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Articles 1 - 13 of 13
Full-Text Articles in Education
Teaching And Assessing Engineering Design Thinking With Virtual Internships And Epistemic Network Analysis, Golnaz Arastoopour Irgens, David Williamson Shaffer, Zachari Swiecki, A. R. Ruis, Naomi C. Chesler
Teaching And Assessing Engineering Design Thinking With Virtual Internships And Epistemic Network Analysis, Golnaz Arastoopour Irgens, David Williamson Shaffer, Zachari Swiecki, A. R. Ruis, Naomi C. Chesler
Publications
An engineering workforce of sufficient size and quality is essential for addressing significant global challenges such as climate change, world hunger, and energy demand. Future generations of engineers will need to identify challenging issues and design innovative solutions. To prepare young people to solve big and increasingly global problems, researchers and educators need to understand how we can best educate young people to use engineering design thinking. In this paper, we explore virtual internships, online simulations of 21st-century engineering design practice, as one method for teaching engineering design thinking. To assess the engineering design thinking, we use epistemic network analysis …
Lessons Learned: Collaborative Symbiosis And Responsive Disciplinary Literacy Teaching, Phillip Wilder, Danielle Herro
Lessons Learned: Collaborative Symbiosis And Responsive Disciplinary Literacy Teaching, Phillip Wilder, Danielle Herro
Publications
This paper describes a case study of how a middle school literacy coach and a science teacher attempted to improve disciplinary literacy teaching in a sixth-grade science class. The collaborative inquiry exposed the disciplinary knowledge gap of the literacy coach (a former language arts teacher) and the science teacher's limited knowledge of literacy instruction. These shared disciplinary knowledge gaps necessitated the co-construction of collaborative practices to ameliorate the tension and improve disciplinary literacy instruction. Through a recognition of individual knowledge and the use of responsive disciplinary teaching, the participants created collaborative symbiosis. To improve disciplinary literacy teaching, schools should recognize …
Sibling Abuse: A Study Of School Counselors' Shared Attitudes And Beliefs, Diane Stutey
Sibling Abuse: A Study Of School Counselors' Shared Attitudes And Beliefs, Diane Stutey
Publications
The impact of sibling abuse on children and adolescents is rarely contemplated. Counselors are in a position to advocate for all children and protect them from harm; yet one source of harm that counseling practitioners and educators might be unaware of stems from violence between siblings, which can become abusive. In this article, findings are presented from a phenomenological study examining eight practicing school counselors’ attitudes and beliefs about sibling abuse and the contexts or situations that have influenced them. Seven themes emerged supporting school counselors’ perceptions of their role in responding to sibling abuse and their beliefs about factors …
Fulfilling The Promise Of Literacy: A Summer Book Project, C. C. Bates, Maryann Mcbride
Fulfilling The Promise Of Literacy: A Summer Book Project, C. C. Bates, Maryann Mcbride
Publications
A month into the new school year, a secondgrade teacher stopped me in the hallway to ask about Kyle, one of my former Reading Recovery students. The teacher said he was in the lowest reading group, and she didn’t see how his Reading Recovery intervention could have been discontinued last year. I couldn’t understand it; he finished strong at the end of the year, reading a level 18 text with ease. I tried to explain this, but she looked skeptical. I told her I would work with him in a booster group to get him back up to speed, but …
From Assistive To Transformative Technology: Using Microsoft Powerpoint To Revolutionize Student Learning, Michelle Fowler, Tracy Butler
From Assistive To Transformative Technology: Using Microsoft Powerpoint To Revolutionize Student Learning, Michelle Fowler, Tracy Butler
Presentations
No abstract provided.
