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Articles 1 - 11 of 11
Full-Text Articles in Education
An Examination Of Children’S Learning Progression Shifts While Using Touch Screen Virtual Manipulative Mathematics Apps, Christina M. Watts, Patricia S. Moyer-Packenham, Stephen Isaac Tucker, Emma P. Bullock, Jessica F. Shumway, Arla Westenskow, Jennifer Boyer-Thurgood, Katie Anderson-Pence, Salif Mahamane, Kerry Jordan
An Examination Of Children’S Learning Progression Shifts While Using Touch Screen Virtual Manipulative Mathematics Apps, Christina M. Watts, Patricia S. Moyer-Packenham, Stephen Isaac Tucker, Emma P. Bullock, Jessica F. Shumway, Arla Westenskow, Jennifer Boyer-Thurgood, Katie Anderson-Pence, Salif Mahamane, Kerry Jordan
Teacher Education and Leadership Faculty Publications
The purpose of this study was to examine shifts in young children's learning progression levels while they interacted with virtual manipulative mathematics apps on touch-screen devices. A total of 100 children participated in six mathematics learning sequences while using 18 virtual manipulative mathematics touch-screen apps during clinical interviews. Researchers developed a micro-scoring tool to analyze video data from two camera sources (i.e., GoPro camera, wall-mounted camera). Our results showed that it is possible to document evidence of shifts in children's learning progressions while they are interacting with mathematics apps on touch-screen devices. Our results also indicated patterns in the children's …
Using Modeled Writing To Support English-Only And English-Learner Second-Grade Students, Kathleen A. J. Mohr
Using Modeled Writing To Support English-Only And English-Learner Second-Grade Students, Kathleen A. J. Mohr
Teacher Education and Leadership Faculty Publications
This study compared 70 English learners (ELs) and English-only (EO) second-grade students’ writing samples before and after a yearlong writing program. The school utilized Write From the Beginning (J. Buckner, 2006) and focused on personal narratives. A subgroup of students also participated in an intervention supporting expository writing on curricular topics. Sociocognitive theory framed the Modeled Writing (MW) used in this study. An analysis of covariance used prescores on 2 writing assessments to compare students’ writing achievement at the end of the year, and t tests compared students’ writing by gender, language, and group on various pre- and posttest scores. …
Teacher Conceptions, Curriculum Ideologies, And Adaptations To Linear Change In River School District: Implications For Gifted And Talented, William T. Allen Jr., Scott L. Hunsaker
Teacher Conceptions, Curriculum Ideologies, And Adaptations To Linear Change In River School District: Implications For Gifted And Talented, William T. Allen Jr., Scott L. Hunsaker
Teacher Education and Leadership Faculty Publications
Curriculum ideologies are educational theories applied in everyday pedagogical practice. In this study, to better meet the learning needs of their students, four middle school teachers used a variety of ideologies as a professional toolbox. When confronted with school district standardization, these teachers adapted; however, as predicted by earlier studies, adjustments required the loss of previously successful curriculum. As predicted by Feldhusen, these losses affected teachers of high-level students (honors and gifted and talented) the most. In this district, two such teachers opposed standardization; nevertheless, even with resistance, they lost ideological-based curriculum choices. What are teachers of high-level students …
The Role Of Cultural Discontinuity In The Academic Outcomes Of Latina/O High School Students, Amanda Taggart
The Role Of Cultural Discontinuity In The Academic Outcomes Of Latina/O High School Students, Amanda Taggart
Teacher Education and Leadership Faculty Publications
This study examined the impact of cultural discontinuity on the academic outcomes of Latina/o high school students. Hierarchical multiple regression was utilized to (a) investigate the significant differences between the characteristics and academic outcomes of high school students who do and do not experience cultural discontinuity between their home- and school-based learning and social experiences based on Eurocentric cultural values, and (b) examine the contribution of demographic variables, socio-cultural variables, academic experiences, and cultural discontinuity to students' cumulative grade point average (GPA) and standardized test scores. Data were collected from two high schools in South Central Texas. Findings revealed that …
Revisiting The Definition Of A Virtual Manipulative, Patricia S. Moyer-Packenham, Johnna J. Bolyard
Revisiting The Definition Of A Virtual Manipulative, Patricia S. Moyer-Packenham, Johnna J. Bolyard
Teacher Education and Leadership Faculty Publications
In 2002, Moyer, Bolyard and Spikell defined a virtual manipulative as an “an interactive, Web-based visual representation of a dynamic object that presents opportunities for constructing mathematical knowledge” (p. 373). The purpose of this chapter is to revisit, clarify and update the definition of a virtual manipulative. After clarifying what a virtual manipulative is and what it is not, we propose an updated definition for virtual manipulative: an interactive, technology-enabled visual representation of a dynamic mathematical object, including all of the programmable features that allow it to be manipulated, that presents opportunities for constructing mathematical knowledge. The chapter describes the …
Stem School Discourse Patterns, Colby Tofel-Grehl, Carolyn M. Callahan
Stem School Discourse Patterns, Colby Tofel-Grehl, Carolyn M. Callahan
Teacher Education and Leadership Faculty Publications
In a cross case analysis of six specialized STEM schools across the United States selected on the basis of varied geographic location and school model type, the authors explore the ways in which classroom discursvive strutures established by teachers impact students' perceptions of their own agency and authority as relates to their science learning within specialized STEM schools. As national interest in specialized STEM schools grows, a deep need to understand the instructional practices that impact students motivation and interest has arisen. By better understanding how teachers drive classroom discourse through questioning techniques, student responses and reflections can be understood …
Latina/O Adolescents' Funds Of Knowledge Related To Engineering, Amy Wilson-Lopez, Joel Alejandro Mejia, Indhira María Hasbún, G. Sue Kasun
Latina/O Adolescents' Funds Of Knowledge Related To Engineering, Amy Wilson-Lopez, Joel Alejandro Mejia, Indhira María Hasbún, G. Sue Kasun
Teacher Education and Leadership Faculty Publications
According to a growing body of research, many Latinas/os experience dissonance between their everyday cultural practices and the cultural practices prevalent in engineering. This dissonance contributes to many Latinas/os' sense that engineering is "not for me."
