TY - CHAP TI - Accepting responsibility for the learning of all students: What does it really mean? AU - Ross, D.D. AU - Kamman, M. AU - Coady, M.R. T2 - Special education for today's teachers: An introduction A2 - Rosenberg, M. A2 - Westling, D. A2 - McLeskey, J. PY - 2008/// SP - 52–81 PB - Prentice Hall ER - TY - BOOK TI - Where Do I Go From Here?: Meeting the Unique Educational Needs of Migrant Students AU - Hawkins, Margaret AU - Coady, Maria R. AU - Vocke, Karen S. AB - TESOL QuarterlyVolume 42, Issue 4 p. 679-681 Where Do I Go From Here?: Meeting the Unique Educational Needs of Migrant Students MARGARET HAWKINS, MARGARET HAWKINS University of WisconsinSearch for more papers by this authorMARIA R. COADY, MARIA R. COADY University of Florida Gainesville, Florida, United StatesSearch for more papers by this author MARGARET HAWKINS, MARGARET HAWKINS University of WisconsinSearch for more papers by this authorMARIA R. COADY, MARIA R. COADY University of Florida Gainesville, Florida, United StatesSearch for more papers by this author First published: 30 December 2011 https://doi.org/10.1002/j.1545-7249.2008.tb00158.xAboutPDF 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. Volume42, Issue4December 2008Pages 679-681 RelatedInformation DA - 2008/12// PY - 2008/12// DO - 10.1002/j.1545-7249.2008.tb00158.x VL - 42 PB - Wiley SE - 679–681 UR - http://dx.doi.org/10.1002/j.1545-7249.2008.tb00158.x ER - TY - CONF TI - Digital visual literacy; Vital skills for interdisciplinary CTE curricula AU - Gibson, J. AU - Friesen, O. AU - Martin, F. T2 - AZTEC CTE Conference C2 - 2008/7// C3 - AZTEC CTE Conference CY - Tucson, Arizona DA - 2008/7// PY - 2008/7// ER - TY - CONF TI - Digital visual literacy for information technology workforce curricula AU - Friesen, O. AU - Martin, F. AU - Gibson, J. T2 - TechEd 2008 C2 - 2008/4// C3 - TechEd 2008 CY - Ontario, CA DA - 2008/4// PY - 2008/4// ER - TY - CONF TI - Digital visual literacy: Vital IT skills for the education workforce AU - Brooks, J. AU - Gibson, J. AU - Friesen, O. AU - Martin, F. T2 - Society for Information Technology and Teacher Education C2 - 2008/3// C3 - Society for Information Technology and Teacher Education CY - Las Vegas, NV DA - 2008/3// PY - 2008/3// ER - TY - CONF TI - Digital visual literacy: Vital skills for IT curricula AU - Friesen, O. AU - Martin, F. AU - Gibson, J. T2 - Microcomputers in Education C2 - 2008/3// C3 - Microcomputers in Education CY - Tempe, AZ DA - 2008/3// PY - 2008/3// ER - TY - CONF TI - Learning management system self-efficacy of online and hybrid learners using LMS self-efficacy scale AU - Martin, F. AU - Tutty, J. T2 - UNC Teaching and Learning with Technology Conference C2 - 2008/3// C3 - UNC Teaching and Learning with Technology Conference CY - Raleigh, NC DA - 2008/3// PY - 2008/3// ER - TY - CONF TI - Digital visual literacy for global inter-disciplinary curricula AU - Martin, F. AU - Gibson, J. T2 - 2008 World Congress and International Association of Colleges Conference C2 - 2008/2// C3 - 2008 World Congress and International Association of Colleges Conference DA - 2008/2// PY - 2008/2// ER - TY - CONF TI - Multimedia competencies for instructional technologists AU - Martin, F. AU - Winzeler, B. T2 - UNC Teaching and Learning with Technology Conference C2 - 2008/3// C3 - Proceeding of the UNC Teaching and Learning with Technology Conference CY - Raleigh, NC DA - 2008/3// PY - 2008/3// ER - TY - CONF TI - Learning management system self-efficacy of online and hybrid learners AU - Martin, F. AU - Tutty, J. T2 - New Learning Technologies Conference (SALT) C2 - 2008/2// C3 - Proceeding of the New Learning Technologies Conference CY - Orlando, FL DA - 2008/2// PY - 2008/2// ER - TY - CONF TI - Learner as the designer: An instructional design and learning model for web 2.0 AU - Tutty, J. AU - Martin, F. T2 - Association of Educational Communications and Technology C2 - 2008/11// C3 - Association of Educational Communications and Technology CY - Orlando, FL DA - 2008/11// PY - 2008/11// ER - TY - CONF TI - Digital visual literacy; Vital skills for interdisciplinary workforce AU - Gibson, J. AU - Martin, F. T2 - Educause Conference C2 - 2008/10// C3 - Educause Conference CY - Orlando, FL DA - 2008/10// PY - 2008/10// ER - TY - CONF TI - What do we want our students to tell us in the evaluations? AU - Martin, F. T2 - CREATE's National Evaluation Institute Conference C2 - 2008/10// C3 - CREATE's National Evaluation Institute Conference CY - Wilmington, NC DA - 2008/10// PY - 2008/10// ER - TY - JOUR TI - An approach to developing digital visual literacy (DVL) AU - Martin, F. AU - Spalter, A. AU - Friesen, O. AU - Gibson, J. T2 - College and University Media Review DA - 2008/// PY - 2008/// VL - 