Education Commons^™

Same Language, Different Histories: Developing A “Critical” English Teacher Identity, Julia Menard-Warwick, Eric Ruiz Bybee, Enrique David Degollado, Sophia Jin, Shannon Kehoe, Katherine Masters

Faculty Publications

Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary global society, as our participants developed new understandings of their positions in history, their relationships with English learners, and the local meanings around English as symbolic capital.

Knowledge Production And Power In An Online Critical Multicultural Teacher Education Course, Ramon Maile Cutri, Erin Feinauer Whiting, Eric Ruiz Bybee

Faculty Publications

This reflexive inquiry explores a teacher educator’s efforts to design opportunities for students to use their knowledge of social media and the Internet to contribute content to their online critical multicultural education course. Findings identify steps critical multicultural education pedagogues can take to design such opportunities: (a) identify contradictions in their practice, (b) take pedagogical risks, and (c) work with chronic tensions. Designing formal opportunities for students to identify and use content from social media and the Internet as learning resources and curricular content for critical multicultural education shifted the power relations in the course. These results demonstrate the potential …

Physical Education Teacher Education (Pete) Majors' Perceptions And Opinions Of Appropriate Instructional Practices: A Qualitative Approach, David C. Barney, Liana Davis

Faculty Publications

Physical education (PE) teachers are responsible for helping students learn in their classes. Unfortunately, many students have been exposed to games and activities that were inappropriate, thus negatively affecting their learning in PE class. Inappropriate instructional practices have been a common occurrence for many students. One group that can help curb the inclusion of inappropriate instructional practices are Physical Education Teacher Education (PETE) majors. This study investigated PETE majors’ beliefs of certain instructional practices that have been implemented in PE games and activities. Many of the instructional practices were inappropriate. The PETE majors’ felt that dodge ball, relay games, and …

A Decade Of Disability Depictions In Newbery Award Books, H. Grow, Sharon Black, K. Egan, Tina Taylor, K. Moss, Rachel L. Wadham, Mary Anne Prater

Faculty Publications

Newbery awards are conferred annually on books recognized as having made the most distinguished contribution to children’s literature; these books reach a wide audience, and their depictions of characters with disabilities can influence children's perceptions and attitudes toward individuals with disabilities. Eight Newbery Medal and Honor books chosen from 2010 to 2019 were identified as portraying 11 main or supporting characters with a disability. Six disabilities were represented: emotional disturbance, deafness, specific learning disability, speech/language impairment, orthopedic impairment, and traumatic brain injury. Applying the Rating Scale for Quality Characterizations of Individuals with Disabilities in Children’s Literature, we found most of …

Make Summer Great Again -- Do The Research Experience For Teachers (Ret) Program, Dan Broadbent

Faculty Publications

What is the RET Program?

• “Research Experience for Teachers”
• It is a National Science Foundation (NSF) program that…
• “supports the active involvement of K-12 teachers and community college faculty in research in order to bring knowledge and innovation into their classrooms.”
• So, research universities apply for a grant from the NSF and then set it up.
• Usually paired with REU

Same But Different: Characters With Developmental Disabilities In Current Juvenile Literature, Tina Taylor, Kellie Egan, Kimberly T. Moss, Hannah P. Grow, Sharon Black, Mary Anne Prater

Faculty Publications

As many children first encounter individuals with developmental disabilities (DD) through characters in children’s literature, these individuals must be depicted authentically. Using descriptive analyses, we evaluated 38 books written for children and adolescents (11 picture books, 17 chapter books) for their portrayals of characters with developmental disabilities, comparing the portrayals against those published in three previous studies. All books considered were eligible for the 2018 Dolly Gray Children’s Literature Award. Data were analyzed regarding personal portrayal, social interactions, and exemplary practices. Results indicated that most characters portrayed have ASD (80%) and the majority are male (65%). Generally, characters with DD …

Social Interactions In College Physical Activity Classes: “Something Else Is Taking Place Here”, David C. Barney

Faculty Publications

Physical activity has been found to benefit a person in many ways. One of the benefits of being physically active is the social component. This deals with interacting with someone before, during or after the activity. The purpose of this study was to investigate social interactions effects on college-aged students during their physical activity class. For this study 408 college-aged students (272 males & 136 females) participated in this study. College-aged students were surveyed regarding their interactions during their physical activity class. The survey contained Likert scale questions and open-ended questions, requiring the students to respond with written answers. Briefly, …

Inappropriate Practices In Physical Education: The Top Eight Repeat Offenders, David C. Barney, Keven A. Prusak, Brad Strand, Robert Christenson

