Education Commons^™

New Era Of Teaching, Learning, And Technology: Teachers’ Perceived Technological Pedagogical Content Knowledge And Self-Efficacy Towards Differentiated Instruction, Robin A. Millen, Robert Gable

K-12 Education

Shifting from an industrial model of education to a model that best provides students with differentiated instruction (Tomlinson, 2014) requires educational philosophical change (Fullan, 2014) as well as innovation diffusion (Rogers, 2003). The problem is not the amount of research that exists on differentiation, the diffusion of innovations, or the change process. The problem is what new technological pedagogical content knowledge (Koehler & Mishra, 2008) do educators need to make this change process happen? How is this knowledge communicated to finally change the “fundamental processes of schooling” (Elmore, 1996, p. 4)?

This sequential, mixed-methods study addressed the following condensed research …

Inquiry-Based Instruction – Cultivating Analytical Habits Of Mind With 21st Century Skills: A Qualitative Study, Kimberly A. Laliberte, Robert K. Gable, Felice D. Billups

K-12 Education

Significant challenges face the United States regarding global competition as 21st century workforce skills lag behind corporate demands in STEM-based careers (Bucher, 2011; Campbell & Pedersen, 2007; Kramer, 2010; Savitz & Elias, 2011; Scott, 2007). Strategic interventions for inquiry-based, 21st century skills development are of grave necessity for K-12 education to encourage post-secondary STEM opportunities (Abaidoo, 2012; Mouhammed, 2009; Porter & Rivkin, 2012; Rombel, 2012).

This study investigated inquiry techniques in K-12 urban classrooms where greatest equity gaps reside and explored teacher self-efficacy with respect to promoting 21st century skills. Changes needed to promote sustainable, inquiry-based, analytic habits of mind …

Construct Validity: An Illustration Of Examining Validity Evidence Based On Relationships To Other Variables Using Correlation, Multiple Regression And Discriminant Function Analysis, Robert K. Gable

Research Methodology

No abstract provided.

Using Rasch Residuals To Analyze The Demographic Characteristics Of Respondents With Unexpected Incorrect Answers: Implications For Construct Validity, Robert K. Gable, Larry Ludlow, Ph.D., Stacey L. Kite

Research Methodology

This paper illustrates the use of Rasch model residuals to better understand perceived respondent meaning and structure of item content in the context of construct validity. Data were gathered from1366 grade 7-8 students using the Survey of Knowledge of Internet Risk and Internet Behavior. The characteristics of the respondents with unexpected patterns of residuals for persons not fitting the Rasch model are examined for 7 items defining the Knowledge of Internet Risk scale. These analyses contribute to a better understanding of the item content and person scores, and contribute to more meaningful score inferences.

Information Literacy At Johnson & Wales University 2011-2012, Ariela Mccaffrey, Lori Micho, Nicole Covone, Joe Eshleman

Library Staff Publications

This initial document details some ideas and thoughts related to the development of librarians who instruct at the four Johnson & Wales University campuses. A group of five librarians at the four campuses developed the document; Amanda Samland, Ariela McCaffrey, Nicole Covone, Lisa Spicola, and Joe Eshleman, Seven aspects of library instruction are addressed as well as ideas for the application of the guidelines. Finally, next steps towards application of the guidelines are listed.

Conducting Focus Groups With College Students: Strategies To Ensure Success, Felice D. Billups

Research Methodology

Institutional researchers are often asked to conduct focus groups as an efficient way to address an institutional concern or problem. Typically, IR professionals depend on external consultants and specialists to conduct these group interviews for them; however, due to recent resource constraints (staffing, budgets), they are increasingly assuming responsibility for conducting the focus group sessions themselves. Institutional researchers require specialized skills in order to engage college students in this type of group interviewing; college students present specific characteristics and preferences that require careful consideration. Numerous research studies have used focus groups to support or augment research on college students (Breen, …

Exploring Organizational Culture Through Metaphor Analysis, Felice D. Billups

Research Methodology

How would you describe your campus culture or your school environment? Would you carefully outline the details of the working conditions, the way people interact in meetings, or the unique communication style of your organization? Or would you rather use a descriptive phrase, or even a metaphor, to summarily reveal your organization’s culture? Metaphor analysis, as a means to uncover organizational culture, is an increasingly popular strategy for qualitative researchers. In interpretative qualitative studies, metaphors comprise a form of linguistic analysis which assists researchers who are interested in an intensive but short-term evaluation of organizational culture (Patton, 2002; Schmitt, 2005). …