical, Content Knowledge (Tpack) Framework, Helen Crompton
Teaching & Learning Faculty Publications
Although technology is on the rise in society and schools, many teachers are not effectively incorporating technology into their teaching and learning. The lack of use can be attributed to teachers’ negative beliefs and feelings about technology. Effective teaching requires not only mastery of the subject content, pedagogical techniques, and technological affordances, but also how to achieve a successful dynamic interaction between those three factors. In this paper, the author has elucidated how these teacher beliefs and feelings are generate and the Technological, Pedagogical, Content knowledge framework (TPACK) framework is presented as a method of ameliorating these negative teacher impressions …
Designing Playful Games And Applications To Support Science Centers Learning Activities, Michail N. Giannakos, David Jones, Helen Crompton, Nikos Chrisochoides
Designing Playful Games And Applications To Support Science Centers Learning Activities, Michail N. Giannakos, David Jones, Helen Crompton, Nikos Chrisochoides
Teaching & Learning Faculty Publications
In recent years there has been a renewed interest on science, technology, engineering, and mathematics (STEM) education. Following this interest, science centers' staff started providing technology enhanced informal STEM education experiences. The use of well-designed mobile and ubiquitous forms of technology to enrich informal STEM education activities is an essential success factor. The goal of our research is to investigate how technology applications can be better used and developed for taking full advantage of the opportunities and challenges they provide for students learning about STEM concepts. In our approach, we have conducted a series of interviews with experts from science …
Polynomial Calculus: Rethinking The Role Of Calculus In High Schools, William Crombie, Melva R. Grant
Polynomial Calculus: Rethinking The Role Of Calculus In High Schools, William Crombie, Melva R. Grant
Teaching & Learning Faculty Publications
Access to advanced study in mathematics, in general, and to Calculus, in particular, depends in part on the conceptual architecture of these knowledge domains, and in this paper we outline an alternative architecture. Our general strategy is to separate advanced concepts from the particular advanced techniques used in their definition and exposition. This alternative architecture, thus, affords access to advanced concepts from an elementary standpoint to a larger group of learners than is presently accomplished. In the case of the Calculus we develop the beginning concepts of the Differential and Integral Calculus using only concepts and skills found in secondary …
Implementation Of A One-To-One Ipod Touch Program In A Middle School, Helen Crompton, Julie Keane
Implementation Of A One-To-One Ipod Touch Program In A Middle School, Helen Crompton, Julie Keane
Teaching & Learning Faculty Publications
The purpose of this study is to investigate the implementation of a whole school one-to-one iPod Touch project in a middle school in the southeastern United States. While some focused studies have been undertaken in this new field of learning, there has been little research to date that documents activity within a whole school implementation (Chen, Kao, & Sheu, 2003; Conti-Ramsden, Durkin, & Simkin, 2010). Using Rogers' (1963, 2003) theory of diffusion of innovation as a lens for this research, we gathered data from observations, focus groups, and interviews. Our findings indicated that teachers focused on internet-based research activities, formative …