14 IS - 1 SP - 117–143 ER - TY - JOUR TI - Blackboard as the learning management system in a computer literacy course AU - Martin, F. T2 - Journal of Online Learning and Teaching DA - 2008/6// PY - 2008/6// VL - 4 IS - 2 SP - 138–145 ER - TY - JOUR TI - Effects of objectives, practice, and review in multimedia instruction AU - Martin, F. AU - Klein, J. T2 - Journal of Educational Multimedia and Hypermedia DA - 2008/4// PY - 2008/4// VL - 17 IS - 2 SP - 171–189 ER - TY - JOUR TI - A performance technologist's approach to process performance improvement AU - Martin, Florence T2 - Performance Improvement AB - Process performance management provides detailed understanding of the design of a process to improve performance. This article highlights a process performance model aligned with the DMAIC (Define, Measure, Analyze, Improve and Control) steps of the Six Sigma model, but with additional substeps to guide process improvement. It thus identifies process improvement as one of the key tools in the performance technologist's toolkit and provides recommendations for methods, practices, and tools. DA - 2008/// PY - 2008/// DO - 10.1002/pfi.184 VL - 47 IS - 2 SP - 30-40 J2 - Perf. Improv. LA - en OP - SN - 1090-8811 1930-8272 UR - http://dx.doi.org/10.1002/pfi.184 DB - Crossref ER - TY - JOUR TI - Effects of practice in a linear and non-linear web-based learning environment AU - Martin, F. T2 - Educational Technology and Society DA - 2008/// PY - 2008/// VL - 11 IS - 4 SP - 81-93 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-58149343307&partnerID=MN8TOARS ER - TY - JOUR TI - Teachers' instructional choices with student-created digital documentaries: Case studies AU - Manfra, M.M. AU - Hammond, T. T2 - Journal of Research on Technology in Education DA - 2008/// PY - 2008/// VL - 41 IS - 2 SP - 37–59 ER - TY - JOUR TI - Reinventing master’s degree study for experienced social studies teachers AU - Manfra, M.M. AU - Bolick, C.M. T2 - Social Studies Research & Practice DA - 2008/// PY - 2008/// VL - 3 IS - 2 SP - 29–41 ER - TY - CHAP TI - Digital history and citizenship education AU - Manfra, M.M. T2 - The electronic republic? The impact of technology on education for citizenship A2 - VanFossen, P.J. A2 - Berson, M.J. PY - 2008/// SP - 196–213 PB - Purdue University Press ER - TY - CONF TI - Preparing to teach data analysis and probability with technology AU - Lee, H.S. AU - Hollebrands, K.F. T2 - Joint Study of the International Commission of Mathematics Instruction and International Association of Statistical Education C2 - 2008/// C3 - Proceedings of the Joint Study of the International Commission of Mathematics Instruction and International Association of Statistical Education CY - Monterrey, Mexico DA - 2008/// PY - 2008/// ER - TY - CONF TI - Examining teachers’ practices: In what ways are probabilistic reasoning and statistical investigations supported? AU - Lee, H.S. AU - Mojica, G.F. T2 - Joint Study of the International Commission of Mathematics Instruction and International Association of Statistical Education C2 - 2008/// C3 - Proceedings of the Joint Study of the International Commission of Mathematics Instruction and International Association of Statistical Education CY - Monterrey, Mexico DA - 2008/// PY - 2008/// ER - TY - CONF TI - Panel Report on doctoral programs in mathematics education AU - Hauk, S. AU - Lee, H.S. AU - Marongelle, K. AU - Weber, K. T2 - Research in Undergraduate Mathematics Education conference C2 - 2008/// C3 - Proceedings of Research in Undergraduate Mathematics Education conference CY - San Diego, CA DA - 2008/// PY - 2008/// ER - TY - CONF TI - The use of intervals to help coordinate understandings of center and spread: A preliminary report AU - Lee, H.S. AU - Lee, J.T. T2 - Research in Undergraduate Mathematics Education conference C2 - 2008/// C3 - Proceedings of Research in Undergraduate Mathematics Education conference CY - San Diego, CA DA - 2008/// PY - 2008/// ER - TY - JOUR TI - Issues surrounding the deployment of a new statewide virtual public school AU - Oliver, K.M. AU - Osborne, J. AU - Patel, R. AU - Kleiman, G. T2 - Quarterly Review of Distance Education DA - 2008/// PY - 2008/// VL - 10 IS - 1 SP - 37–50 ER - TY - JOUR TI - A comparison of Web-based concept mapping tasks for alternative assessment in distance teacher education AU - Oliver, K. T2 - Journal of Computing in Teacher Education AB - AbstractThree sections of the same distance education class completed a series of Web-based concept map assessments using one of two methods. Open-ended maps applied in section 1 led students to conduct more relational thinking overall, but variance in map items was very high introducing more subjectivity in scoring. Preselected term