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Full-Text Articles in Education

How Design Features In Digital Math Games Support Learning And Mathematics Connections, Patricia S. Moyer-Packenham, Christina W. Lommatsch, Kristy Litster, Jill Ashby, Emma Bullock, Allison L. Roxburgh, Jessica F. Shumway, Emily Speed, Benjamin Covington, Christine Hartmann, Jody Clarke-Midura, Joel Skaria, Arla Westenskow, Beth Macdonald, Jürgen Symanzik, Kerry E. Jordan Oct 2018

How Design Features In Digital Math Games Support Learning And Mathematics Connections, Patricia S. Moyer-Packenham, Christina W. Lommatsch, Kristy Litster, Jill Ashby, Emma Bullock, Allison L. Roxburgh, Jessica F. Shumway, Emily Speed, Benjamin Covington, Christine Hartmann, Jody Clarke-Midura, Joel Skaria, Arla Westenskow, Beth Macdonald, Jürgen Symanzik, Kerry E. Jordan

Teacher Education and Leadership Faculty Publications

Current research shows that digital games can significantly enhance children’s learning. The purpose of this study was to examine how design features in 12 digital math games influenced children’s learning. The participants in this study were 193 children in Grades 2 through 6 (ages 8-12). During clinical interviews, children in the study completed pre-tests, interacted with digital math games, responded to questions about the digital math games, and completed post-tests. We recorded the interactions using two video perspectives that recorded children’s gameplay and responses to interviewers. We employed mixed methods to analyze the data and identify salient ...


Transnational Civic Education And Emergent Bilinguals In A Dual Language Setting, Marialuisa Di Stefano, Steven P. Camicia Aug 2018

Transnational Civic Education And Emergent Bilinguals In A Dual Language Setting, Marialuisa Di Stefano, Steven P. Camicia

Teacher Education and Leadership Faculty Publications

Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and ...


Track Star + Thing Power: Be[Com]Ing In The Literacy Workshop, Kortney Sherbine Jun 2018

Track Star + Thing Power: Be[Com]Ing In The Literacy Workshop, Kortney Sherbine

Teacher Education and Leadership Faculty Publications

This paper explores the intra-actions between and assemblages among classroom materials, a teacher's chair and a seven-year-old boy during a second grade literacy workshop. I consider the ways in which the relationships between the human and more-than-human produced multiple ways of being and, in particular, new modes of competence for a child whose classroom literacy practices were often considered illegitimate or unremarkable. Drawing on posthumanist and more-than-human philosophies of difference, I suggest that the child's affective relationships with materials and his teacher's willingness to engage in a nomadic pedagogy produced new opportunities for him to experience and ...


Enhancing Citizenship Learning With International Comparative Research: Analyses Of Iea Civic Education Datasets, Ryan T. Knowles, Judith Torney-Purta, Carolyn Barber Mar 2018

Enhancing Citizenship Learning With International Comparative Research: Analyses Of Iea Civic Education Datasets, Ryan T. Knowles, Judith Torney-Purta, Carolyn Barber

Teacher Education and Leadership Faculty Publications

Large-scale international databases provide valuable resources for scholars, educators and policy-makers interested in civic engagement and education in nations that are democracies or striving towards democracy. However, the multidisciplinary nature of secondary analysis of these data has created a fragmentary picture that limits educators’ awareness of relevant findings. We present a summary of research conducted across disciplines using datasets from two large-scale cross-national studies of civic education conducted by the International Association for the Evaluation of Educational Achievement (CIVED:99 and ICCS:09). The IEA studies were conducted in more than 40 countries with nationally representative samples of 14–15 ...


Be[Com]Ing A Teacher In Neoliberal Times: Visioning As Resistance In Teacher Education, May Hara, Kortney Sherbine Mar 2018

Be[Com]Ing A Teacher In Neoliberal Times: Visioning As Resistance In Teacher Education, May Hara, Kortney Sherbine

Teacher Education and Leadership Faculty Publications

Teacher education is under assault from the corporatization of public education. There is evidence that reductive, essentialized/ing discourses of standardization and compliance exert intense pressures on teacher education, and a market-based, audit culture constricts conceptions of the “good teacher”. Despite the pervasiveness of neoliberal discourses, little is known about how student teachers experience increased corporatization in education, or about how they act rather than are acted upon in this context. In examining these dynamics, we explore the following research questions: (a) How do student teachers make sense of neoliberal discourses in teaching? (b) How do student teachers experience the ...


Components Of Place Value Understanding: Targeting Mathematical Difficulties When Providing Interventions. School Science And Mathematics, Beth L. Macdonald, Arla Westenskow, Patricia Seray Moyer-Packenham, Barbara Child Jan 2018

Components Of Place Value Understanding: Targeting Mathematical Difficulties When Providing Interventions. School Science And Mathematics, Beth L. Macdonald, Arla Westenskow, Patricia Seray Moyer-Packenham, Barbara Child

Teacher Education and Leadership Faculty Publications

Place value understanding requires the same activity that students use when developing fractional and algebraic reasoning, making this understanding foundational to mathematics learning. However, many students engage successfully in mathematics classrooms without having a conceptual understanding of place value, preventing them from accessing mathematics that is more sophisticated later. The purpose of this exploratory study is to investigate how upper elementary students' unit coordination related to difficulties they experience when engaging in place value tasks. Understanding place value requires that students coordinate units recursively to construct multi-digit numbers from their single-digit number understandings through forms of unit development and strategic ...