Faculty Publications

The National Association of Sport and Physical Education (NASPE) have created three documents (elementary, middle school and high school) to guide physical educators in appropriate instructional practices (AIP) in physical education. The purpose of these documents is to aid physical educators in exposing their students to lessons and activities that will enable them to be successful in physical education classes and physical activity. Unfortunately, many students have been exposed to such activities as dodge ball, having captains picking teams in front of the whole class, and many others. This paper is a review of research dealing with appropriate instructional practices …

Favoritism In The Physical Education Classroom: Selected Reflective Experiences, David C. Barney, Francis Pleban Dr., Amelia Dodd

Faculty Publications

Having a teacher show interest or concern may greatly influence, and encourage student learning; as well as fostering life-long positive behaviors, attitudes, and self-esteem. However, it is noted teachers have a tendency to select ‘favorites’ among their students (Cooper & Good, 1983; Tal & Babad, 1990; Aydogen, 2008); with physical education not immune to this practice. Thus, the purpose of this study was to better understand individual’s (i.e., former students in k-12 physical education) perspectives regarding their reflective experiences of teacher favoritism in physical education during their time in school physical education. Participants were 318 college-aged students from a private …

The Effects Of Music On Student Step Counts And Time In Activity In College Basketball Activity Classes, David C. Barney, Keven A. Prusak, Lindsey Brewer

Faculty Publications

Music is a powerful influence in life. We hear music at work, in the car, at the mall, and in our homes. Music has also been found to have an affect during physical activity. The purpose of this study was to examine the effects of music on physical activity rates, via pedometers, of college-aged students in basketball class. For this study 106 college-aged students participated in this study. Two classes played basketball with no music playing during game play. Two other classes played basketball with music playing during game play. It was found that the two classes that played basketball …

An Investigation Of Engineering Design Cognition And Achievement In Primary School, Greg J. Strimel, Scott R. Bartholomew, Eunhye Kim, Liwei Zhang

Faculty Publications

This study examined the design cognition and achievement results of both kindergarten and fourth grade students engaged in engineering design-based instructional activities. Relationships between design cognition and student grade level, as well as quality of student work, were investigated. 30 concurrent think-aloud protocols were collected from individual primary students as they worked in groups to design and make a solution to a design task. The concurrent think-aloud protocols were examined and coded to determine the duration of time the participants devoted to a pre-established set of mental processes for technological problem solving. Significant differences between kindergarten and fourth grade participants …

Conversational Forms Of Instruction And Message Layer Design, Andrew S. Gibbons Iii, Elizabeth Boling

Faculty Publications

This research provides a second point of validation for an architectural theory of instructional design (Gibbons, 2014) by demonstrating a robust theory-layer relationship for the Message layer. Previous research validated the theory-layer correspondence for the Control layer, a companion channel used for conversational exchange between learner and instructional system. This research identifies specific theoretical contributions to message layer design from fields as diverse as dialogic systems, recommender systems, social network software, intelligent tutoring systems, conversation theory, learning sciences, interface design, user experience design, computer software design, and education. An unexpected finding is that analysis at the message level, about which …

High School Physical Education And Its Effects On Fitness Center Participation After Graduation: A Case Study, David C. Barney, Nathan Kahaialii

Faculty Publications

For those that send off their child into the world, it is hoped they will recall what was taught to them. This applies to high school (HS) physical education (PE) teachers and their students that graduate from HS. The purpose of this case study was to assess current HS PE teachers, fitness club personnel, those that frequent fitness clubs and current HS students regarding HS PE preparing HS students for real world application regarding fitness. Participants from these four groups were interviewed to help better understand the preparation of graduated HS students participating in health clubs. From this case study …

Unfinished Business: The Missing Skills, Andrew S. Gibbons Iii

Faculty Publications

Two taxonomies of instructional goals (Bloom, Gagné) are revisited, asking why the design community at large treats them as “received wisdom”, while their authors and colleagues treat(ed) them as unfinished business and continued to modify them. The question is raised as to the possibility of finding a resolution of their differences. The thesis is advanced that both consist of lower-level performances subordinate to and leading to skilled performance, which may supply a unifying principle. The proposition is advanced that we should look for ways of reconciling and integrating their differences. Using skilled performance as the superclass of both is suggested …

Virtual Reality: A Survey Of Use At An Academic Library, Megan Frost, Michael C. Goates, Sarah Cheng

Faculty Publications

We conducted a survey to inform the expansion of our current Virtual Reality (VR) service in the library. We were primarily interested in user experience, demographics, academic interests in VR, and methods of discovery.

A Route Less Traveled: Principals’ Perceptions Of Alternative Licensed Cte Teachers, Scott R. Bartholomew, Emma P. Bullock, Louis S. Nadelson

Faculty Publications

The shortage of teachers prepared to teach career and technical education (CTE) courses, or willing to work in certain locations (e.g. inner city, rural), has motivated the desire to explore solutions such as alternative routes to teacher licensure (ARL). Most ARL programs bypass colleges of education and provide a different approach to preparing individuals to teach, leaving many to wonder about the quality and knowledge of these teachers. Specific areas, such as CTE, have seen a large influx of ARL teachers in recent years. We sought to determine school principals’ perceptions of ARL CTE teachers. We found principal support for …

Group Size In Physical Education: A Teachers' Perspective, David C. Barney, Robert Christenson Dr.

