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Articles 1 - 13 of 13
Full-Text Articles in Education
An Exploration Into How Physical Activity Data-Recording Devices Could Be Used In Computer-Supported Data Investigations, Victor R. Lee, Maneksha Dumont
An Exploration Into How Physical Activity Data-Recording Devices Could Be Used In Computer-Supported Data Investigations, Victor R. Lee, Maneksha Dumont
Instructional Technology and Learning Sciences Faculty Publications
There is a great potential opportunity to use portable physical activity monitoring devices as data collection tools for educational purposes. Using one such device, we designed and implemented a weeklong workshop with high school students to test the utility of such technology. During that intervention, students performed data investigations of physical activity that culminated in the design and implementation of their own studies. In this paper, we explore some of the mathematical thinking that took place through a series of vignettes of a pair of students engaged in analyzing some of their own activity data. A personal connection to the …
The Role Of Discriminatory Experiences On Hispanic Students’ College Choice Decisions, Amanda Taggart, Gloria Crisp
The Role Of Discriminatory Experiences On Hispanic Students’ College Choice Decisions, Amanda Taggart, Gloria Crisp
Teacher Education and Leadership Faculty Publications
This study examined the impact of discriminatory experiences on Hispanic students’ decisions concerning postsecondary enrollment. Logistic regression was used to identify variables associated with Hispanic students’ decisions to attend either a 2- or a 4-year institution within the context of theory concerning college choice/success. Data were drawn from a nationally representative sample ( n = 2,210) of Hispanic students from the ELS:2002 data set. Results indicated that Hispanic students were less likely to attend a 4-year institution if they personally experienced or perceived others being discriminated against during high school. Findings suggest that discriminatory high school experiences may contribute to …
Teacher Professional Development Models: Inquiry Into Concurrent Versus Separate Technology And Pedagogical Knowledge And Use, Brooke Robertshaw, Jeffery Olsen, Andrew Walker
Teacher Professional Development Models: Inquiry Into Concurrent Versus Separate Technology And Pedagogical Knowledge And Use, Brooke Robertshaw, Jeffery Olsen, Andrew Walker
The Instructional Architect Research Group
Examining two iterations of a teacher professional development workshop series, a qualitative inquiry into the extent to which teacher espoused knowledge and in-use teacher knowledge was affected by teaching technology skills concurrently and separately with the problem-based learning model was examined. Using data collected from pre-post surveys and journals, a stratified purposeful selection of three participants from both workshop iterations were selected based on overall PBL and self-reported technology knowledge scores.
Integrating Technology And Problem-Based Learning: A Comparison Of Two Teacher Professional Development Approaches, Andrew Walker, Mimi Recker, M. Brooke Robertshaw, Jeffrey Olsen, Heather Leary
Integrating Technology And Problem-Based Learning: A Comparison Of Two Teacher Professional Development Approaches, Andrew Walker, Mimi Recker, M. Brooke Robertshaw, Jeffrey Olsen, Heather Leary
The Instructional Architect Research Group
No abstract provided.
Problem-Based Design: A Technology-Oriented Teacher Professional Development Model., Andrew Walker, Brooke Robertshaw, Mimi Recker
Problem-Based Design: A Technology-Oriented Teacher Professional Development Model., Andrew Walker, Brooke Robertshaw, Mimi Recker
The Instructional Architect Research Group
No abstract provided.
Issues Of Teacher Performance Stability Are Not New: Limitations And Possibilities, Thomas L. Good, Alyson Leah Lavigne
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 is stable …
Pre-Service Teacher And Elementary Student Partnerships During A Reading Methods Course: Does It Make A Difference?, Sarah K. Clark
Pre-Service Teacher And Elementary Student Partnerships During A Reading Methods Course: Does It Make A Difference?, Sarah K. Clark
Teacher Education and Leadership Faculty Publications
No abstract provided.
Exploring K-3 Teachers' Implementation Of Comprehension Strategy Instruction (Csi), Laura Slack Foley
Exploring K-3 Teachers' Implementation Of Comprehension Strategy Instruction (Csi), Laura Slack Foley
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.
Critical Conversations: Tensions And Opportunities Of The Dialogical Classroom, B. Fecho, N. D. Collier, E. E. G. Friese, Amy Wilson-Lopez
Critical Conversations: Tensions And Opportunities Of The Dialogical Classroom, B. Fecho, N. D. Collier, E. E. G. Friese, Amy Wilson-Lopez
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, …
Deliberation Of Controversial Public School Curriculum: Developing Processes And Outcomes That Increase Legitimacy And Social Justice, Steve P. Camicia
Deliberation Of Controversial Public School Curriculum: Developing Processes And Outcomes That Increase Legitimacy And Social Justice, Steve P. Camicia
Teacher Education and Leadership Faculty Publications
Public schools in the United States are charged with facilitating public deliberation of controversial school curriculum. This often entails managing the negotiations between multiple stakeholders who have very different positions on the proper design and implementation of curriculum. To maintain legitimacy as caretakers of the public interest in a liberal democracy, public schools are asked to recognize all legitimate perspectives in such disputes. But what happens when a perspective is not considered legitimate or in the public interest by the dominant community? When disputes over curriculum ensue, the rights of individuals to have their perspectives included in the curriculum must …
Successes And Barriers To The Implementation Of Comprehension Strategy Instruction (Csi), Laura Slack Foley, C. Jones
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.
A Self-Study Of Virtual Teaching: Making The Leap From Distance Face-To-Face To Wimba Technology, Susan A. Turner
A Self-Study Of Virtual Teaching: Making The Leap From Distance Face-To-Face To Wimba Technology, Susan A. Turner
Teacher Education and Leadership Faculty Publications
How do I best make the shift from teaching a graduate course currently using distance face-to-face technology to WIMBA technology?
Ia Quality Guide, Sarah Giersch, Heather Leary, Mimi Recker
Ia Quality Guide, Sarah Giersch, Heather Leary, Mimi Recker
Instructional Technology and Learning Sciences Research
This is a quality guide geared for the projects in the Instructional Architect. It is used for assessing the quality of the projects created.