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Articles 1 - 14 of 14
Full-Text Articles in Education
Exploring Practical Measures As An Approach For Measuring Elementary Students’ Attitudes Towards Computer Science, Umar Shehzad, Mimi M. Recker, Jody E. Clarke-Midura
Exploring Practical Measures As An Approach For Measuring Elementary Students’ Attitudes Towards Computer Science, Umar Shehzad, Mimi M. Recker, Jody E. Clarke-Midura
Publications
This paper presents a novel approach for predicting the outcomes of elementary students’ participation in computer science (CS) instruction by using exit tickets, a type of practical measure, where students provide rapid feedback on their instructional experiences. Such feedback can help teachers to inform ongoing teaching and instructional practices. We fit a Structural Equation Model to examine whether students' perceptions of enjoyment, ease, and connections between mathematics and CS in an integrated lesson predicted their affective outcomes in self-efficacy, interest, and CS identity, collected in a pre- post- survey. We found that practical measures can validly measure student experiences.
Learn Twice Invited Brief: Experiential Learning, Daniel Holland, Jim Cannon
Learn Twice Invited Brief: Experiential Learning, Daniel Holland, Jim Cannon
Huntsman School of Business Teaching Scholarship Series
This article provides a review of the concept of experiential learning, an overview of the theory, its benefits, and a range of examples both inside and outside the classroom. It concludes with a discussion of the steps that teachers can take to create experiential learning opportunities.
Student Behavior Ratings And Response To Tier 1 Reading Intervention: Which Students Do Not Benefit?, Wilhelmina Van Dijk, Christopher Schatschneider, Stephanie Al Otaiba, Sara A. Hart
Student Behavior Ratings And Response To Tier 1 Reading Intervention: Which Students Do Not Benefit?, Wilhelmina Van Dijk, Christopher Schatschneider, Stephanie Al Otaiba, Sara A. Hart
Special Education and Rehabilitation Counseling Faculty Publications
Core reading instruction and interventions have differential effects based on student characteristics such as cognitive ability and pre-intervention skill level. Evidence for differential effect based on affective characteristics is scant and ambiguous; however, students with problem behavior are more often non-responsive to core reading instruction and intensive reading interventions. In this study, we estimated the range of students' behavior ratings in which a core reading instruction intervention was effective using a data set including 3,024 students in K-3. Data came from seven independent studies evaluating the individualized Student Instruction (ISI) Tier 1 reading intervention and were pooled using integrative data …
Teacher Vs. Tutor, Brady Maynes
Teacher Vs. Tutor, Brady Maynes
Writing Center Analysis Papers
The goal of this paper is to explore the differences between the roles of a tutor in the writing center and a teacher grading their student’s papers. I discuss ways in which tutor and teacher are similar as they both evaluate student’s papers but the end goal is significantly different. A tutor does not nor should they assign a grade to any paper they read in a tutoring session. One of a teacher’s primary intentions is to assign a grade to their student’s papers that reflects the feedback given. There is also a barrier, whether purposely constructed or placed by …
Pedagogical Sandhi, Arie French
Pedagogical Sandhi, Arie French
Writing Center Analysis Papers
In both composition courses and writing center tutorage, concepts like organization and structure are frequently stressed. Despite this emphasis, students continue to have difficulty in understanding what organization entails. In this piece, I use the Sanskrit language and my experiences as both a teacher and writing center peer tutor, in order to argue that learning to draw connections in writing equips students to transform their papers from distinct sections and evidences to a radically-new whole.I propose several methods that instructors and tutors can implement to equip students with connection-making skills.
Praising Students’ Writing: How Compliments Encourage And Motivate, Emma George
Praising Students’ Writing: How Compliments Encourage And Motivate, Emma George
Writing Center Analysis Papers
How to praise students in either the role of a teacher or a tutor is daunting task. These two different roles require different techniques as to the amount and quality of praise that can be given to writers. As a teacher, it is difficult to give specific praise to every single one of your students due to time limitations and volume, but tutors can and should give specific compliments to writers to increase their confidence and motivation in writing. This paper outlines several tutoring practices that have been successful on an individual level in helping students gain confidence in their …
One-On-One In A World Of Twenty-Four, Brittney Allen
One-On-One In A World Of Twenty-Four, Brittney Allen
Writing Center Analysis Papers
As a long-time tutor, I was startled by the lack of individual time I got with my students as I took on the more powerful role of Graduate Instructor. I fear that I lose a lot of my effectiveness due to no longer being a peer to English 1010 students. I explore why that is and potential ways to fight back against lost face-time in what ways I can.
