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Full-Text Articles in Education
Culturally Responsive Applications Of Computer Technologies In Education: Examples Of Best Practice, Rona Frederick, Jamel K. Donnor, Leshell Hatley
Culturally Responsive Applications Of Computer Technologies In Education: Examples Of Best Practice, Rona Frederick, Jamel K. Donnor, Leshell Hatley
School of Education Articles
"For more than a decade, scholars have identified culturally responsive pedagogy as a teaching method for improving the academic achievement of culturally and linguistically diverse students. Scholarly research on the intersection of culturally responsive teaching and educational technology, however, remains scant. The purpose of this literature review is to highlight research-based examples of culturally responsive applications and to provide recommendations for the design of technology-based learning environments."
Leadership Development In Higher Education Programs, Pamela L. Eddy, Michael Rao
Leadership Development In Higher Education Programs, Pamela L. Eddy, Michael Rao
School of Education Articles
A doctorate is increasingly a credential for community college leaders, yet much remains unknown about the structure of doctoral programs and links between course requirements and practitioner needs. Programs awarding an Ed.D. more often focus on skill oriented coursework, whereas Ph.D. programs have greater emphasis on research. This study creates a portrait of program structure that showcases a need to address how curriculum contributes to leadership development and the acquisition of key competencies.
The Challenge Of Adolescent Crowd Research: Defining The Crowd, Jennifer Riedl Cross, Kathryn L. Fletcher
The Challenge Of Adolescent Crowd Research: Defining The Crowd, Jennifer Riedl Cross, Kathryn L. Fletcher
School of Education Articles
As research on adolescent crowds has increased over the past several decades, researchers appear to be confident in their claims of the consequences of crowd membership, even suggesting targeted interventions. This review of the various methods used to identify adolescents’ crowd membership suggests that this confidence may be misplaced. There are diverse methodologies used in this research area that examine different samples of adolescents belonging to each crowd. Social-type rating methods, self-identification methods, grouping by adolescent behaviors or characteristics, and ethnographic or other qualitative methods should be accompanied by greater specificity in terminology to alert researchers to the various phenomena …
On Becoming Educational Researchers: The Importance Of Cogenerative Mentoring, Judi Harris, Tamara L. Freeman, Pamela W. Aerni
On Becoming Educational Researchers: The Importance Of Cogenerative Mentoring, Judi Harris, Tamara L. Freeman, Pamela W. Aerni
School of Education Articles
The purpose of this reflexive action inquiry was to examine, from students' and instructor's differing perspectives, the authenticity (or lack thereof) of doctoral-level research methods instruction. The idea for this collaborative self-study emerged organically as a byproduct of a voluntary year-long research apprenticeship in which two of the authors were engaged, following coursework in both quantitative and qualitative research methods. The apprenticeship was facilitated by the third author, a faculty member and methods course instructor. The importance of cogenerative dialog as an organizing process for methodological mentoring emerged as a central finding when the three authors collaboratively examined the across-case …
Teachers' Technological Pedagogical Knowledge And Learning Activity Types: Curriculum-Based Technology Integration Reframed, Judi Harris, Punya Mishra, Matthew J. Koehler
Teachers' Technological Pedagogical Knowledge And Learning Activity Types: Curriculum-Based Technology Integration Reframed, Judi Harris, Punya Mishra, Matthew J. Koehler
School of Education Articles
In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration, recognizing technology, pedagogy, content and context as interdependent aspects of teachers’ knowledge necessary to teach content-based curricula effectively with educational technologies. We offer TPACK-based “activity types,” rooted in previous research about content-specific activity structures, as an alternative to existing professional development approaches and explain …