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Full-Text Articles in Education
Understanding Contradictions In Teacher-Learner Identity, Digital Video, And Goal-Directed Activity In A Blended Graduate Reading Education Course, Jennifer K. Lubke
Understanding Contradictions In Teacher-Learner Identity, Digital Video, And Goal-Directed Activity In A Blended Graduate Reading Education Course, Jennifer K. Lubke
Doctoral Dissertations
More teachers are experiencing professional development within blended/virtual learning communities, which I consider a fruitful avenue for expansion of new literacies in K-12 classrooms. However, new literacies challenge traditional structures in education even as new rules of corporate-sponsored reform and high-stakes accountability serve to reinforce these structures. Within this context of contradictions, a cohort of teachers from a rural, remote county in the southeast United States participated in a blended learning environment in their final semester of graduate-level coursework in Reading Education. Some of the teacher-learners, whose own attitudes and motivations toward technology were as diverse as the tools themselves, …
Classroom Teachers Learning To Navigate The Internet For Increasing Student Critical Reading And Writing Skills: A Mixed Methods Study, Meleah S. Mcculley
Classroom Teachers Learning To Navigate The Internet For Increasing Student Critical Reading And Writing Skills: A Mixed Methods Study, Meleah S. Mcculley
Boise State University Theses and Dissertations
The focus of this mixed methods case study was a three-month professional development workshop designed to guide junior high school classroom teachers as they learned to integrate new literacies skills into their curriculum. The participants were all educators in one district that was in the process of transitioning to the Common Core State Standards and the SMARTER Balanced Assessments. Significant gains were obtained in teachers’ self-reported personal technology knowledge and technology experiences during the study. Along with the gains, factors were seen that might impede teachers from learning about or using the Internet for academic purposes.