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- Educational Technology Faculty Publications and Presentations (3)
- Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations (2)
- Art Graduate Theses and Projects (1)
- Literacy, Language, and Culture Faculty Publications and Presentations (1)
- University Author Recognition Bibliography: 2020 (1)
Articles 1 - 8 of 8
Full-Text Articles in Education
“Slowly Changing The World”: Embedding Experiential Learning To Enhance Ethics And Diversity, Riley Caldwell-O’Keefe, Matt Recla
“Slowly Changing The World”: Embedding Experiential Learning To Enhance Ethics And Diversity, Riley Caldwell-O’Keefe, Matt Recla
University Author Recognition Bibliography: 2020
In this chapter, the authors discuss the process of embedding experiential learning in a required ethics and diversity course (ED200). The course is a model of humanistic education in which students develop disciplinary-based methodological expertise while also drawing on cross-disciplinary, inclusive, problem-solving skills. The authors suggest that in a course that challenges students to think about their lives in community, engagement with that community plays a critical role in humanizing the learning experience. This pedagogical emphasis on experiential learning, instantiated as community engagement, unites the foci of ethics and diversity through students’ practical application of and reflection on their experiences …
Does Class Size Matter?: An Exploration Into Faculty Perceptions Of Teaching High-Enrollment Online Courses, Patrick R. Lowenthal, Rob Nyland, Eulho Jung, Joanna C. Dunlap, Jennifer Kepka
Does Class Size Matter?: An Exploration Into Faculty Perceptions Of Teaching High-Enrollment Online Courses, Patrick R. Lowenthal, Rob Nyland, Eulho Jung, Joanna C. Dunlap, Jennifer Kepka
Educational Technology Faculty Publications and Presentations
Class size has been a popular topic for decades. There is renewed interest in this topic now with the growth of online learning. Online courses can accommodate hundreds, if not thousands, of students in a single course. Very little research, though, has been conducted recently on class size in online courses and the research that has been conducted is mixed. As the demand for online courses increases, so likely will class size. In this exploratory study, we investigated the perceptions and experiences of 37 faculty teaching high-enrollment online courses. In the following article, we report the results of our inquiry, …
A Validation Program For The Self-Beliefs, Writing-Beliefs, And Attitude Survey: A Measure Of Adolescents' Motivation Toward Writing, Katherine Landau Wright, Tracey S. Hodges, Erin M. Mctigue
A Validation Program For The Self-Beliefs, Writing-Beliefs, And Attitude Survey: A Measure Of Adolescents' Motivation Toward Writing, Katherine Landau Wright, Tracey S. Hodges, Erin M. Mctigue
Literacy, Language, and Culture Faculty Publications and Presentations
Recent findings reveal clear evidence that students’ low performance on writing tasks is often related to problems with motivation. Writing curriculum and interventions produce varying effects on adolescents’ writing outcomes, and such variations may be mediated by motivation. However, without a valid tool for measuring students’ motivation towards writing, these effects cannot be quantified. In this study we present the results of our multi-study validation program for the Self-Beliefs, Writing-Beliefs, and Attitude Survey (SWAS). This measure is designed for monitoring students' motivation towards writing, as well as identifying variables that mediate student achievement. We first addressed substantive validation through a …
Comparison Of Two Approaches To Interpretive Use Arguments, Michele Carney, Angela Crawford, Carl Siebert, Rich Osguthorpe, Keith Thiede
Comparison Of Two Approaches To Interpretive Use Arguments, Michele Carney, Angela Crawford, Carl Siebert, Rich Osguthorpe, Keith Thiede
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
The Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014) recommend an argument-based approach to validation that involves a clear statement of the intended interpretation and use of test scores, the identification of the underlying assumptions and inferences in that statement—termed the interpretation/use argument, and gathering of evidence to support or refute the assumptions and inferences. We present two approaches to articulating the assumptions and inferences that underlie a score interpretation and use statement, also termed the interpretation/use argument (Kane, 2016). One approach uses the five sources of validity evidence in the Standards for Educational and Psychological Testing …
Evaluation Instruments And Good Practices In Online Education, Sally J. Baldwin, Jesús Trespalacios
Evaluation Instruments And Good Practices In Online Education, Sally J. Baldwin, Jesús Trespalacios
Educational Technology Faculty Publications and Presentations
Chickering and Gamson’s (1987) Seven Principles for Good Practice in Undergraduate Education offers extensively researched and validated tenets for best practices in higher education. After a review of the literature, twenty-eight evaluation instruments currently used to design and review online courses in higher education institutions were collected and divided into categories, based on geographical reach and the type of institution for which they were developed. This study investigates how evaluation instruments used in higher education assess the Seven Principles for Good Practice in Undergraduate Education, and what other items are addressed in the evaluation of courses. Findings show that national …
Influence Of Proportional Number Relationships On Item Accessibility And Students’ Strategies, Michele B. Carney, Everett Smith, Gwyneth R. Hughes, Jonathan L. Brendefur, Angela Crawford
Influence Of Proportional Number Relationships On Item Accessibility And Students’ Strategies, Michele B. Carney, Everett Smith, Gwyneth R. Hughes, Jonathan L. Brendefur, Angela Crawford
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Extensive evidence points to the need for mathematics instruction to tap into students’ informal understandings in order to conceptually develop formal mathematical ideas (Ahl, Moore, & Dixon, 1992; Freudenthal, 1973, 1991; Treffers, 1987). Contextual problems are a common means of helping students access their informal mathematical ideas (Lamon, 1993; Moore & Carlson, 2012). However, to successfully use context in this manner, we must ensure these problems are accessible to students and have the potential to promote connections to deeper or more formal mathematics (Jackson, Garrison, Wilson, Gibbons, & Shahan, 2013; Stein, Smith, Henningsen, & Silver, 2000). There is thus a …
The Development Of A Content Analysis Model For Assessing Students’ Cognitive Learning In Asynchronous Online Discussions, Dazhi Yang, Jennifer C. Richardson, Brian F. French, James D. Lehman
The Development Of A Content Analysis Model For Assessing Students’ Cognitive Learning In Asynchronous Online Discussions, Dazhi Yang, Jennifer C. Richardson, Brian F. French, James D. Lehman
Educational Technology Faculty Publications and Presentations
The purpose of this study was to develop and validate a content analysis model for assessing students' cognitive learning in asynchronous online discussions. It adopted a fully mixed methods design, in which qualitative and quantitative methods were employed sequentially for data analysis and interpretation. Specifically, the design was a "sequential exploratory" (QUAL→ quan) design with priority given to qualitative data and methods. Qualitative data were 800 online postings collected in two online courses. Quantitative data were 803 online postings from the same two courses but from different discussion topics and different weeks. During the qualitative process, a grounded theory approach …
Visual Culture Art Education: Critical Pedagogy, Identity Formation And Generative Studio Practices In Art, Kim Barker
Visual Culture Art Education: Critical Pedagogy, Identity Formation And Generative Studio Practices In Art, Kim Barker
Art Graduate Theses and Projects
This paper explores visual culture and its emergence as a (inter-) disciplinary field of study and practice within art education. Visual Culture Art Education (VCAE), while still in the process of defining itself, inserts itself among myriad academic disciplines as well as our everyday living experiences outside the classroom. Due to its discursive nature, VCAE draws extensively on contemporary pedagogical praxis. I advocate for the integration of visual culture, with an emphasis on popular culture, into art curricula as a means to increase the relevancy of art instruction for students. The inclusion of (popular) visual culture in the art classroom …