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

Education Commons

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

Articles 31 - 60 of 110

Full-Text Articles in Education

A Study Comparing Virtual Manipulatives With Other Instructional Treatments In Third- And Fourth-Grade Classrooms, P. Moyer-Packenham, J. Baker, A. Westenskow, K. Anderson, Jessica F. Shumway, K. Rodzon, K. Jordan, The Virtual Manipulatives Research Group At Utah State University Jan 2013

A Study Comparing Virtual Manipulatives With Other Instructional Treatments In Third- And Fourth-Grade Classrooms, P. Moyer-Packenham, J. Baker, A. Westenskow, K. Anderson, Jessica F. Shumway, K. Rodzon, K. Jordan, The Virtual Manipulatives Research Group At Utah State University

Teacher Education and Leadership Faculty Publications

The study reported here examined virtual manipulatives as an instructional treatment in 17 third- and fourth-grade classrooms. Students were randomly assigned to two treatment groups: texts and physical manipulatives (PM), and virtual manipulatives (VM). Results revealed no significant differences in achievement between the treatments. Additional results showed that objective ability predicted fraction achievement; virtual manipulative use can be modulated by test question type (e.g., symbolic vs. pictorial); percentage of class time using representations differed between VM and PM classrooms; and percentage of class time spent using representation types differed, potentially providing differential opportunities to learn.


Using Text Structures Of Information Books To Teach Writing In The Primary Grades, Sarah K. Clark, Cindy D. Jones, D. Ray Reutzel Jan 2013

Using Text Structures Of Information Books To Teach Writing In The Primary Grades, Sarah K. Clark, Cindy D. Jones, D. Ray Reutzel

Teacher Education and Leadership Faculty Publications

No abstract provided.


Synthesizing Multicultural, Global, And Civic Perspectives In The Elementary School Curriculum And Educational Research, Steven P. Camicia, Juanjuan Zhu Dec 2012

Synthesizing Multicultural, Global, And Civic Perspectives In The Elementary School Curriculum And Educational Research, Steven P. Camicia, Juanjuan Zhu

Teacher Education and Leadership Faculty Publications

Social networks and communities are rapidly expanding and changing due to the accelerating pace of globalization. In this article, we examine new possibilities for the reform of curriculum and educational research in a way that is responsive to increasingly multicultural and global communities. Drawing on literatures in the areas of multicultural, global, and civic education, we conducted a critical qualitative case study of four elementary school teachers. The teachers, two in the United States and two in the United Kingdom, are known to be exemplary at synthesizing multicultural, global, and civic education. We, the two authors, one a female from ...


Research On Distance Programs For Teachers & Administrators, Laura S. Foley Edd Oct 2012

Research On Distance Programs For Teachers & Administrators, Laura S. Foley Edd

Teacher Education and Leadership Faculty Publications

Distance access to quality preparation in university teacher certification programs is crucial to solving teacher shortages. This paper aggregates the data from several gathering sources which were designed to evaluate distance program features for quality, access, and delivery through the perceptions of participating preservice teachers at Utah State University.


Enhancing Alphabet Knowledge Instruction: Research Implications And Practical Strategies For Early Childhood Educators, Cindy D. Jones, Sarah K. Clark, D. Ray Reutzel Jun 2012

Enhancing Alphabet Knowledge Instruction: Research Implications And Practical Strategies For Early Childhood Educators, Cindy D. Jones, Sarah K. Clark, D. Ray Reutzel

Teacher Education and Leadership Faculty Publications

Alphabet knowledge is consistently recognized as the strongest, most durable predictor of later literacy achievement. Recent research offers practical implications for increased effectiveness of teaching alphabet knowledge to young children. In this article, we outline Enhanced Alphabet Knowledge instruction (EAK), a method of practical instruction that early childhood teachers can use to organize, plan, and teach the essential skills of alphabet knowledge. EAK emphasizes identifying the letter name and sound, recognizing the letter in text, and producing the letter form, through flexible, distributed cycles of review based on factors that influence acquisition of alphabet knowledge.


Taking A Closer Look: Teaching Students To Be Metacognitive, Sarah K. Clark Apr 2012

Taking A Closer Look: Teaching Students To Be Metacognitive, Sarah K. Clark

Teacher Education and Leadership Faculty Publications

No abstract provided.


Through The Eyes Of The Novice Teacher: Perceptions Of Mentoring Support, Sarah K. Clark, D. Byrnes Jan 2012

Through The Eyes Of The Novice Teacher: Perceptions Of Mentoring Support, Sarah K. Clark, D. Byrnes

Teacher Education and Leadership Faculty Publications

No abstract provided.


Dreaming In Context: Micro- And Structural Transformations In An Age Of Standardized Testing, Sue Kasun Jan 2012

Dreaming In Context: Micro- And Structural Transformations In An Age Of Standardized Testing, Sue Kasun

Teacher Education and Leadership Faculty Publications

No abstract provided.


