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Full-Text Articles in Education

A Virtual Internship To Prepare High School Students For Civic And Political Action, Jason A. Chen, Jeremy D. Stoddard Oct 2020

A Virtual Internship To Prepare High School Students For Civic And Political Action, Jason A. Chen, Jeremy D. Stoddard

School of Education Articles

We explored the impact of participating in a Virtual Internship (VI) computer-supported collaborative learning simulation, on high school students’ (n = 43) development of knowledge and skills for critiquing the political media with which they engage. Second, we evaluated the effect of this intervention on students’ self-efficacy for using specific media strategies to take political action. Finally, we explored the epistemic (knowledge-seeking) and non-epistemic aims that students set for themselves while participating within our VI, which was designed specifically to address students’ epistemic cognition. Analyses of both the quantitative and qualitative data revealed that students: (1) evinced gains in knowledge about ...


Mixed-Reality Simulations To Build Capacity For Advocating For Diversity, Equity, And Inclusion In Geosciences, Jason A. Chen, M. Shane Tutwiler, Jerlando F. L. Jackson May 2020

Mixed-Reality Simulations To Build Capacity For Advocating For Diversity, Equity, And Inclusion In Geosciences, Jason A. Chen, M. Shane Tutwiler, Jerlando F. L. Jackson

School of Education Articles

We report on data collected at 3 time points during a 1-year intervention designed to teach a purposive sample of geoscience faculty members (n = 29) from 27 universities throughout the United States how to identify and address issues related to diversity, equity, and inclusion in their departments. For the intervention we used mixed-reality simulations to help participants practice specific skills to address common situations in geoscience departments. The intervention also included an intensive 3-day workshop and 3 journal clubs. Using a Bayesian analytical approach we explored: (a) general trends in participants’ self- and collective efficacy for identifying and addressing diversity ...


A Psychological Autopsy Of An Intellectually Gifted Student With Attention Deficit Disorder, Tracy L. Cross, Jennifer Riedl Cross, Nataliya Dudnytska, Mihyeon Kim, Colin T. Vaughn Jan 2020

A Psychological Autopsy Of An Intellectually Gifted Student With Attention Deficit Disorder, Tracy L. Cross, Jennifer Riedl Cross, Nataliya Dudnytska, Mihyeon Kim, Colin T. Vaughn

School of Education Articles

A psychological autopsy of an18-year-old male with dual exceptionalities contributes to our understanding of suicide among students with gifts and talents. Using four theories and models of suicide and research on the lived experience of students with gifts and talents, a comprehensive analysis of this adolescent’s life offers implications for future suicide prevention among these students. Schools that are unprepared for exceptional students (gifted and/or 2e) may contribute to students’ distress. Professional development and adequate resources focused on the unique needs of exceptional students will promote a responsive environment for students’ positive psychosocial development. Parents, educators and counselors ...


A Cross-Cultural Study Of The Social Experience Of Giftedness, Jennifer Riedl Cross, Colin T. Vaughn, Sakhavat Mammadov, Tracy L. Cross, Mihyeon Kim, Colm O’Reilly, Frances Spielhagen, Maria Pereira Da Costa, Barry Hymer Oct 2019

A Cross-Cultural Study Of The Social Experience Of Giftedness, Jennifer Riedl Cross, Colin T. Vaughn, Sakhavat Mammadov, Tracy L. Cross, Mihyeon Kim, Colm O’Reilly, Frances Spielhagen, Maria Pereira Da Costa, Barry Hymer

School of Education Articles

The phenomenon of social coping among students with gifts and talents (SWGT) is not well understood. In interviews with elementary-, middle-, and high-school aged SWGT (N = 90; 50% female) from the United States, United Kingdom, South Korea, Ireland, and France, the universality of awareness of visibility of their exceptional abilities, high expectations and pressure to achieve from adults and peers, and peer jealousy and rejection, was confirmed. In all countries, SWGT were concerned about peers’ upward social comparison and the effects of their outperformance on peers’ feelings. SWGT attempted to hide their abilities or conform to peers’ behaviors. Prosocial helping ...


