Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 10 of 10

Full-Text Articles in Education

Issues Of Teacher Performance Stability Are Not New: Limitations And Possibilities, Thomas L. Good, Alyson Leah Lavigne Jan 2010

Issues Of Teacher Performance Stability Are Not New: Limitations And Possibilities, Thomas L. Good, Alyson Leah Lavigne

Teacher Education and Leadership Faculty Publications

Morgan, Hodge, Trepinski, and Anderson (2014) have written an article that continues to confirm what we have known for some time—teacher effects on student achievement have limited stability. In this commentary, we address the other potential contributions this work can make to inform practice, policy, and research. While illustrating Morgan et al.’s inattention to history, we take the opportunity to reframe their findings. Considering the authors’ work in the context of past and current research, we illustrate that this collective set of stable evidence should convince policymakers that it is not reasonable to assume that teachers and teaching ...


The Nature Of The Refutation Text Effect: An Investigation Of Attention Allocation, Suzanne H. Broughton, G.M. Sinatra, R.E. Reynolds Jan 2010

The Nature Of The Refutation Text Effect: An Investigation Of Attention Allocation, Suzanne H. Broughton, G.M. Sinatra, R.E. Reynolds

Teacher Education and Leadership Faculty Publications

Students often hold misconceptions that conflict with scientific explanations. Research has shown that refutation texts are effective for facilitating conceptual change in these cases (Guzzetti, Snyder, Glass, & Gamas, 1993). The process through which refutation texts have their effect is not clear. The authors replicated and extended previous research investigating cognitive processes involved in the refutation text effect. Undergraduates read either a refutation or an expository text on seasonal change. Individual reading times were recorded. Participants’ conceptions were measured at pretest, posttest, and delayed posttest. Results showed that readers spent less time reading the refutation paragraph compared to the expository paragraph ...


Model-Based Inquiry In Physics: A Buoyant Force Module., D. Neilson, Todd Campbell, B. Allred Jan 2010

Model-Based Inquiry In Physics: A Buoyant Force Module., D. Neilson, Todd Campbell, B. Allred

Teacher Education and Leadership Faculty Publications

No abstract provided.


A Model For Scaffolding Writing Instruction: Imsci, Sylvia Read Jan 2010

A Model For Scaffolding Writing Instruction: Imsci, Sylvia Read

Teacher Education and Leadership Faculty Publications

The IMSCI model for teaching writing scaffolds the instruction so that students understand the features of a genre, see the teacher model writing a text in the target genre, participate in the creation of a text in the genre (through shared or collaborative writing), and independently write a text in the genre. This model is based on social learning theory and best practices in the instruction of English-language learners. An extended example of students writing historical fiction is provided, including images that show teacher modeling and student work.


Deliberation Of Controversial Public School Curriculum: Developing Processes And Outcomes That Increase Legitimacy And Social Justice, Steven P. Camicia Jan 2010

Deliberation Of Controversial Public School Curriculum: Developing Processes And Outcomes That Increase Legitimacy And Social Justice, Steven P. Camicia

Teacher Education and Leadership Faculty Publications

No abstract provided.


Islamic American Giftedness, Scott L. Hunsaker, F. A. K. Al-Lawati Jan 2010

Islamic American Giftedness, Scott L. Hunsaker, F. A. K. Al-Lawati

Teacher Education and Leadership Faculty Publications

No abstract provided.


Critical Conversations: Tensions And Opportunities Of The Dialogical Classroom, B. Fecho, N. D. Collier, E. E. G. Friese, Amy A. Wilson Jan 2010

Critical Conversations: Tensions And Opportunities Of The Dialogical Classroom, B. Fecho, N. D. Collier, E. E. G. Friese, Amy A. Wilson

Teacher Education and Leadership Faculty Publications

English teachers and educators of English teachers should work within rather than against the tensions present in their classrooms. For us, nothing could be more key. Until university teacher educators construct and enact classrooms that embrace the dialogical tensions and possibilities within those settings, new and veteran teachers in the profession will have few if any sustained experiences upon which to base their own dialogical classrooms. Moreover, to either deny that tensions exist or to struggle to eradicate them is to misunderstand the purpose and possibility of tension. Learners caught between stabilizing and destabilizing tensions enter a state of wobble ...


Successes And Barriers To The Implementation Of Comprehension Strategy Instruction (Csi), Laura Slack Foley, C. Jones Jan 2010

Successes And Barriers To The Implementation Of Comprehension Strategy Instruction (Csi), Laura Slack Foley, C. Jones

Teacher Education and Leadership Faculty Publications

This study surveyed teacher implementation of strategy instruction for improved comprehension. The inquiry positions teachers, administrators, and teacher educators to better understand current levels of implementation of comprehension strategies and suggests ideas for meeting the challenges of increasing and/or sustaining their use.


Exploring K-3 Teachers' Implementation Of Comprehension Strategy Instruction (Csi), Laura Slack Foley Jan 2010

Exploring K-3 Teachers' Implementation Of Comprehension Strategy Instruction (Csi), Laura Slack Foley

Teacher Education and Leadership Faculty Publications

This study surveyed teacher implementation of strategy instruction for improved comprehension. The inquiry positions teachers, administrators, and teacher educators to better understand current levels of implementation of comprehension strategies and suggests ideas for meeting the challenges of increasing and/or sustaining their use.


Pre-Service Teacher And Elementary Student Partnerships During A Reading Methods Course: Does It Make A Difference?, Sarah K. Clark Jan 2010

Pre-Service Teacher And Elementary Student Partnerships During A Reading Methods Course: Does It Make A Difference?, Sarah K. Clark

Teacher Education and Leadership Faculty Publications

No abstract provided.