Teaching Anxieties Revealed: Pre-Service Elementary Teachers’ Reflections On Their Mathematics Teaching Experiences, A. Brown, A. Westenskow, Patricia Moyer-Packenham Jan 2012

Teaching Anxieties Revealed: Pre-Service Elementary Teachers’ Reflections On Their Mathematics Teaching Experiences, A. Brown, A. Westenskow, Patricia Moyer-Packenham

Teacher Education and Leadership Faculty Publications

Over the last 50 years, there has been ample research dedicated to mathematics anxiety in contexts of teaching and learning. However, there has been less attention focused on pre-service teachers' anxieties about teaching mathematics in classroom settings. This study analyzed pre-service teachers' reflections at the conclusion of an elementary mathematics field experience in order to determine common themes surrounding anxiety-related events based on mathematics practice-teaching experiences. Through qualitative analysis of pre-service teachers' reflections using open and axial coding, three categories and ten themes surrounding elementary pre-service teachers' anxiety-related events based on mathematics practice-teaching experiences emerged. Some of the themes presented ...


Synthesizing Multicultural, Global, And Civic Perspectives In The Elementary School Curriculum And Educational Research, Steven P. Camicia, J. Zhu Jan 2012

Synthesizing Multicultural, Global, And Civic Perspectives In The Elementary School Curriculum And Educational Research, Steven P. Camicia, J. Zhu

Teacher Education and Leadership Faculty Publications

No abstract provided.


Learning Mathematics With Technology: The Influence Of Virtual Manipulatives On Different Achievement Groups, Patricia Moyer-Packenham, Jennifer Suh Jan 2012

Learning Mathematics With Technology: The Influence Of Virtual Manipulatives On Different Achievement Groups, Patricia Moyer-Packenham, Jennifer Suh

Teacher Education and Leadership Faculty Publications

This study examined the influence of virtual manipulatives on different achievement groups during a teaching experiment in four fifth-grade classrooms. During a two-week unit focusing on two rational number concepts (fraction equivalence and fraction addition with unlike denominators) one low achieving, two average achieving, and one high achieving group participated in two instructional treatments (three groups used virtual manipulatives and one group used physical manipulatives). Data sources included pre- and post-tests of students’ mathematical content knowledge and videotapes of classroom sessions. Results of paired samples t-tests examining the three groups using virtual manipulatives indicated a statistically significant overall gain following ...


Making Sense Of Integer Arithmetic: The Effect Of Using Virtual Manipulatives On Students' Representational Fluency, J. Bolyard, Patricia Moyer-Packenham Jan 2012

Making Sense Of Integer Arithmetic: The Effect Of Using Virtual Manipulatives On Students' Representational Fluency, J. Bolyard, Patricia Moyer-Packenham

Teacher Education and Leadership Faculty Publications

This study investigated how the use of virtual manipulatives in integer instruction impacts student achievement for integer addition and subtraction. Of particular interest was the influence of using virtual manipulatives on students’ ability to create and translate among representations for integer computation. The research employed a quasi-experimental pretest-posttest design. Ninety-nine sixth-grade students participated over a four-week period. Six classes were randomly assigned to one of three treatment groups. Students increased in integer computation achievement and demonstrated facility with pictures and written representations. Students had more difficulty creating symbolic representations and making connections among this and other representational forms.


Processes And Pathways: How Do Mathematics And Science Partnerships Measure And Promote Growth In Teacher Content Knowledge?, Patricia S. Moyer-Packenham, A. Westenskow Jan 2012

Processes And Pathways: How Do Mathematics And Science Partnerships Measure And Promote Growth In Teacher Content Knowledge?, Patricia S. Moyer-Packenham, A. Westenskow

Teacher Education and Leadership Faculty Publications

Intense focus on student achievement results in mathematics and science has brought about claims that K-12 teachers should be better prepared to teach basic concepts in these disciplines. The focus on teachers' mathematics and science content knowledge has been met by efforts to increase teacher knowledge through funded national initiatives focusing on mathematics and science. The purpose of the present study was to look across projects in the National Science Foundation's Math and Science Partnership Program to determine how partnerships developed processes for measuring growth in teacher content knowledge. Pre- and post-testing was the most common process for measuring ...


Paraprofessionals-To-Teacher: Toward Better Practice In Teacher Certification Programs, Laura S. Foley Edd Oct 2011

Paraprofessionals-To-Teacher: Toward Better Practice In Teacher Certification Programs, Laura S. Foley Edd

Teacher Education and Leadership Faculty Publications

The retention of paraprofessionals in university teacher certification programs is crucial to solving teacher shortages. This two-year study assessed teacher motivation among 25 preservice teachers.


Common Features Of Professional Development Activities For Mathematics And Science Teachers, Patricia S. Moyer-Packenham, J. J. Bolyard, J. Oh, N. I. Cerar Jan 2011

Common Features Of Professional Development Activities For Mathematics And Science Teachers, Patricia S. Moyer-Packenham, J. J. Bolyard, J. Oh, N. I. Cerar

Teacher Education and Leadership Faculty Publications

This study examines professional development activities provided for

mathematics and science teachers in the National Science Foundation’s Math and Science Partnership Program by analyzing a cross-sectional sample of over 2000 professional development (PD) activities in the program. Data were gathered from secondary source documents and surveys to examine core and structural features of professional development offerings (i.e. form, collective participation, content, duration and outcomes). The results from this sample of PD activities for mathematics and science teachers were mixed. There was evidence of researchbased practices, including the collective participation by teachers at the same grade levels, a focus ...