A Social Semiotic Analysis Of Instructional Images Across Academic Disciplines, Amy Wilson-Lopez, Melanie Landon-Hays
A Social Semiotic Analysis Of Instructional Images Across Academic Disciplines, Amy Wilson-Lopez, Melanie Landon-Hays
Teacher Education and Leadership Faculty Publications
Framed in theories of social semiotics, this descriptive multiple case study examined the images used by six middle-school teachers during one school year as they each taught two different subject areas: earth science, language arts, mathematics, and/or social studies. Using Kress and Van Leeuwen’s visual grammar to analyze these images, this study identified discipline-specific patterns in how 1,132 images realized assumptions in regards to the ideational and interpersonal metafunctions of communication. A content analysis suggested discipline-specific differences in the presumed social distance between the content of the images and the students, as well as discipline-specific differences in assumptions about the …
Using An Iceberg Intervention Model To Understand Equivalent Fraction Learning When Students With Mathematical Learning Difficulties Use Different Manipulatives, Arla Westenskow, Patricia S. Moyer-Packenham
Using An Iceberg Intervention Model To Understand Equivalent Fraction Learning When Students With Mathematical Learning Difficulties Use Different Manipulatives, Arla Westenskow, Patricia S. Moyer-Packenham
Teacher Education and Leadership Faculty Publications
This study examined variations in 43 fifth-grade Tier II students' learning of equivalent fractions using physical and virtual manipulatives during intervention instruction. The overarching research question focused on how different manipulatives types support learning fraction sub-concepts during mathematics intervention instruction for students with mathematical learning difficulties. Over a three-week period, students participated in ten small group sessions using different manipulatives during instruction (physical, virtual, and combination). Data were collected from pre/post testing and daily monitoring assessments. An Iceberg Intervention Model was used to document student learning for five equivalent fraction sub-concepts and nine general fraction sub-concepts. Results showed that physical …
How Affordances And Constraints Of Physical And Virtual Manipulatives Support The Development Of Procedural Fluency And Algorithmic Thinking In Mathematics, Jennifer Such, Patricia S. Moyer-Packenham
How Affordances And Constraints Of Physical And Virtual Manipulatives Support The Development Of Procedural Fluency And Algorithmic Thinking In Mathematics, Jennifer Such, Patricia S. Moyer-Packenham
Teacher Education and Leadership Faculty Publications
The purpose of this study was to examine how the affordances and constraints of physical and virtual manipulatives influence the development of students’ algorithmic thinking when learning algebra and rational number concepts. Thirty-six third-grade students participated in two weeks of instruction using physical and virtual manipulatives as instructional tools. The primary design of the study was a teaching experiment in which quantitative and qualitative data were collected to provide a holistic examination. Pre- and post-test items were used in the quantitative analysis following a within-subjects crossover repeated measures design. Students’ written work, a user survey, student interviews, field notes, and …
Variations In The Intensity Of Specialized Science, Technology, Engineering, And Mathematics (Stem) High Schools, Colby Tofel-Grehl, Carolyn M. Callahan
Variations In The Intensity Of Specialized Science, Technology, Engineering, And Mathematics (Stem) High Schools, Colby Tofel-Grehl, Carolyn M. Callahan
Teacher Education and Leadership Faculty Publications
Educators and policymakers in the United States advocate the development of specialized STEM (science, technology, engineering, and mathematics) schools, but little is known about the unique features and practices of these schools. Because no meaningful differences have been found attributable to model type (Tofel-Grehl & Callahan, 2014), the current study purposefully sampled 6 specialized STEM schools in the United States that provided different levels of STEM experiences for students related to highly varied goals and missions using a grounded theory approach. Schools were found to fall into two categories, high and low STEM intensity, based on five major traits. Schools …