Advancing Inclusion In The Geosciences: An Overview Of The Nsf-Gold Program, Julie R. Posselt, Jason A. Chen, Grady Dixon, Jerlando F. L. Jackson, Robert Kirsch, Anne-Marie Nuñez, Brian J. Teppen Sep 2019

Advancing Inclusion In The Geosciences: An Overview Of The Nsf-Gold Program, Julie R. Posselt, Jason A. Chen, Grady Dixon, Jerlando F. L. Jackson, Robert Kirsch, Anne-Marie Nuñez, Brian J. Teppen

School of Education Articles

Here we report on five pilot projects working to develop effective professional development aimed at improving diversity, equity, and inclusion within the geosciences. All five projects were funded by the NSF GEO Opportunities for Leadership in Diversity (GOLD) program, which was designed to bring together geoscientists and social scientists to create innovative pilot programs for preparing and empowering geoscientists as change agents for increasing diversity. Each project has different objectives and applies different combinations of methods, but focuses on professional development, bystander intervention training, and the formation of new networks in the pursuit of systemic, institutional change. This article describes ...


Kindling The Fire: Fueling Preservice Science Teachers' Interest To Teach In High-Needs Schools, Meredith W. Kier, Jason A. Chen Apr 2019

Kindling The Fire: Fueling Preservice Science Teachers' Interest To Teach In High-Needs Schools, Meredith W. Kier, Jason A. Chen

School of Education Articles

This study applies psychological models of interest and motivation (i.e., a model of interest‐development and self‐determination theory) to the experiences of six preservice science Noyce scholars who participated in a teacher preparation program. The National Science Foundation's Noyce grant aims to incentivize mathematics and science majors to teach in high‐needs school districts. Through this interview study, we sought to understand how Noyce scholars' pre‐existing interests and their experiences in the Noyce program interact to develop individual commitments to teach in high‐needs school settings. Case studies reveal that scholars had no prior experiences in ...


Goldilocks And Journal Publication: Finding A Fit That's Just Right, Judi Harris, Teresa S. Foulger, Henk Huijser, Michael Phillips Jan 2019

Goldilocks And Journal Publication: Finding A Fit That's Just Right, Judi Harris, Teresa S. Foulger, Henk Huijser, Michael Phillips

School of Education Articles

Getting your work published in journals in ways that will help to advance your scholarly record is a complex and multifaceted process. This article is written for early career researchers and graduate and postgraduate students, providing practical advice about what to consider when developing a research and publication profile and establishing yourself within a research community. It explains a range of criteria that are useful to consider when choosing the best journal “fit” for each publication and for your academic trajectory. We hope that considering the elements identified and explained in this article will help you to find a fit ...


Technology-Rich Activities: One Type Does Not Motivate All, Jason A. Chen, Jon R. Star, Chris Dede, M. Shane Tutwiler Jul 2018

Technology-Rich Activities: One Type Does Not Motivate All, Jason A. Chen, Jon R. Star, Chris Dede, M. Shane Tutwiler

School of Education Articles

We report on data collected at three time points during a four-day intervention designed to explore the value added of technology-rich activities within an inquiry mathematics curriculum. Two of the activities were computer-based, whereas the third involved a professionally created movie. Using latent profile analysis we explored (a) the profiles of experiences (indicated by self-reports of immersion, interest, usefulness, and relatedness of the technology activity) that students in Grades 5–8 (n = 7774) reported regarding their participation in one of three different activities; (b) the motivational and achievement outcomes in mathematics that were evident by being a member of one ...


Psychological Heterogeneity Among Honors College Students, Tracy L. Cross, Jennifer Riedl Cross, Sakhavat Mammadov, Thomas J. Ward, Kristie Speirs Neumeister, Lori Anderson Jun 2018

Psychological Heterogeneity Among Honors College Students, Tracy L. Cross, Jennifer Riedl Cross, Sakhavat Mammadov, Thomas J. Ward, Kristie Speirs Neumeister, Lori Anderson

School of Education Articles

Greater knowledge of the psychology of honors college students will help to inform program administrators, counselors, residence life assistants, and faculty about how they may provide support to those with the greatest need. Via an online survey, personality, perfectionism, and suicidal ideation data were collected from honors college students (N = 410, 73% female). Using latent profile analysis, students were classified by their responses to the Big Five Inventory personality measure into five profiles. Risk factors of high perfectionism and suicidal ideation scores were found in two of the profiles, suggesting students with these personality characteristics may need enhanced psychological support ...


