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Articles 1 - 16 of 16
Full-Text Articles in Education
Community Of Inquiry: Designing Quality Online Instruction For Special Educator Preparation, Haidee Jackson, Sohyun Yang
Community Of Inquiry: Designing Quality Online Instruction For Special Educator Preparation, Haidee Jackson, Sohyun Yang
Advanced Education Programs Faculty Publications
Online education programs are on the rise and institutions of higher learning are utilizing Learning Management Systems (LMS) to facilitate online learning. The Community of Inquiry (CoI; Garrison et al., 1999) framework identifies three categories of cognitive presence, social presence, and teaching presence to guide the development of online instruction and has been adopted by numerous institutions of higher learning. This article identifies instructional strategies conducive to the design of online presence using the CoI framework to ensure quality learning experiences in online special educator preparation programs. We address some of the features of LMS system tools present in Canvas …
A Pragmatic Approach To Investigating The Digital Existence Of Food Bank Users, Yaprak Dalat Ward, James Ward, Li-Jen Lester
A Pragmatic Approach To Investigating The Digital Existence Of Food Bank Users, Yaprak Dalat Ward, James Ward, Li-Jen Lester
Advanced Education Programs Faculty Publications
This study investigated the digital existence of the food bank users in a university town in Texas, and subsequently, aligned with the research's pragmatic focus, the researchers designed a training model for these food bank users. Two research questions guided the study: What are the digital existence levels of the food bank users, and what training model would best serve these food bank users? Data were collected by means of a survey from 230 individual food bank users representing households. Additional data included observations and conversations with food bank staff, and documents and materials from the site which provided deeper …
Reading Perceptions Of Intrinsically Motivated High School Juniors, Judy Henning, Sherry R. Crow
Reading Perceptions Of Intrinsically Motivated High School Juniors, Judy Henning, Sherry R. Crow
Advanced Education Programs Faculty Publications
Studies show pleasure reading results in academic benefits but declines between elementary and secondary years. The question addressed is “what are the experiences in the lives of juniors (aged 16-18) that foster intrinsic motivation to read for pleasure?” Juniors from four mid-western U.S. schools with varied ethnic and socio-economic profiles were identified as highly and distinctly intrinsically motivated for pleasure reading. Interviews revealed participants excelled academically and had family members who were readers. They read to escape stress, occupy time, and investigate careers. Rarely reading for rewards, they were “opportunistic readers.” Relationships with librarians were important in finding good books …
Chapter 5 - Holding Space And Grace: The Implementation Of A Health And Wellness Statement In Graduate Courses, Elodie Jones, Betsy Crawford
Chapter 5 - Holding Space And Grace: The Implementation Of A Health And Wellness Statement In Graduate Courses, Elodie Jones, Betsy Crawford
Advanced Education Programs Faculty Publications
A student's life is mentally demanding and time-consuming for any learner. U.S. culture values hard work, no excuses mantras, and discipline to achieve a graduate degree or the next promotion, and often it is a badge of honor to be overcommitted, stressed out, and exhausted. As mental and physical health issues arise, the implementation of a health and wellness statement for graduate students was utilized to open the proverbial door to hold space and grace for life's challenges and empower learners in an inclusive setting.
Number Nudget: Developing Number Concepts, Kim Chappell
Number Nudget: Developing Number Concepts, Kim Chappell
Advanced Education Programs Faculty Publications
This guidebook provides sequenced activities to develop a variety of numerical concepts and to connect those concepts to number symbols using the Number Nudget tool. The aim to stress not only procedural skill but also conceptual understanding. The standards in the early grades (K-3) focus on number concepts and developing number skills. The domains of Counting & Cardinality, Operations & Algebraic Thinking, as well as Number & Operations in Base Ten can all be developed using the Number Nudget.