Quantumly Entangled: Cosmic Consciousness In The Classroom, Jack Daly
Quantumly Entangled: Cosmic Consciousness In The Classroom, Jack Daly
Writing Center Analysis Papers
The main problem with Western education is the dualistic perspective which separates the teacher/tutor and the student into two separate identities. However, modern physics, specifically the theory of quantum entanglement, is showing that the atoms which compose the false identity of a “self” are intertwined in a mutual state of causality. These quantum revelations are affirming the ancient wisdom teaching of “That art thou” which is found in religions and spiritualities across the globe which an individual arrives at in an ego death and rebirth experience. The system of cosmic consciousness in the classroom expunges the dualistic perspective of “you” …
Becoming A Tutor: Teachers As Tutors In One-On-One Conferences, Cree Taylor
Becoming A Tutor: Teachers As Tutors In One-On-One Conferences, Cree Taylor
Writing Center Analysis Papers
University Writing Centers are valuable tools for university students of any level: first-year undergraduates through doctoral candidates. Peer reviews and edits help students recognize possible flaws in their writing that they otherwise would not have seen. The climate of the Writing Center allows students to review their writing in a low-stakes, comfortable environment where their concerns are heard and addressed by an understanding peer instead of an all-knowing professor. Techniques used in the Writing Center such as making immediate connections with students, allowing students to drive the tutoring session, and continually asking about and focusing on student’s concerns with their …
You Matter To Me: The Necessity Of Validation In The Composition Classroom, Shaun Anderson
You Matter To Me: The Necessity Of Validation In The Composition Classroom, Shaun Anderson
Writing Center Analysis Papers
The Utah State University Writing Center works to create a student-centered environment that provides our students with the message that their voices matter, that they are cared for, and that they belong here. This same message needs to be carried on into our composition courses. This sense of validation enables our students to develop as communicators and leaders.
Smiles, Sighs, And Nods: The Power Of A Personal Narrative, Camille Sleight-Price
Smiles, Sighs, And Nods: The Power Of A Personal Narrative, Camille Sleight-Price
Writing Center Analysis Papers
As a writing tutor and composition instructor, each time I work with a student I am meeting and getting to know a stranger through their writing. Although each student comes to sit next to me with their own background, topics of interest and insecurities, in each case I get to accompany them on the journey of meaning-making through the processes of research and composing. This paper highlights one such instance of meaning-making with a student. It suggests that this meaning-making is not just about developing students’ academic skills like research, critical thinking and composition, but is an opportunity as a …
How Design Features In Digital Math Games Support Learning And Mathematics Connections, Patricia S. Moyer-Packenham, Christina W. Lommatsch, Kristy Litster, Jill Ashby, Emma P. Bullock, Allison L. Roxburgh, Jessica F. Shumway, Emily Speed, Benjamin Covington, Christine Hartmann, Jody Clarke-Midura, Joel Skaria, Arla Westenskow, Beth L. Macdonald, Jurgen Symanzik, Kerry Jordan
How Design Features In Digital Math Games Support Learning And Mathematics Connections, Patricia S. Moyer-Packenham, Christina W. Lommatsch, Kristy Litster, Jill Ashby, Emma P. Bullock, Allison L. Roxburgh, Jessica F. Shumway, Emily Speed, Benjamin Covington, Christine Hartmann, Jody Clarke-Midura, Joel Skaria, Arla Westenskow, Beth L. Macdonald, Jurgen Symanzik, Kerry Jordan
Teacher Education and Leadership Faculty Publications
Current research shows that digital games can significantly enhance children’s learning. The purpose of this study was to examine how design features in 12 digital math games influenced children’s learning. The participants in this study were 193 children in Grades 2 through 6 (ages 8-12). During clinical interviews, children in the study completed pre-tests, interacted with digital math games, responded to questions about the digital math games, and completed post-tests. We recorded the interactions using two video perspectives that recorded children’s gameplay and responses to interviewers. We employed mixed methods to analyze the data and identify salient patterns in children’s …
In-Class Versus At-Home Quizzes: Which Is Better? A Flipped Learning Study In A Two-Site Synchronously-Broadcast Organic Chemistry Course, Michael A. Christensen, Alyssia M. Lambert, Louis S. Nadelson, Kami M. Dupree, Trish A. Kingsford
In-Class Versus At-Home Quizzes: Which Is Better? A Flipped Learning Study In A Two-Site Synchronously-Broadcast Organic Chemistry Course, Michael A. Christensen, Alyssia M. Lambert, Louis S. Nadelson, Kami M. Dupree, Trish A. Kingsford
Chemistry and Biochemistry Faculty Publications
We recently shared our design of a two-semester flipped organic chemistry course, in which we gave students in-class quizzes to incentivize attendance and watching the lecture videos in advance. With a second iteration, we planned to make the video-watching experience more engaging. We accordingly hypothesized that if students completed short at-home quizzes while watching the videos, then attentiveness, engagement, and learning would increase. We tested this with a later section of the course, dividing the material into 13 units. For units 1-6, we gave in-class quizzes; for 7-13, quizzes were at home. Although units 1-6 and 7-13 covered different material, …
Some Assembly Required: How Scientific Explanations Are Constructed During Clinical Interviews, Bruce L. Sherin, Moshe Krakowski, Victor R. Lee
Some Assembly Required: How Scientific Explanations Are Constructed During Clinical Interviews, Bruce L. Sherin, Moshe Krakowski, Victor R. Lee
Instructional Technology and Learning Sciences Faculty Publications
This article is concerned with commonsense science knowledge, the informally-gained knowledge of the natural world that students possess prior to formal instruction in a scientific discipline. Although commonsense science has been the focus of substantial study for more than two decades, there are still profound disagreements about its nature and origin, and its role in science learning. What is the reason that it has been so difficult to reach consensus? We believe that the problems run deep; there are difficulties both with how the field has framed questions and the way that it has gone about seeking answers. In order …