The Knowledge Base For Geography Teaching (Geokbt): A Preliminary Model, Jung Eun Hong, Judith B. Harris, Injeong Jo, Kenneth H. Keller Jan 2018

The Knowledge Base For Geography Teaching (Geokbt): A Preliminary Model, Jung Eun Hong, Judith B. Harris, Injeong Jo, Kenneth H. Keller

School of Education Articles

Funded by the National Center for Research in Geography Education, this study investigated the nature of the knowledge needed for geography teaching. Informed by existing research about science and mathematics teachers’ pedagogical content knowledge (PCK), the research group developed a conceptual model of the knowledge base for geography teaching, identifying six key components: (a) orientations toward teaching geography, (b) knowledge of geography curricula, (c) knowledge of students’ understanding of geography and responses to geography learning, (d) knowledge of instructional strategies appropriate to learning geography, (e) knowledge of assessment of geography learning, and (f) knowledge of educational contexts. The conceptual model ...


Attitudes About Gifted Education Among Irish Educators, Tracy L. Cross, Jennifer Riedl Cross, Colm O'Reilly Jan 2018

Attitudes About Gifted Education Among Irish Educators, Tracy L. Cross, Jennifer Riedl Cross, Colm O'Reilly

School of Education Articles

In 2018, gifted education has not been formalized in the Irish education system. To better advocate for the needs of high-ability students in Ireland, a survey was distributed to educators across the country (N = 837) regarding gifted education. A majority of respondents indicated their schools had systems in place to identify gifted students. Respondents were moderately supportive of special services for gifted students, but they were also moderately opposed to grade acceleration, a service option that has significant research support for its effectiveness. More school leaders than teachers believed teachers have the support they need to differentiate instruction, a potential ...


A Survey Of School Counselor Multicultural Education Behaviors And The Obstacles That Impede Them, Clare Merlin-Knoblich, Jason A. Chen Jan 2018

A Survey Of School Counselor Multicultural Education Behaviors And The Obstacles That Impede Them, Clare Merlin-Knoblich, Jason A. Chen

School of Education Articles

In this study, researchers examined the frequency with which school counselors enact multicultural education behaviors and the obstacles preventing those behaviors. Using theoretical dimensions and approaches to multicultural education, they developed an instrument measuring school counseling multicultural education behavior. After pilot testing the instrument (n = 114), they distributed a refined instrument to a state school counselor database, and 594 school counselors participated in the primary data collection. Researchers used exploratory factor analysis to determine five factors comprising 72% combined variance of school counselor multicultural education behaviors. Participants enacted behaviors in two factors (Classroom Guidance with Multicultural Education Emphases and Human ...


A Comparison Of Perceptions Of Barriers To Academic Success Among High-Ability Students From High- And Low-Income Groups: Exposing Poverty Of A Different Kind, Jennifer Riedl Cross, Andrea Dawn Frazier, Mihyeon Kim, Tracy L. Cross Nov 2017

A Comparison Of Perceptions Of Barriers To Academic Success Among High-Ability Students From High- And Low-Income Groups: Exposing Poverty Of A Different Kind, Jennifer Riedl Cross, Andrea Dawn Frazier, Mihyeon Kim, Tracy L. Cross

School of Education Articles

In 14 focus group interviews, sixth- to eighth-grade high-ability students from high- (n = 36) and low-income (n = 45) families were asked to describe the barriers they perceived to their academic success. Three themes were identified through the qualitative analysis: Constraining Environments, Integration versus Isolation, and Resource Plenty versus Resource Poor. Students in both groups experienced environments not conducive to learning, inhibiting peers, and teachers as a barrier. Students in the low-income group described mayhem in their schools, which interfered significantly with learning. These students were highly integrated in their school community, whereas the students in the high-income group were socially ...


Social And Emotional Development Of Gifted Students: Introducing The School-Based Psychosocial Curriculum Model, Tracy L. Cross, Jennifer Riedl Cross Jun 2017

Social And Emotional Development Of Gifted Students: Introducing The School-Based Psychosocial Curriculum Model, Tracy L. Cross, Jennifer Riedl Cross

School of Education Articles

This column introduces the school-based psychosocial curriculum model. The model incorporates Erik Erikson’s theory of psychosocial development and applies it to a planned program of talent development.


