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Articles 1 - 9 of 9
Full-Text Articles in Education
Using Clickers In Large College Psychology Classes: Academic Achievement And Perceptions, Selma Powell, Carrie Straub, Jacqueline Rodriguez, Barbara Vanhorn
Using Clickers In Large College Psychology Classes: Academic Achievement And Perceptions, Selma Powell, Carrie Straub, Jacqueline Rodriguez, Barbara Vanhorn
School of Education Articles
This research study explored the effects of the use of clicker technology as a means of formative assessment in large, college introductory psychology courses. Academic achievement, as measured by performance on tests of knowledge, was compared between students who used clickers and students that did not use clickers. There was a significant difference between the two groups, although a small effect was noted. Students using the clickers responded to survey items created to solicit information regarding student perceptions of increased understanding, ability to self-identify content deficits, fun, and financial value of clickers. Data from the survey indicated that the majority …
School Of Marine Science Graduate Catalog 2011-2012, College Of William And Mary, School Of Marine Science
School Of Marine Science Graduate Catalog 2011-2012, College Of William And Mary, School Of Marine Science
Miscellaneous
Catalog for the Graduate program from the School of Marine Science at the College of William and Mary for the listed academic year.
Associations Of Parental And Peer Characteristics With Adolescents’ Social Dominance Orientation, Jennifer Riedl Cross, Kathryn L. Fletcher
Associations Of Parental And Peer Characteristics With Adolescents’ Social Dominance Orientation, Jennifer Riedl Cross, Kathryn L. Fletcher
School of Education Articles
Studies with adults of social dominance orientation (SDO), a preference for inequality among social groups, have found correlations with various prejudices and support for discriminatory practices. This study explores the construct among adolescents at an age when they are beginning to recognize the social groups in their environment, particularly adolescent crowds. The relationship of SDO and perceptions of parents’ responsiveness and demandingness were also investigated. Subjects were in grades 9–12 (N = 516, 53% female, 96% White). Mother’s and father’s responsiveness significantly predicted adolescent’s SDO scores, with greater perceived responsiveness associated with lower SDO. To analyze the multiple crowd …
Social And Emotional Components Of Book Reading Between Caregivers And Their Toddlers In A High-Risk Sample, Jennifer Riedl Cross, Kathryn L. Fletcher, Kristie Speirs Neumeister
Social And Emotional Components Of Book Reading Between Caregivers And Their Toddlers In A High-Risk Sample, Jennifer Riedl Cross, Kathryn L. Fletcher, Kristie Speirs Neumeister
School of Education Articles
In this collective case study of caregiver behaviors with their toddlers, two-minute videotaped reading interactions were analyzed using a constant comparative method. Twenty-four caregiver—toddler dyads from a high-risk sample of children prenatally exposed to cocaine were selected from a larger sample because they represented the extremes of expressive language scores on the Reynell Expressive Language Quotient at 36 months, one year after the reading interactions. Caregivers in the high-scoring group shared control of the book and discourse, were ‘in tune’ with the child’s needs and abilities, and answered their own questions to the children. This was in contrast to the …
The Relationship Between Thinking Style Differences And Career Choices For High-Achieving Students, Mihyeon Kim
The Relationship Between Thinking Style Differences And Career Choices For High-Achieving Students, Mihyeon Kim
School of Education Articles
The intent of this study was to present information about high-achieving students' career decision making associated with thinking styles. We gathered data from two International Baccalaureate (IB) programs and a Governor's School Program with a sample of 209 high-school students. The findings of this study demonstrated that the effect of program on the different thinking styles was statistically significant. The findings showed that external thinking style was a good predictor for choosing social science areas as future careers. However, students with higher external thinking styles chose computer and math areas 73% less often than students with lower external thinking styles. …
Technological Pedagogical Content Knowledge (Tpack) In Action: A Descriptive Study Of Secondary Teachers' Curriculum-Based, Technology-Related Instructional Planning, Judi Harris, Mark J. Hofer
Technological Pedagogical Content Knowledge (Tpack) In Action: A Descriptive Study Of Secondary Teachers' Curriculum-Based, Technology-Related Instructional Planning, Judi Harris, Mark J. Hofer
School of Education Articles
How does teachers’ technological pedagogical content knowledge (TPACK) inform their instructional planning? How can this knowledge be enhanced? In an interpretivist study of experienced secondary social studies teachers’ planning, we sought to discover clues to the nature and development of these teachers’ TPACK-in-action as it was expressed in their planning processes. Comparisons of interview data and planning products before and after engaging in professional development that addressed content-focused, TPACK-based learning activity types (Harris & Hofer, 2009) revealed three primary findings, each supported by participating teachers’ oral and written reflections upon their learning. The participating teachers’(a) selection and use of learning …
An Activity-Based Approach To Technology Integration In The Mathematics Classroom, Neal Grandgenett, Judi Harris, Mark J. Hofer
An Activity-Based Approach To Technology Integration In The Mathematics Classroom, Neal Grandgenett, Judi Harris, Mark J. Hofer
School of Education Articles
Becoming a mathematics teacher today can be a challenging endeavor, requiring teachers to learn difficult content and specialized pedagogies, as well as new technological tools and techniques. How do we help teachers not to become so learned in mathematical concepts, yet so ignorant in modern mathematics instruction, that they essentially "buy a cow to ride on" and thus poorly combine content, pedagogy, and technology to form classroom activities that are instructionally unsound?
In Search Of Technological Pedagogical Content Knowledge: Teachers' Initial Foray Into Podcasting In Economics, Kathy Swan, Mark J. Hofer
In Search Of Technological Pedagogical Content Knowledge: Teachers' Initial Foray Into Podcasting In Economics, Kathy Swan, Mark J. Hofer
Articles
In this paper, we report on work with eight practicing ninth grade social studies teachers to determine how they chose to integrate podcasting to help their students build on their economic literacy, which includes building both economic concepts and skills. The study is rooted in an interpretivist research paradigm, using the Council for Economic Education's National Voluntary Content Standards in Economics (1997) and Mishra and Koehler's (2006) theory of Technological Pedagogical Content Knowledge (TPACK) to frame data generation, analysis, and the reporting of results. We found that teachers demonstrated strong technological pedagogical knowledge (TPK) but a lack of technological content …
Examining Authentic Intellectual Work With A Historical Digital Documentary Inquiry Project In A Mandated State Testing Environment, Kathy Swan, Mark J. Hofer, Gerry Swan
Examining Authentic Intellectual Work With A Historical Digital Documentary Inquiry Project In A Mandated State Testing Environment, Kathy Swan, Mark J. Hofer, Gerry Swan
Articles
Three criteria for meaningful student learning--construction of knowledge, disciplined inquiry, and value beyond school--are assessed as authentic learning outcomes for an implementation of a digital documentary project in two fifth grade history classrooms where teachers' practices are constrained by a high-stakes testing climate. In all three areas, there was ample evidence of student engagement in authentic intellectual work in the student-created movies. Only when teachers are ambitious in looking beyond test score outcomes will students have opportunities for meaningful and authentic intellectual experiences.