Dancing Literacy: Expanding Children’S And Teachers’ Literacy Repertoires Through Embodied Knowing, Allison Leonard, Anna H. Hall, Danielle Herro
Dancing Literacy: Expanding Children’S And Teachers’ Literacy Repertoires Through Embodied Knowing, Allison Leonard, Anna H. Hall, Danielle Herro
Publications
This paper explores dance as literacy. Specifically, it examines qualitative case study research findings and student examples from a dance artist-in-residence that explored curricular content using dance as its primary mode of inquiry and expression. Throughout the residency, students constructed meaning through their dance experiences in dynamic and autonomous ways, exhibiting complex literacy practices of inquiry and communication. Focusing on the kindergarten student participants’ experiences, the authors highlight three themes in their dance literacy practices: (a) artistic autonomy, (b) embodied knowledge, and (c) multimodality. As embodied knowledge, dance innately allowed for integrative literacy possibilities in the dance residency. The dance …
Examining The Effects Of Preschool Writing Instruction On Emergent Literacy Skills: A Systematic Review Of The Literature, Anna H. Hall, Amber Simpson, Ying Guo, Shanshan Wang
Examining The Effects Of Preschool Writing Instruction On Emergent Literacy Skills: A Systematic Review Of The Literature, Anna H. Hall, Amber Simpson, Ying Guo, Shanshan Wang
Publications
This article presents the results of a systematic review of the literature involving writing interventions in the preschool setting. The information presented is timely considering the current expectations for young children to write. Framing the empirical literature within different philosophical approaches, trends were analyzed to identify instructional strategies related to increases in emergent literacy outcomes and where gaps in the literature existed. The results from 22 intervention conditions from 1990 to 2013 indicated the overall effect size was g = .44, 95% CIs [.27, .60], suggesting that preschool writing interventions enhanced children’s early literacy outcomes. The findings also highlighted the …
The Viability Of Portraiture For Science Education Research: Learning From Portraits Of Two Scientific Classrooms, Cassie F. Quigley, Amy Trauth-Nare, Nicole Beeman-Cadwallader
The Viability Of Portraiture For Science Education Research: Learning From Portraits Of Two Scientific Classrooms, Cassie F. Quigley, Amy Trauth-Nare, Nicole Beeman-Cadwallader
Publications
The purpose of this paper is to describe the relevance of a qualitative methodology called portraiture for science education. Portraiture is a method of inquiry that blends art and science by combining the empirical aspects of inquiry with the beauty and aesthetic properties. This method encompasses all aspects of a research study, including protocol, data collection and analysis, and presentation of findings. To examine the viability of portraiture as methodology for science education researchers, we provided two portraits of science teachers and their classrooms to illustrate how context played a significant role in teachers’ experiences and how it influenced their …
Emotions In Teaching Environmental Education, Cassie F. Quigley
Emotions In Teaching Environmental Education, Cassie F. Quigley
Publications
This op-ed article examines the emotional impact of teaching environmental science and considers how certain emotions can broaden viewpoints and other emotions narrow them. Specifically, it investigates how the topic of climate change became an emotional debate in a science classroom because of religious beliefs. Through reflective practice and examination of positionality, the author explored how certain teaching practices of pre-service science teachers created a productive space and other practices closed down the conversations. This article is framed with theories that explore both divergent and shared viewpoints.
Improving English Learners Reading Comprehension Through The Use Of Vocabulary Strategies, Tracy Butler, Michelle Fowler
Improving English Learners Reading Comprehension Through The Use Of Vocabulary Strategies, Tracy Butler, Michelle Fowler
Publications
No abstract provided.
A Brief History Of Information Sources In The Late 20th And Early 21st Century (A Simulation), David Reinking, Jamie Colwell
A Brief History Of Information Sources In The Late 20th And Early 21st Century (A Simulation), David Reinking, Jamie Colwell
Publications
For hundreds of earth years prior to the end of the 20th century, people used a rudimentary and Taylor primitive technologyand as the dominant Francismeans to create, store, disseminate, and access information. Toward the end of that century and at the beginning of the Not next, new for open-ended and fldistributionexible technologies emerged, which expanded options and thus challenged the status quo. That change con-tributed to diverse social, cultural, economic, and political developments, which were greeted by many of our ancestors with enthusiasm, but also with ambiva-lence, confusion, and, occasionally, reactionary objections and turmoil. The new technologies, applications, and forms …
Valuing Reading, Writing, And Books In A Post-Typographic World, David Reinking
Valuing Reading, Writing, And Books In A Post-Typographic World, David Reinking
Publications
No abstract provided.
South Korean Teachers’ Perceptions Of Integrating Information And Communication Technologies Into Literacy Instruction, Sangho Pang, David Reinking, Amy Hutchison, Deanna Ramey
South Korean Teachers’ Perceptions Of Integrating Information And Communication Technologies Into Literacy Instruction, Sangho Pang, David Reinking, Amy Hutchison, Deanna Ramey
Publications
We investigated South Korean literacy and language arts teachers’ perceptions about integrating interactive communication technologies (ICTs) into instruction. The survey addressed their access to various applications and technologies associated with ICTs, access to technological support, frequency and importance of use, and obstacles to and conceptions of integrating ICTs. Descriptive and correlational data are reported suggesting that although classroom use of ICTs is mandated at the national level, South Korean teachers perceive access to some tools and applications, as well as the availability of technical assistance at both the school and district level, to be limited. We compare data from this …