Challenging An Idea Whose Time Has Gone, Tracy L. Cross, Jennifer Riedl Cross Mar 2017

Challenging An Idea Whose Time Has Gone, Tracy L. Cross, Jennifer Riedl Cross

School of Education Articles

In this response to Sternberg’s article, “ACCEL: A New Model for Identifying the Gifted,” we agree that IQ testing may have outlasted its usefulness as an identification tool for gifted students. The field’s commitment to an imperfect formula has neglected the evolution of offerings in schools and theoretical underpinnings that are moving us away from an outdated conception of giftedness. IQ testing should be reserved for finding specific forms of high ability and as a diagnostic tool, not as a gatekeeper that continues to perpetuate the underrepresentation of some groups.


"Tpack Stories": Schools And School Districts Repurposing A Theoretical Construct For Technology-Related Professional Development, Judi Harris, Mark J. Hofer Mar 2017

"Tpack Stories": Schools And School Districts Repurposing A Theoretical Construct For Technology-Related Professional Development, Judi Harris, Mark J. Hofer

School of Education Articles

TPACK (Koelhler & Mishra, 2008), a theoretical construct that describes the knowledge that teachers use to teach with digital tools and resources, has flourished in university-­‐based teacher education and research. Increasingly, K-­‐12 schools and districts have also appropriated TPACK in their professional development efforts. This study of seven schools and districts explored how the TPACK construct was understood and used in these K-­12 organizations. Study results revealed the importance of context and professional culture in appropriating the construct; the use of TPACK as a way to connect disparate professional development initiatives; TPACK conceptualized as applied knowledge; and how educational leaders’ beliefs about professional development shape how TPACK is understood and enacted.


Preparing Community College Leaders To Meet Tomorrow’S Challenges, Pamela L. Eddy, Regina L. Garza Mitchell Jan 2017

Preparing Community College Leaders To Meet Tomorrow’S Challenges, Pamela L. Eddy, Regina L. Garza Mitchell

School of Education Articles

No abstract provided.


Implicit Theories Of Ability And Self-Efficacy: Testing Alternative Social Cognitive Models To Science Motivation, Jason A. Chen, M. Shane Tutwiler Jan 2017

Implicit Theories Of Ability And Self-Efficacy: Testing Alternative Social Cognitive Models To Science Motivation, Jason A. Chen, M. Shane Tutwiler

School of Education Articles

Our overall goal was to empirically test what we called the “growth mindset as inoculation” hypothesis using a series of latent profile analytical approaches. This inoculation hypothesis, which is consistent with the way in which Dweck and Leggett (1988) described their social cognitive approach, states that believing in the malleability of intelligence serves a protective role against negative motivational and achievement outcomes. Participants were Grade 6 students (n = 504) from a middle school and Grade 10 students (n = 354) from two high schools in the Southeastern part of the United States. Two distinct patterns emerged, which corresponded to a growth ...


Conceptual Issuess And Assessment Of Implicit Theories, Marko Lüftenegger, Jason A. Chen Jan 2017

Conceptual Issuess And Assessment Of Implicit Theories, Marko Lüftenegger, Jason A. Chen

School of Education Articles

We reviewed fundamental conceptual issues and the state of research on the definition and assessment of implicit theories. We grappled with the following controversies related to the construct: (a) Are entity theory and incremental theory opposite ends of the same continuum? (b) How can scholars use more sophisticated methodologies to classify individuals into either the entity or incremental theory? (c) Given shifting conceptions of what intelligence is, how can scholars refine the implicit theory of intelligence construct? Given these conceptual issues, we then addressed practical issues related to the assessment of implicit theories. We point to the need for more ...


Tpck/Tpack Research And Development: Past, Present, And Future Directions, Judi Harris, Michael Phillips, Matthew J. Koehler, Joshua Rosenberg Jan 2017

Tpck/Tpack Research And Development: Past, Present, And Future Directions, Judi Harris, Michael Phillips, Matthew J. Koehler, Joshua Rosenberg

School of Education Articles

Scholarship addressing technological pedagogical content knowledge (TPCK or TPACK) has examined how to develop, apply, and assess it in diverse educational settings and content areas. During the last 12 years, multiple ways to understand this knowledge and support its development have emerged, generating approximately 1,200 publications that utilise the construct, impacting the practice of postsecondary faculty, administrators, and others invested in meaningful educational uses of technology. Perhaps inevitably, TPACK’s enthusiastic reception and rapid dissemination have generated multiple points of divergence, which in turn need further study; especially the construct's accurate measurement and validation; how to assist preservice ...


