@book{kellogg_2024, place={Raleigh, NC}, title={Advancing educational excellence through engaged community}, institution={North Carolina General Assembly}, author={Kellogg, S.}, year={2024} }
 @article{barker_lee_kellogg_anderson_2024, title={The Viability of Topic Modeling to Identify Participant Motivations for Enrolling in Online Professional Development}, volume={28}, ISSN={2472-5730 2472-5749}, url={http://dx.doi.org/10.24059/olj.v28i1.3571}, DOI={10.24059/olj.v28i1.3571}, abstractNote={Identifying motivation for enrollment in MOOCs has been an important way to predict participant success rates. But themes for motivation have largely centered around themes for enrolling in any MOOC, and not ones specific to the course being studied.  In this study, qualitatively coding discussion forums was combined with topic modeling to identify participants’ motivation for enrolling in two successive statistics education professional development online courses. Computational text mining, such as topic modeling, is a learning analytics field that has proven effective in analyzing large volumes of text to automatically identify topics or themes. This contrasts with traditional qualitative approaches, in which researchers manually apply labels (or codes) to parts of text to identify common themes. Combining topic modeling and qualitative research may prove useful to education researchers and practitioners in better understanding and improving online learning contexts that feature asynchronous discussion. Three topic modeling approaches were used in this study, including both unsupervised and semi-supervised modeling techniques. The three topic modeling approaches were validated and compared to determine which participants were assigned motivation themes that most closely aligned to their posts made in an introductory discussion forum. A discussion of how each technique can be useful for identifying topical themes within discussion forum data is included. Though the three techniques have varying success rates in identifying motivation for enrolling in the MOOCs, they do all identify similar themes for motivation that are specific to statistics education.}, number={1}, journal={Online Learning}, publisher={The Online Learning Consortium}, author={Barker, Heather Allmond and Lee, Hollylynne S and Kellogg, Shaun and Anderson, Robin}, year={2024}, month={Mar} }
 @misc{kellogg_pham_bausell_thrasher_young_birkett_arenas_2023, place={Raleigh, NC}, title={Advanced Teaching Roles: Evaluation Report}, publisher={North Carolina Department of Public Instruction}, author={Kellogg, S. and Pham, L. and Bausell, S. and Thrasher, E. and Young, T. and Birkett, J. and Arenas, A.}, year={2023} }
 @book{kellogg_sperling_fischer_wyman-roth_2022, place={Raleigh, NC}, title={When Summer Learning Succeeds: Context, Conditions, and Strategies that Maximize Impact}, institution={North Carolina Department of Public Instruction}, author={Kellogg, S. and Sperling, J. and Fischer, A. and Wyman-Roth, N.}, year={2022} }
 @book{kellogg_huggins_birkett_davis_2020, place={Greenville, NC}, title={Annual NC New Teacher Support Program Annual report}, institution={NC New Teacher Support Program}, author={Kellogg, S. and Huggins, E. and Birkett, J. and Davis, R.}, year={2020} }
 @book{kellogg_2020, place={Arlington, VA}, title={Digital Learning Device Project: Phase II Study Findings}, institution={Arlington Public Schools Board of Education}, author={Kellogg, S.}, year={2020} }
 @inproceedings{glaser_moore_kellogg_luo_2020, title={Networked posters: Identifying predictors of prestige, prominence, and interaction in a MOOC discussion forum}, booktitle={Association for Educational Communications & Technology International Convention (AECT)}, author={Glaser, J. and Moore, R. and Kellogg, S. and Luo, T.}, year={2020} }
