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An Exploratory Study Of Pre-Service Teachers’ Perceptions Of Technological Pedagogical Content Knowledge Of Digital Games, Yu-Chun Kuo, Yu-Tung Kuo
An Exploratory Study Of Pre-Service Teachers’ Perceptions Of Technological Pedagogical Content Knowledge Of Digital Games, Yu-Chun Kuo, Yu-Tung Kuo
College of Education Faculty Scholarship
This study investigated pre-service teachers’ perceptions of technological pedagogical content knowledge of digital games (TPACK-G), the correlation of TPACK-G constructs, and the relation of TPACK-G to personal factors and levels of motivation and self-efficacy. Participants were 96 pre-service teachers from a university in the northeastern United States. Data were collected using online surveys. Quantitative approaches were performed to analyze the data. Results indicated that game content knowledge (GCK) and game pedagogical knowledge (GPK) significantly predicted pre-service teachers’ game pedagogical content knowledge (GPCK), with GPK being the strongest predictor. Pre-service teachers with high levels of motivation or self-efficacy for digital game …
Using Multicultural Texts To Motivate Special Education Middle Schoolers To Read Independently, Ramona Maria Di Maria
Using Multicultural Texts To Motivate Special Education Middle Schoolers To Read Independently, Ramona Maria Di Maria
Theses and Dissertations
The purpose of this research study was to investigate and examine middle school students’ motivation to read independently. The goal was to see what happens to seventh grade special needs students’ motivation when using authentic multicultural texts during independent reading. Motivation profiles, student interest surveys, reading habit observations and student multicultural book choices were collected and analyzed. The special needs students that participated in the study showed how a structured daily independent reading schedule, choice of multicultural literature, and classroom environment can increase their motivation to read independently. The implications for teaching independent reading in a middle school special needs …