Constructing Written Scientific Explanations: A Conceptual Analysis Supporting Diverse And Exceptional Middle- And High-School Students In Developing Science Disciplinary Literacy, Brooke Moore, Jessica Wright
Constructing Written Scientific Explanations: A Conceptual Analysis Supporting Diverse And Exceptional Middle- And High-School Students In Developing Science Disciplinary Literacy, Brooke Moore, Jessica Wright
Advanced Education Programs Faculty Publications
Constructing a written scientific explanation is a science practice that is fundamental in supporting students developing understanding of the natural world in which we live. Engaging in the practice of constructing valid scientific explanations supports students in developing science disciplinary literacy. Yet, writing a scientific explanation can be challenging for diverse and exceptional learners because it requires coordinating multiple, complex skills. This conceptual analysis explores the purpose of constructing written scientific explanations by focusing on the constituent elements and structures of a constructed scientific explanation. These findings are then integrated into a framework to assist Individual Education Program (IEP) teams …
Why Our Words Matter: Promoting A Growth Mindset In Online Graduate Courses, Elodie Jones
Why Our Words Matter: Promoting A Growth Mindset In Online Graduate Courses, Elodie Jones
Advanced Education Programs Faculty Publications
In the research concerning the growth mindset utilized when evaluating academic persistence, Yeager states, “... to achieve, we need more than inborn ability—we need the right mindset. He [Yeager] studies how students and adults feel they belong and are respected, that their work is relevant and purposeful, and that they can overcome setbacks and continue to improve” (Mills). Through Yeager's combined research with other growth mindset researchers such as Carol Dweck and Angela Duckworth, their findings point to the idea that students must be allowed to explore, reflect, and create a level of self-awareness in their abilities to flourish while …
Revealing The Ideology Of Normal: Using Chat To Explore The Activity Of School, Brooke Moore Ph.D.
Revealing The Ideology Of Normal: Using Chat To Explore The Activity Of School, Brooke Moore Ph.D.
Advanced Education Programs Faculty Publications
The idea of “normal” in schools is problematic. It arbitrates the way educators think about ability, achievement, and behavior. Normal implies a hierarchy of student abilities, suggesting that some can achieve and some cannot. For students who cannot achieve at the same rate as their peers, they are blamed as many assume the problem is the child. Students who deviate from normal are often characterized as different by race, language use, socioeconomic status, or perceived ability. This has historically led to educational inequities. Equating difference with deficits is problematic as US schools are growing in diversity daily. Drawing from Cultural …
Chapter 15 - Digitization And Equity: Digital Inequities In Education And Strategies To Improve Digital Inclusion, Babu George, Yaprak Dalat-Ward, Elodie Jones
Chapter 15 - Digitization And Equity: Digital Inequities In Education And Strategies To Improve Digital Inclusion, Babu George, Yaprak Dalat-Ward, Elodie Jones
Advanced Education Programs Faculty Publications
COVID-19 exposed a wide range of challenges hidden unnoticed in the promise of digital education. Digital education was once promised as the grand equalizer of access and inclusion in education. However, the massive deployment of digital tools in the educational realm during COVID-19 provided significant counterevidence to this promise. If education is a fundamental right and if digital technologies are the only way to gain access to education, it is important that these technologies be made available to everyone for effective use. However, as COVID-19 would demonstrate to us, this has not been the case. There have been stark and …
Chapter 1: Developing Social Empathy With Higher Education, Phillip A. Olt Ed.D.
Chapter 1: Developing Social Empathy With Higher Education, Phillip A. Olt Ed.D.
Advanced Education Programs Faculty Publications
The purposes of this chapter are to demonstrate the need for social empathy in a democratic society, identify polarization barriers, and explore how American higher education can be a leading agent for developing social empathy. The United States has seen a recent rise in political tribalism, and it now faces rising antipathy between those holding polarized perspectives. Higher education is uniquely situated to address these problems. Like a mixing bowl, college is a place where students of all backgrounds can be combined in deep discourse at a key point in their psychological development. However, higher education has struggled to fulfill …
The Implicit Costs Of Regulatory Compliance In Higher Education: A Case Study, Phillip A. Olt Ed.D.
The Implicit Costs Of Regulatory Compliance In Higher Education: A Case Study, Phillip A. Olt Ed.D.