One Adolescent's Construction Of Native Identity In School: "Speaking With Dance And Not In Words And Writing", Amy A. Wilson, M. D. Boatright Jan 2011

One Adolescent's Construction Of Native Identity In School: "Speaking With Dance And Not In Words And Writing", Amy A. Wilson, M. D. Boatright

Teacher Education and Leadership Faculty Publications

This case study describes how one eighth-grade student, Jon, asserted Native identities in texts as he attended a middle school in the western United States. Jon--a self-described Native American, Navajo, and Paiute with verified Native ancestry--sought to share what he called his Native culture with others in his school wherein he was the only Native American, despite his perception that schools have historically suppressed this culture. To study how the texts that Jon designed in school may have afforded and constrained the expression of Native identities, the authors collected three types of data over the course of eight months: (a ...


Language And Literacies In The Borderlands: Children Acting Upon Theworld Through Testimonios., Cinthya M. Saavedra Jan 2011

Language And Literacies In The Borderlands: Children Acting Upon Theworld Through Testimonios., Cinthya M. Saavedra

Teacher Education and Leadership Faculty Publications

No abstract provided.


Scientific Inquiry In The Genetics Laboratory: Biologists And University Science Teacher Educators Collaborating To Increase Engagements In Science Processes., Todd Campbell, P. G. Wolf, J. P. Der, E. Packenham, N. Abd-Hamid Jan 2011

Scientific Inquiry In The Genetics Laboratory: Biologists And University Science Teacher Educators Collaborating To Increase Engagements In Science Processes., Todd Campbell, P. G. Wolf, J. P. Der, E. Packenham, N. Abd-Hamid

Teacher Education and Leadership Faculty Publications

No abstract provided.


Teaching Grammer And Writing: A Beginning Teacher's Dilemma, P. Smagorinsky, Amy A. Wilson, C. Moore Jan 2011

Teaching Grammer And Writing: A Beginning Teacher's Dilemma, P. Smagorinsky, Amy A. Wilson, C. Moore

Teacher Education and Leadership Faculty Publications

This longitudinal case study follows one high school English teacher’s path of concept development over a two-year period encompassing her student teaching and first year of full-time teaching, both at the same rural school in the southeastern United States. The authors use a sociocultural theoretical framework emerging from the work of Vygotsky to focus on the construction of activity settings and the ways in which settings help to shape concept development. In particular, the analysis finds the teacher drawing on apparently inconsistent pedagogical traditions and their associated mediational tools: one centered on a teacher’s authoritarian control of the ...


Exploring K-3 Teachers' Implementation Of Comprehension Strategy Instruction (Csi) Using Expectancy-Value Theory, Laura Slack Foley Jan 2011

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

Teacher Education and Leadership Faculty Publications

This research investigated factors that influence the implementation levels of evidence-based comprehension strategy instruction (CSI) among K–3 teachers. An explanatory design was chosen to gather and probe the data. Quantitative data were gathered via a mailed survey distributed through a representative sample of the 40 school districts (through a stratified-random selection of teachers) in a state in the Rocky Mountain West. Expectancy-value theory was applied as it affects self-reported levels of teacher implementation of CSI. Both expectancy and value showed significance for predicting self-reported CSI implementation in two multiple regression analyses. Surveys revealed teachers' perceptions of what impedes or ...


Two Studies Of Tierii Literacy Development: Throwing Sixth Graders A Lifeline, A. W. Graves, L. Duesbery, Nicole Pyle, R. Brandon, A. Mcintosh Jan 2011

Two Studies Of Tierii Literacy Development: Throwing Sixth Graders A Lifeline, A. W. Graves, L. Duesbery, Nicole Pyle, R. Brandon, A. Mcintosh

Teacher Education and Leadership Faculty Publications

No abstract provided.


Learning Mathematics With Technology: The Influence Of Virtual Manipulatives On Different Achievement Groups, Patricia S. Moyer-Packenham, J. M. Suh Jan 2011

Learning Mathematics With Technology: The Influence Of Virtual Manipulatives On Different Achievement Groups, Patricia S. Moyer-Packenham, J. M. Suh

Teacher Education and Leadership Faculty Publications

This study examined the influence of virtual manipulatives on different achievement groups during a teaching experiment in four fifth-grade classrooms. During a two-week unit focusing on two rational number concepts (fraction equivalence and fraction addition with unlike denominators) one low achieving, two average achieving, and one high achieving group participated in two instructional treatments (three groups used virtual manipulatives and one group used physical manipulatives). Data sources included pre- and post-tests of students’ mathematical content knowledge and videotapes of classroom sessions. Results of paired samples t-tests examining the three groups using virtual manipulatives indicated a statistically significant overall gain following ...


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.