Faculty Publications

The physical education context is fun, yet challenging. There is the potential to offer a multitude of activities and games for students. Thus, PE teachers should put the students in the best position to learn the content. One method PE teachers can use is putting students in small-sided groups during game and activities. The purpose of this study was to investigate K-12 physical education teachers’ perceptions of small-sided games/activities in their PE lessons. For this study 31 K-12 physical educators from five states participated in the study. The PE teachers were emailed a survey for them to fill out. The …

Comparison Of Workload For University Core Courses Taught In Regular Semester And Time-Compressed Term Formats, Lyndell Lutes, Randall Davies

Faculty Publications

This study compared student workload and perceived value of coursework assigned for a matching set of semester and term general education courses at Brigham Young University. Statistically significant differences in workloads were found between most semester and term courses. While term workloads were slightly lighter in general, both could be called “university lite,” in that students did not spend the expected two hours outside of class per hour in class. Math and physics courses came closest to meeting the expected workloads, which tended to remain constant between semesters and terms. Differences in the value students reported for homework varied significantly …

Preparing The Next Generation Of Instructional Designers: A Cross-Institution Faculty Collaboration, Patricia J. Slagter Van Tryon, Jason K. Mcdonald, Atsusi Hirumi

Faculty Publications

The ability of novice instructional designers to become skilled problem-solvers, who select and apply appropriate instructional design (ID) models in their work environments, are key competencies generally sought after in introductory ID courses. Yet, the proliferation of ID models, coupled with varied philosophies and practices about how ID is taught may pose challenges for ID educators seeking to prepare the next generation of leaders in the field. With little empirical research or documented best practices, ID educators are left to their own judgment about to how to navigate the practical challenges that can arise in the pursuit of their teaching …

Reconsidering Design And Evaluation, Andrew S. Gibbons Iii, David D. Williams

Faculty Publications

In this paper we have put design and evaluation as it were under a microscope with multiple lenses. We use four different snapshots of design, each at a different level of resolution, to reveal new perspectives on the design-evaluation relationship. We believe that the disparate views of designers and evaluators can be resolved by resorting to the middle ground described by Klir. We believe also that the disparate views of educational technologists and learning scientists can be similarly resolved by appealing to the similar principle of Edelson.

An Exploration Of The Role Of Religion And Spirituality In The Treatment And Recovery Of Patients With Eating Disorders, P. Scott Richards, Michael E. Berrett, Carrie L. Caoili, Sabree A. Crowton, Randy K. Hardman, Russell N. Jackson, Peter W. Sanders

Faculty Publications

This article reports two qualitative studies that explored how religion and spirituality (R/S) influenced the treatment and recovery process of patients with eating disorder. In Study 1 and Study 2, a total of 83 women who had successfully completed treatment at an inpatient eating disorder treatment center responded to open-ended survey questions about the role of R/S in their recovery. Twelve of the women in Study 2 participated in follow-up phone interviews. Qualitative analysis of survey responses and interview transcripts indicated that although many women believed R/S contributed to the development and maintenance of their eating disorder, most of them …

Effects Of Parent-Implemented Interventions On Outcomes For Children With Developmental Disabilities: A Meta-Analysis, Tina Taylor, Timothy B. Smith, Byran B. Korth, Barbara Mandleco

Faculty Publications

A large body of literature exists related to parent-implemented interventions for children with disabilities, so it is helpful to synthesize the results of outcome-based interventions for children with developmental disabilities. Specifically, what are the effects of parent-implemented interventions intended to improve children’s (1) social behaviors, (2) life skills/adaptive behavior, and (3) communication skills? Using meta-analytic aggregation of effect sizes across 30 studies with a total of 1,356 participants, this review examined the association between parent-implemented interventions and intended outcomes for young children with developmental disabilities. Across all 30 studies comparing children’s outcomes to control groups, the random-effects-weighted average effect size …

Examining Engineering Design Cognition With Respect To Student Experience And Performance, Greg J. Strimel, Eunhye Kim, Scott R. Bartholomew, Diana V. Cantu

Faculty Publications

This study investigated the design cognition and performance results of secondary and post-secondary engineering students while engaged in an engineering design task. Relationships between prototype performance and design cognition were highlighted to investigate potential links between cognitive processes and success on engineering design problems. Concurrent think-aloud protocols were collected from eight secondary and 12 post-secondary engineering students working individually to design, make, and evaluate a solution prototype to an engineering design task. The collected protocols were segmented and coded using a pre-established coding scheme. The results were then analyzed to compare the two participant groups and determine the relationships between …