Maximizing Potential: A School-Based Conception Of Psychosocial Development, Tracy L. Cross, Jennifer Riedl Cross Jan 2017

Maximizing Potential: A School-Based Conception Of Psychosocial Development, Tracy L. Cross, Jennifer Riedl Cross

School of Education Articles

Optimal talent development can only occur when high ability students are willing to take opportunities for growth in a domain and are able to persist when presented with challenges that accompany performance or production at the highest levels. This paper proposes the use of Erikson’s theory of psychosocial development to provide a framework through which schools can pursue a parallel path of psychosocial supports to reinforce the development of talent in any domain. Ego strength can be fortified by an active program of professional development, curricula, and research based on Erikson’s psychosocial stage theory. In addition to the ...


Differentiating Tpack-Based Learning Materials For Preservice And Inservice Teachers, Judi Harris, Mark J. Hofer Jan 2017

Differentiating Tpack-Based Learning Materials For Preservice And Inservice Teachers, Judi Harris, Mark J. Hofer

School of Education Articles

Teacher educators have long noted differences between preservice and inservice teachers’ knowledge, practice, and professional learning. A small number of studies have compared novice and experienced teachers’ technology integration knowledge, attitudes, and intentions, with mixed results. Most TPACK research has examined preservice and inservice teachers separately. How should TPACK development be differentiated for preservice and inservice teachers? We sought experienced teachers’ perceptions and recommendations about how an online short course that was developed for novice teachers should be changed so that it can facilitate experienced teachers’ professional learning. Data generated and analyzed were focus group interviews, demographics, and written suggestions ...


A Descriptive Study Of Telementoring Among Students, Subject Matter Experts, And Teachers, Judi Harris, Greg Jones Aug 2016

A Descriptive Study Of Telementoring Among Students, Subject Matter Experts, And Teachers, Judi Harris, Greg Jones

School of Education Articles

This descriptive study of the online communications of 10 teams of SMEs, classroom teachers, and K -12 students focused on the functions, frequency, and flow of e-mail messages exchanged in ~he context of curriculum-based projects. All correspondence among team members was automatically logged and then analyzed over time. Categories for message function were based on a previously published taxonomy but emerged as data analysis progressed into 21 specific classifications. Results indicated that: (1) SMEs and teachers "talked" more online, respectively, than students, even though students' inquiry was the focus of each online project; (2) participants' roles as expert, teacher, or ...


Correlates With Use Of Telecomputing Tools: K-12 Teachers' Beliefs And Demographics, Judi Harris, Neal Grandgenett Aug 2016

Correlates With Use Of Telecomputing Tools: K-12 Teachers' Beliefs And Demographics, Judi Harris, Neal Grandgenett

School of Education Articles

What can be determined about the demographic characteristics, beliefs about teaching, degrees of innovativeness, and world views of classroom teachers and specialists who use internet-based telecomputing tools? This study correlated data representing a year of online use with responses to questionnaire items about teacher beliefs and demographics for 558 respondents from a sample of 1,000 randomly selected internet account holders on TENET, the statewide K-12 educational telecomputing network in Texas. Results show significant correlations among beliefs about teaching, personal perceptions of innovativeness, and world views. Respondents who were more student centered in their beliefs about teaching perceived themselves to ...


Planning For Deep Learning Using Tpack-Learning Activity Types, Judi Harris, Mark J. Hofer Mar 2016

Planning For Deep Learning Using Tpack-Learning Activity Types, Judi Harris, Mark J. Hofer

School of Education Articles

Teaching for students’ deep learning, while rooted in venerable 20th-century educational research and theory contributed by Vygotsky, Dewey, and others, is taking on a new urgency as heretofore theoretical depictions of 21st-century learning are being operationalized in K-12 classrooms. What is the nature of deep learning? What are the pedagogical roles and practices that encourage it? How can we help teachers to plan learning experiences for and with their students that encourage and support deep learning, incorporating the use of digital tools and resources in maximally effective ways? This chapter uses extant literature on deep learning, teaching for deep learning ...