 @article{huggins_kellogg_2020, title={Technology-enabled personalized learning: A promising practice in need of robust research}, volume={120}, ISSN={["1949-8594"]}, DOI={10.1111/ssm.12384}, abstractNote={School Science and MathematicsVolume 120, Issue 1 p. 1-3 ORIGINAL ARTICLE Technology-enabled personalized learning: A promising practice in need of robust research Erin S. Huggins, Corresponding Author Erin S. Huggins eshuggin@ncsu.edu Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USA Correspondence Erin S. Huggins, Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USA. Email: eshuggin@ncsu.eduSearch for more papers by this authorShaun Kellogg, Shaun Kellogg Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USASearch for more papers by this author Erin S. Huggins, Corresponding Author Erin S. Huggins eshuggin@ncsu.edu Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USA Correspondence Erin S. Huggins, Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USA. Email: eshuggin@ncsu.eduSearch for more papers by this authorShaun Kellogg, Shaun Kellogg Friday Institute for Educational Innovation, North Carolina State University, Raleigh, NC, USASearch for more papers by this author First published: 24 January 2020 https://doi.org/10.1111/ssm.12384Citations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume120, Issue1January 2020Pages 1-3 RelatedInformation}, number={1}, journal={SCHOOL SCIENCE AND MATHEMATICS}, author={Huggins, Erin S. and Kellogg, Shaun}, year={2020}, month={Jan}, pages={1–3} }
 @book{kellogg_2019, place={Arlington, VA}, title={Arlington Public Schools 1:1 Evaluation: Preliminary Findings from Phase I. Prepared for the Arlington Public Schools Board of Education}, institution={Arlington Public Schools Board of Education}, author={Kellogg, S.}, year={2019} }
 @book{samberg_rosof_halstead_kellogg_2019, place={Raleigh, NC}, title={Collaborative Purchasing Recommendations: Final Report}, institution={North Carolina Department of Public Instruction}, author={Samberg, M. and Rosof, L. and Halstead, L. and Kellogg, S.}, year={2019} }
 @book{kellogg_weiss_2019, place={Raleigh, NC}, title={North Carolina Digital Learning Initiative Student Impact Brief}, institution={NC House Representative Craig Horn}, author={Kellogg, S. and Weiss, S.}, year={2019} }
 @article{akoglu_lee_kellogg_2019, title={Participating in a MOOC and professional learning team: How a blended approach to professional development makes a difference}, volume={27}, number={2}, journal={Journal of Technology and Teacher Education}, author={Akoglu, K. and Lee, H. and Kellogg, S.}, year={2019}, pages={129–163} }
 @book{kellogg_antoszyk_2019, place={Salisbury, NC}, title={Rowan-Salisbury Schools Comprehensive Renewal Evaluation Plan. Prepared for the Rowan-Salisbury Schools}, institution={Rowan-Salisbury Schools}, author={Kellogg, S. and Antoszyk, E.}, year={2019} }
 @book{kellogg_murray_samberg_2018, place={Raleigh, NC}, title={Digital Content Strategic Priorities 2018-2020}, institution={North Carolina Department of Public Instruction}, author={Kellogg, S. and Murray, D. and Samberg, M.}, year={2018} }
 @book{kellogg_steinbrecher_2018, place={Chapel Hill, NC}, title={Participate Annual Evaluation Report}, institution={Participate, Inc}, author={Kellogg, S. and Steinbrecher, S.}, year={2018} }
 @book{kellogg_2018, place={Research Triangle Park, NC}, title={Public Media North Carolina Research and Evaluation Agenda}, institution={UNC-TV}, author={Kellogg, S.}, year={2018} }
 @inproceedings{creager_wiebe_kellogg_2018, title={Time to shine: Extending certificate deadlines to support open online teacher professional development}, booktitle={Annual Meeting of the American Education Research Association (AERA)}, author={Creager, J.H. and Wiebe, E.N. and Kellogg, S.B.}, year={2018} }
 @book{kellogg_acree_wolf_maser_2017, place={Chapel Hill, NC}, title={Learning Differences Summative Evaluation Report}, institution={Oak Foundation}, author={Kellogg, S. and Acree, L. and Wolf, M. and Maser, R.}, year={2017} }
 @book{kellogg_kleiman_2017, place={Menlo Park, CA}, title={MOOC-Ed Evaluation Final Summative Report}, institution={Hewlett Foundation}, author={Kellogg, S. and Kleiman, G.}, year={2017} }