Adaptive Comparative Judgment For Polytechnic Transformation: Assessment Across The Curriculum, Scott R. Bartholomew, P. E. Connolly

Faculty Publications

The authors are investigating potential applications of adaptive comparative judgment (ACJ) across numerous environments and learning scenarios within the Purdue Polytechnic Institute as part of Purdue’s efforts to transform the undergraduate learning experience. Six courses or program areas were selected for the study, involving a wide variation in subjects, subject matter, and assessment artifacts. The authors anticipate that positive results from these pilot studies will encourage broader and deeper applications of ACJ in the Purdue Polytechnic, across Purdue University, and in other academic institutions. Results from these scenarios will be disseminated in future conferences and scholarly journals.

A Comparison Of Traditional And Adaptive Comparative Judgment Assessment Techniques For Freshmen Engineering Design Projects, Scott R. Bartholomew, Greg J. Strimel, Andrew Jackson

Faculty Publications

This article examines the use of an alternative form of assessment for engineering design projects called adaptive comparative judgment (ACJ). The researchers employed an ACJ tool to evaluate undergraduate engineering student design projects in an effort to examine its’ reliability, validity, and utility in comparison with traditional assessment techniques. The ACJ process employed multiple judges to compare the design artifacts of 16 first-year engineering majors. The authors conducted an analysis of the reliability and validity of the ACJ method compared to the traditional rubric used to evaluate the project and the performance data of each student’s design prototype. For these …

Relationship Between Physical Activity And Stress Among Junior High School Students In The Physical Education Environment, David C. Barney, Frank Pleban, Terrance Lewis

Faculty Publications

The study purpose was to explore grade level differences (7^th, 8^th, and 9^th) among junior high school students’ perception of participation in physical education class on individual environmental stress. Physical activity’s role as a stress reduction tool has been well documented. However, physical activity as a stressful event in the school and physical education environment has been less established; particularly in junior high school students. Study participants were comprised of 872 junior high school students, 585 males (67%) and 287 females (33%), enrolled in four junior high schools. Stratified by grade, 315 7^{th …}

Do Seniors (50+) Know What Practices Are Appropriate In Physical Education, David C. Barney, Keven A. Prusak, Carol Wilkinson

Faculty Publications

The purpose of this study was to investigate senior (50+) adult’s knowledge of appropriate instructional practices (AIP) in physical education. This study is a continued line of studies assessing certain populations knowledge of AIP. Previous research has been conducted among Physical Education Teacher Education (PETE) majors, parents, school administrators, elementary, middle school and high school students. For this study 372 senior adults were surveyed regarding their knowledge of AIP in PE. Surveys were distributed to the participants at the Huntsman Senior World Games. It was found that senior adults misidentified nine instructional practices from the survey. It was found that …

Does Any Good Come From A Coach That Yells? Reflective Experiences From Former Athletes, David C. Barney, Alema Tauiliili

Faculty Publications

Yelling in society is a common occurrence. Parents yell at their children, bosses yell at their employees and coaches yell at their athletes. Yet, in many cases the yelling coach exhibits unkind, loud in nature, and very personal statements. The purpose of this study was to better understand former athlete’s perspectives regarding their thoughts and experiences of their coaches yelling at them. For this study yelling will imply saying loud, unkind, personal comments towards the athlete. For this study 124 former athletes were surveyed regarding their experiences with a yelling coach. Generally, it was found that the former athletes did …

Free, Online, And Tailor-Made: Creating An Open Textbook As A Model Document, Andy Spackman

Faculty Publications

The high cost of textbooks contributes to the financial burden of today’s college students. Open textbooks are one solution, but in the absence of an administrative directive or institutional policy, faculty have little incentive to adopt open textbooks beyond an appreciation of their students’ financial distress. Working from the grassroots and partnering with the library, the faculty of Brigham Young University’s Management Communication program has created their own open textbook. Free, online, and tailor-made, this textbook can evolve in parallel with curriculum and models the writing and design principles taught in the course. The rationale and implementation of this project …

Relationships Between Access To Mobile Devices, Student Self-Directed Learning, And Achievement, Scott R. Bartholomew, Ed Reeve, Raymond Veon, Wade Goodridge, Victor Lee, Louis Nadelson

Faculty Publications

Today’s students are growing up in a world of constant connectivity, instant information, and ever-changing technological advancements. The increasingly ubiquitous nature of mobile devices among K–12 students has led many to argue for and against the inclusion of these devices in K–12 classrooms. Arguments in favor cite instant access to information and collaboration with others as positive affordances that enable student self-directed learning. In this study, 706 middle school students from 18 technology and engineering education classes worked in groups of 2–3 to complete an openended engineering design challenge. Students completed design portfolios and constructed prototypes in response to the …