Accepting A Scholarly Identity: Gifted Students, Academic Crowd Membership, And Identification With School, Jennifer Riedl Cross, Stephen J. Bugaj, Sakhavat Mammadov Feb 2016

Accepting A Scholarly Identity: Gifted Students, Academic Crowd Membership, And Identification With School, Jennifer Riedl Cross, Stephen J. Bugaj, Sakhavat Mammadov

School of Education Articles

This study examined identification with school among middle school students and its relationship with academic crowd membership, a public expression of one’s academic orientation. Of the 127 Grade 6 to 8 students in the sample, 55 reported participation in a gifted program; 44% of these gifted students did not claim affiliation with the academic crowd. There was a positive correlation between identification with school and the importance placed on membership for students in the academic crowd, both gifted and nongifted. The California Bully Victimization Scale was used to determine that no group was more likely to have been victimized ...


The Challenges Of Gaming For Democratic Education, Jeremy Stoddard, Angela M. Banks, Christine Nemacheck, Elizabeth Wenska Jan 2016

The Challenges Of Gaming For Democratic Education, Jeremy Stoddard, Angela M. Banks, Christine Nemacheck, Elizabeth Wenska

School of Education Articles

Video games are the most recent technological advancement to be viewed as an educational panacea and a force for democracy. However, this medium has particular affordances and constraints as a tool for democratic education in educational environments. This paper presents results from a study of the design and content of four iCivics games and their potential to meet the goals of democratic education. Specifically, we focus on the games as designed experiences, the nature and accuracy of the content, and the nature of intellectual engagement in the games. We find that the games, while easily accessible and aligned with standardized ...


Burnout, Stress, And Direct Student Services Among School Counselors, Patrick R. Mullen, Daniel Gutierrez Jan 2016

Burnout, Stress, And Direct Student Services Among School Counselors, Patrick R. Mullen, Daniel Gutierrez

School of Education Articles

The burnout and stress experienced by school counselors is likely to have a negative influence on the services they provide to students, but there is little research exploring the relationship among these variables. Therefore, we report findings from our study that examined the relationship between practicing school counselors’ (N = 926) reported levels of burnout, perceived stress and their facilitation of direct student services. The findings indicated that school counselor participants’ burnout had a negative contribution to the direct student services they facilitated. In addition, school counselors’ perceived stress demonstrated a statistically significant correlation with burnout but did not contribute to ...


Clinical And Mental Health Issues In Counseling The Gifted Individual, Jennifer Riedl Cross, Tracy L. Cross Mar 2015

Clinical And Mental Health Issues In Counseling The Gifted Individual, Jennifer Riedl Cross, Tracy L. Cross

School of Education Articles

Research over the past several decades has identified several unique characteristics and experiences of gifted individuals that have implications for counselors. This article describes internal and external factors that contribute to gifted individuals' nonnormal lived experience and that may require counselors' specific attention to work effectively with gifted clients on clinical and mental health issues. These factors are applied to 4 issues: unhealthy perfectionism, anxiety, depression, and suicidality.


Development Of Counseling Students' Self-Efficacy During Preparation And Training, Patrick R. Mullen, Olivia Uwamahoro, Ashley J. Blount, Glenn W. Lambie Jan 2015

Development Of Counseling Students' Self-Efficacy During Preparation And Training, Patrick R. Mullen, Olivia Uwamahoro, Ashley J. Blount, Glenn W. Lambie

School of Education Articles

Counselor preparation is multifaceted and involves developing trainees’ clinical knowledge, skills and competence. Furthermore, counselor self-efficacy is a relevant developmental consideration in the counseling field. Therefore, the purpose of this longitudinal investigation was to examine the effects of a counselor preparation program on students’ development of counseling self-efficacy. The Counselor Self-Efficacy Scale was administered to 179 master’s-level counselors-in-training at three points in their counselor training and coursework, including new student orientation, clinical practicum orientation and final internship group supervision meeting. Findings indicated that students’ experience in their preparation program resulted in higher levels of self-efficacy.