 @article{acree_kellogg_gibson_mangum_wolf_branon_2017, title={Supporting School Leaders in Blended Learning with Blended Learning}, volume={3}, number={2}, journal={Journal of Online Learning Research}, author={Acree, L. and Kellogg, S. and Gibson, T. and Mangum, N. and Wolf, M.A. and Branon, S.}, year={2017}, pages={105–143} }
 @book{kellogg_maser_2016, place={Chattanooga, TN}, title={Hamilton County 1:1 Technology Initiative Summative Evaluation Report}, institution={Public Education Foundation and the Benwood Foundation}, author={Kellogg, S. and Maser, R.}, year={2016} }
 @book{kellogg_bryant_2016, place={Chapel Hill, NC}, title={Houston ISD End of Year Evaluation Report}, institution={Participate, Inc}, author={Kellogg, S. and Bryant, L.}, year={2016} }
 @inproceedings{corn_kellogg_smart_2016, title={The Great Migration: District, State, and National Perspectives on the Digital Learning Transition}, booktitle={Annual Meeting of the American Education Research Association (AERA)}, author={Corn, J. and Kellogg, S. and Smart, A.}, year={2016} }
 @article{oliver_kellogg_2015, title={Credit Recovery in a Virtual School: Affordances of Online Learning for the At-Risk Student}, volume={1}, number={2}, journal={Journal of Online Learning Research}, author={Oliver, K. and Kellogg, S.}, year={2015}, pages={191–218} }
 @book{smart_bryant_kellogg_corn_weiss_parker_ramierez_walton_2015, title={Fourth annual Race to the Top professional development evaluation report}, institution={Consortium for Educational Research and Evaluation–North Carolina}, author={Smart, A. and Bryant, L. and Kellogg, S. and Corn, J. and Weiss, S. and Parker, B. and Ramierez, A. and Walton, M.}, year={2015}, month={Mar} }
 @inproceedings{kellogg_2015, title={Innovative Approaches to Educational Evaluation: Real-Time Evaluation}, booktitle={Annual Meeting of the American Evaluation Association}, author={Kellogg, S.}, year={2015} }
 @inproceedings{kellogg_2015, title={Innovative Approaches to Evaluation: Real-Time Evaluation}, booktitle={Annual Meeting of the American Evaluation Association (AEA)}, author={Kellogg, S.}, year={2015} }
 @article{kellogg_edelmann_2015, title={Massively Open Online Course for Educators (MOOC-Ed) network dataset}, volume={46}, ISSN={["1467-8535"]}, DOI={10.1111/bjet.12312}, abstractNote={Abstract}, number={5}, journal={BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY}, author={Kellogg, Shaun and Edelmann, Achim}, year={2015}, month={Sep}, pages={977–983} }
 @misc{ezen-can_boyer_kellogg_booth_2015, title={Unsupervised modeling for understanding MOOC discussion forums}, url={http://dx.doi.org/10.1145/2723576.2723589}, DOI={10.1145/2723576.2723589}, abstractNote={Massively Open Online Courses (MOOCs) have gained attention recently because of their great potential to reach learners. Substantial empirical study has focused on student persistence and their interactions with the course materials. However, most MOOCs include a rich textual dialogue forum, and these textual interactions are largely unexplored. Automatically understanding the nature of discussion forum posts holds great promise for providing adaptive support to individual students and to collaborative groups. This paper presents a study that applies unsupervised student understanding models originally developed for synchronous tutorial dialogue to MOOC forums. We use a clustering approach to group similar posts, compare the clusters with manual annotations by MOOC researchers, and further investigate clusters qualitatively. This paper constitutes a step toward applying unsupervised models to asynchronous communication, which can enable massive-scale automated discourse analysis and mining to better support students' learning.}, journal={Proceedings of the Fifth International Conference on Learning Analytics And Knowledge}, publisher={ACM}, author={Ezen-Can, Aysu and Boyer, Kristy Elizabeth and Kellogg, Shaun and Booth, Sherry}, year={2015}, month={Mar} }
