@article{meidl_vanorsdale_mahony_ritter_2023, title={Examining how power is used in instructor feedback to preservice teachers to encourage asset-based thinking}, url={https://doi.org/10.1016/j.tate.2022.104007}, DOI={10.1016/j.tate.2022.104007}, abstractNote={Teacher preparation coursework globally includes courses designed to develop intercultural competence in preservice teachers (PTs). This Self-Study of Teaching and Teacher Education Practices (S-STTEP) applied critical pedagogy to analyze power embedded in the feedback provided to 27 (26 female, 1 male) PTs from an online learning platform at US university. The instructor's feedback was the main source of data. Findings were framed within Bizzell's (1991) framework of power positioned as coercive, authority, or persuasive and Giroux's spectrum of power. The eight categories of feedback (asserting, affirming, challenging, evaluating, advising, personalizing, extending, and eliciting) were then ranked in levels of power.}, journal={Teaching and Teacher Education}, author={Meidl, Christopher and Vanorsdale, Christie and Mahony, Kristen and Ritter, Jason}, year={2023}, month={Mar} }
 @article{mccallum_schmitt_aspiranti_mahony_honaker_christy_2022, title={A virtual adaptation of the taped problems intervention for increasing math fact fluency.}, url={https://doi.org/10.1037/spq0000510}, DOI={10.1037/spq0000510}, abstractNote={In response to restrictions on visitors within school buildings during the COVID-19 pandemic, the evidence-based math fact fluency procedure known as the taped problems intervention was adapted for use in a virtual setting. The present study used a multiple-probe across participants design to evaluate the effects of the adapted intervention on the subtraction fact fluency of three elementary school students with varying degrees of math difficulties. Researchers also measured whether fluency gains would generalize to subtraction fact family problems that were not targeted within the study procedures. Visual analysis of results indicated math fluency improvements across all students, regardless of initial performance level, but no evidence of generalization effects for any participant. Additionally, to further investigate intervention effects, two effect size measures were calculated (WC-SMD and NAP) and each participant's rate of improvement was measured in two ways. Slopes (digits correct per minute [DCM] gains per session) of baseline and intervention phases were compared, and DCM gains per intervention time were investigated. Discussion focuses on implications for providing academic interventions in virtual learning environments, the importance of direct instruction for subtraction fact fluency, as well as future directions for researchers. (PsycInfo Database Record (c) 2022 APA, all rights reserved).}, journal={School Psychology}, author={McCallum, Elizabeth and Schmitt, Ara J. and Aspiranti, Kathleen B. and Mahony, Kristen E. and Honaker, Alyson C. and Christy, Laurie A.}, year={2022}, month={Sep} }