Advanced Education Programs Faculty Publications
It has been proposed that higher education is the most highly regulated sector in America (Lee, 2010). Broadly speaking, institutions are regulated by government at the federal, state, and local levels, as well as other implied sources. While sharing commonalities with other sectors, higher education institutions are differentiated by their educational mission.
Enhancing Collaborative Group Processes To Promote Academic Literacy And Content Learning For Diverse Learners Through Video Reflection, Brooke Moore Ph.D., Alison G. Boardman, Clara Smith, Amy Ferrell
Enhancing Collaborative Group Processes To Promote Academic Literacy And Content Learning For Diverse Learners Through Video Reflection, Brooke Moore Ph.D., Alison G. Boardman, Clara Smith, Amy Ferrell
Advanced Education Programs Faculty Publications
Research indicates the benefits of collaborative learning for supporting academic literacy in content classrooms, especially for diverse and exceptional students such as students with learning disabilities or English learners (ELs) who can become disengaged in content classrooms if they struggle to access complex, content-related texts. Drawing from Cognitive Load Theory, we argue that collaborative group structures support students in sharing the load of processing these texts across all members, thus ensuring better comprehension of the content. Yet, collaborative structures may not be beneficial to diverse and exceptional learners in the group, particularly if students are not supported in how to …
Teacher Perceptions Of A Culture Of Thinking, Gary G. Andersen Ph.D.
Teacher Perceptions Of A Culture Of Thinking, Gary G. Andersen Ph.D.
Advanced Education Programs Faculty Publications
Building classroom and school cultures of thinking is one of the fundamental and critical purposes of education. This study is an exploratory effort to obtain a clearer picture of teachers’ perceptions about eight components of a culture of thinking within their own classroom. The instrument used is a quantitative survey developed by Ritchhart (2015) that examines eight forces of cultures of thinking (expectations, language, modeling, time, opportunities, routines, physical environment and interactions). The survey results provide useful information about potential target areas for those seeking to deepen cultures of thinking in educational settings
Virtually There: Distant Freshmen Blended In Classes Through Synchronous Online Education, Phillip A. Olt Ed.D.
Virtually There: Distant Freshmen Blended In Classes Through Synchronous Online Education, Phillip A. Olt Ed.D.
Advanced Education Programs Faculty Publications
Synchronous online education occurs when the students and faculty member are in different locations geographically and interaction occurs simultaneously through the internet at scheduled times. In this study I investigated the phenomenon of using synchronous online classes blended with a face-to-face classroom to complete the freshman year of college. The essence of the experience emerged around the concept of ambiguity, specifically in regard to group membership, functionality of technology, and place. This understanding of ambiguity provides a framework upon which to design practices for engaging such distance students and best promoting their learning.
A Duoethnographic Exploration Of Persistent Technological Failures In Synchronous Online Education, Phillip A. Olt Ed.D., Eric D. Teman
A Duoethnographic Exploration Of Persistent Technological Failures In Synchronous Online Education, Phillip A. Olt Ed.D., Eric D. Teman
Advanced Education Programs Faculty Publications
While higher education becomes increasingly reliant upon technology to deliver instruction, technological failures profoundly affect faculty members and students. We used duoethnography to explore the student-instructor dynamic during persistent technological failures within a synchronous online course, which occurred during a semester-long, qualitative research methods course. Duoethnography allowed us to first explore our own experiences and then engage in a continuous dialogue to interrogate the same event without privileging one voice over the other. We provide a series of dialogues of our shared understandings and different perspectives, taken from discussions and reflections on the experience. We then provide deeply personal insight …
Disrupting The “Norm” With Collaborative Strategic Reading, Alison G. Boardman, Brooke A. Moore Ph.D., Karla R. Scornavacco
Disrupting The “Norm” With Collaborative Strategic Reading, Alison G. Boardman, Brooke A. Moore Ph.D., Karla R. Scornavacco
Advanced Education Programs Faculty Publications
Using a case study of a seventh-grade language arts classroom, the authors describe an evidence-based approach to reading comprehension instruction, collaborative strategic reading, which supports all learners by changing the nature of learning and participation.