 @article{kellogg_booth_oliver_2014, title={A social network perspective on peer supported learning in MOOCs for educators}, volume={15}, ISSN={1492-3831}, url={http://dx.doi.org/10.19173/irrodl.v15i5.1852}, DOI={10.19173/irrodl.v15i5.1852}, abstractNote={<p>A recent phenomenon in the MOOC space has been the development of courses tailored to educators serving in K-12 settings. MOOCs, particularly as a form of educator professional development, face a number of challenges. Academics, as well as pundits from traditional and new media, have raised a number of concerns about MOOCs, including the lack of instructional and social supports. It is an assumption of this study that challenges arising form this problem of scale can be addressed by leveraging these massive numbers to develop robust online learning communities. This mixed-methods case study addresses critical gaps in the literature and issues of peer support in MOOCs through an examination of the characteristics, mechanisms, and outcomes of peer networks. Findings from this study demonstrate that even with technology as basic as a discussion forum, MOOCs can be leveraged to foster these networks and facilitate peer-supported learning. Although this study was limited to two unique cases along the wide spectrum of MOOCs, the methods applied provide other researchers with an approach for better understanding the dynamic process of peer supported learning in MOOCs.</p>}, number={5}, journal={The International Review of Research in Open and Distributed Learning}, publisher={Athabasca University Press}, author={Kellogg, Shaun and Booth, Sherry and Oliver, Kevin}, year={2014}, month={Oct}, pages={263–289} }
 @book{booth_cambridge_kellogg_perez-lopez_2014, place={Washington, D.C}, title={Exploratory research on designing online communities}, institution={U.S. Department of Education}, author={Booth, S. and Cambridge, D. and Kellogg, S. and Perez-Lopez, K.}, year={2014} }
 @inproceedings{kellogg_booth_corn_2014, title={North Carolina’s Race to the Top online professional development initiative: Year 2}, booktitle={Annual Meeting of the American Evaluation Association (AERA)}, author={Kellogg, S. and Booth, S. and Corn, J.}, year={2014} }
 @inproceedings{kellogg_2014, title={Patterns of peer interaction and mechanisms governing social network structure in MOOCs for educators}, booktitle={Bill and Melinda Gates Foundation}, author={Kellogg, S.}, year={2014} }
 @article{booth_kellogg_2014, title={Value creation in online communities for educators}, volume={46}, ISSN={0007-1013 1467-8535}, url={http://dx.doi.org/10.1111/bjet.12168}, DOI={10.1111/bjet.12168}, abstractNote={Abstract}, number={4}, journal={British Journal of Educational Technology}, publisher={Wiley}, author={Booth, Sharon E. and Kellogg, Shaun B.}, year={2014}, month={May}, pages={684–698} }
 @inproceedings{booth_kellogg_2013, title={Design-based research in online communities}, booktitle={International Association for K-12 Online Learning (iNACOL)}, author={Booth, S. and Kellogg, S.}, year={2013} }
 @inproceedings{cambridge_perez-lopez_booth_kellogg_2013, title={How online communities create value}, booktitle={Annual Conference of the International Society for Technology in Education (ISTE)}, author={Cambridge, D. and Perez-Lopez, K. and Booth, S. and Kellogg, S.}, year={2013} }
 @inproceedings{kellogg_booth_corn_2013, title={Working together to improve North Carolina’s Race to the Top online professional development}, booktitle={Annual Meeting of the American Evaluation Association (AEA)}, author={Kellogg, S. and Booth, S. and Corn, J.}, year={2013} }
 @article{oliver_kellogg_patel_2012, title={An Investigation into Reported Differences B e tween Online Foreign L anguage Instruction and Other Subject Areas in a Virtual School}, volume={29}, ISSN={0742-7778}, url={http://dx.doi.org/10.11139/cj.29.2.269-296}, DOI={10.11139/cj.29.2.269-296}, abstractNote={High school students participating in online courses offered by the North Carolina Virtual Public School (NCVPS) completed end-of-course surveys in Spring 2009. When the responses of 559 foreign language students were compared to students in five other subject area groups, the findings suggested foreign language students had significantly lower perceptions of their online courses in several key areas: overall success in the online environment, teacher preparation, teaching, course/assignment instructions, and level of group collaboration. A follow-up survey with open-ended questions was sent to students and teachers asking them to help explain these significant differences. The 119 students and 19 teachers who responded to follow-up questions reported that reduced student perceptions of online foreign language courses might be increased by improving specific aspects of teaching, increasing collaboration, and providing adequate support for student learning needs.}, number={2}, journal={CALICO Journal}, publisher={Equinox Publishing}, author={Oliver, Kevin and Kellogg, Shaun and Patel, Ruchi}, year={2012}, month={Jan}, pages={269–296} }
 @book{kellogg_corn_booth_2012, title={Race to the Top online professional development evaluation: Year 1 report}, institution={Consortium for Educational Research and Evaluation–North Carolina}, author={Kellogg, S. and Corn, J. and Booth, S.}, year={2012}, month={Nov} }
 @inproceedings{kellogg_corn_2012, title={Racing to the Top online professional development}, booktitle={Annual Conference of the International Society for Technology in Education (ISTE)}, author={Kellogg, S. and Corn, J.}, year={2012} }
 @inproceedings{kellogg_2011, title={A comparison of online discussions in promoting community and discourse}, booktitle={Annual Meeting of the Eastern Educational Research Association (EERA)}, author={Kellogg, S.}, year={2011} }
 @inproceedings{kellogg_oliver_2011, title={Credit recovery in a virtual school: student needs and the affordances of online learning}, booktitle={Annual Meeting of the American Educational Research Association (AERA)}, author={Kellogg, S. and Oliver, K.}, year={2011} }
 @inproceedings{kellogg_2011, title={Making the most of Moodle in the elementary classroom}, booktitle={North Carolina Technology in Education Society Annual Conference (NC-TIES)}, author={Kellogg, S.}, year={2011}, month={Mar} }
 @article{oliver_kellogg_patel_2010, title={An Investigation into Reported Differences Between Online Math Instruction and Other Subject Areas in a Virtual School}, volume={29}, number={4}, journal={Journal of Computers in Mathematics and Science Teaching}, author={Oliver, K. and Kellogg, S.B. and Patel, R.}, year={2010}, pages={417–453} }
 @inproceedings{oliver_kellogg_2010, title={Increasing interaction in your online course}, booktitle={North Carolina Technology in Education Society Annual Conference (NC-TIES)}, author={Oliver, K. and Kellogg, S.}, year={2010}, month={Mar} }
 @article{oliver_kellogg_townsend_brady_2010, title={Needs of elementary and middle school teachers developing online courses for a virtual school}, volume={31}, ISSN={["0158-7919"]}, DOI={10.1080/01587911003725022}, abstractNote={Eight teams of elementary and middle school teachers developed pilot online courses for the North Carolina Virtual Public School (NCVPS) in the USA. A qualitative case study with focus groups and a follow‐up survey helped to identify common needs of these non‐traditional course designers during course development efforts. Findings suggest virtual schools can better support non‐traditional course designers by providing leadership components such as technical expertise, regular feedback, and clear expectations, including an understanding of the target students. Findings further suggest designers need a range of bite‐sized professional development on replicating model courses, using course management systems, assessing learners online, designing with copyright and safety issues in mind, integrating Web tools, and developing course documentation for deployment. The article concludes with a discussion of support structures that may aid instructors tasked with online course development.}, number={1}, journal={DISTANCE EDUCATION}, author={Oliver, Kevin and Kellogg, Shaun and Townsend, Latricia and Brady, Kevin}, year={2010}, pages={55–75} }