mapping applied in sections 2—3 led students to correctly classify many concepts and express proper relationships compared to an instructor's map. Identifying expected concept sets from the instructor's maps caused students some difficulty. The high volume of readings associated with the task appeared to further this problem. Students touted many benefits of mapping, including synthesizing and connecting course material, reading more intentionally, and thinking critically. DA - 2008/// PY - 2008/// DO - 10.1080/10402454.2008.10784593 VL - 24 IS - 3 SP - 95-103 ER - TY - CONF TI - Racial identity in the neighborhood context AU - Byrd, C.M. AU - Chavous, T.M. T2 - National Black Graduate Conference in Psychology C2 - 2008/6// CY - Ann Arbor, Michigan DA - 2008/6// PY - 2008/6// ER - TY - JOUR TI - Reading Instruction Beliefs and Practices of Early Elementary School Teachers AU - Byrd, Christy M. T2 - Psi Chi Journal of Psychological Research DA - 2008/// PY - 2008/// DO - 10.24839/1089-4136.jn13.2.76 VL - 13 IS - 2 SP - 76-85 ER - TY - CONF TI - Teacher and student reactions to a new statewide virtual public school AU - Oliver, K. AU - Osborne, J. AU - Patel, R. AU - Holcomb, L. AU - Kleiman, G. A2 - McFerrin, K. A2 - Weber, R. A2 - Carlsen, R. A2 - Willis, D.A. C2 - 2008/3// C3 - Proceedings of the Society for Information Technology and Teacher Education 2008 DA - 2008/3// SP - 601–608 PB - Association for the Advancement of Computing in Education ER - TY - CONF TI - Changes in student technology use and skill in the first year of a 1-to-1 computing program AU - Oliver, K. AU - Holcomb, L. A2 - McFerrin, K. A2 - Weber, R. A2 - Carlsen, R. A2 - Willis, D.A. C2 - 2008/3// C3 - Proceedings of the Society for Information Technology and Teacher Education 2008 DA - 2008/3// SP - 2154–2160 PB - Association for the Advancement of Computing in Education ER - TY - CONF TI - K-2 teachers’ beliefs about the role of culture in mathematics teaching and learning AU - DeCuir-Gunby, J.T. AU - Marshall, P. T2 - American Educational Research Association annual meeting C2 - 2008/4// CY - New York, NY DA - 2008/4// PY - 2008/4// ER - TY - CONF TI - From jezebels to nappy headed hos: African American adolescent girls, language, and identity AU - Dixson, A. AU - DeCuir-Gunby, J.T. T2 - African American Women’s Language conference C2 - 2008/3// CY - San Antonio, TX DA - 2008/3// PY - 2008/3// ER - TY - CHAP TI - Caring relations in the education of practising mathematics teachers AU - Sztajn, P. T2 - The mathematics teacher educator as a developing professional : individuals, teams, communities and networks A2 - Jaworski, B. A2 - Woods, T. T3 - International Handbook of Mathematics Teacher Education PY - 2008/// SP - 299–314 PB - Sense Publishers SN - 9781281972002 SV - 4 ER - TY - JOUR TI - Powerful and Authentic Digital Media and Strategies for Teaching about Genocide and the Holocaust AU - Manfra, Meghan McGlinn AU - Stoddard, Jeremy D. T2 - The Social Studies AB - The continued prominence of genocide and Holocaust education, along with the movement toward the affective in social studies curricula, the advent of the Internet, and continued scholarship in the field, has led to the availability of a staggering array of digital resources for teachers (D. S. Symer 2001). These resources have the potential to enhance genocide and Holocaust education by providing robust content resources and interactive opportunities for students to develop new skills and understanding. In this article, the authors identify new digital media resources and strategies that engage students in authentic learning experiences about genocide and the Holocaust. They use F. W. Newmann and G. G. Wehlage's (1993) framework for "authentic instruction." Using this framework, the authors identify digital media that engage students in moral and ethical valuing, emphasize historical inquiry, and are relevant to the world outside of school. DA - 2008/11// PY - 2008/11// DO - 10.3200/tsss.99.6.260-264 VL - 99 IS - 6 SP - 260-264 J2 - The Social Studies LA - en OP - SN - 0037-7996 2152-405X UR - http://dx.doi.org/10.3200/tsss.99.6.260-264 DB - Crossref ER - TY - CHAP TI - A research-informed view of the process of incorporating mathematics technology into classroom practice by inservice and prospective teachers AU - Zbiek, R. AU - Hollebrands, K. T2 - Handbook of Research on Technology in the Learning and Teaching of Mathematics: Syntheses and Perspectives A2 - Heid, M.K. A2 - Blume, G. PY - 2008/// SP - 287–344 PB - Information Age ER - TY - CHAP TI - The learning of geometry with technology at the secondary level AU - Hollebrands, K. AU - Laborde, C. AU - Straesser, R. T2 - Handbook of Research on Technology in the Learning and Teaching of Mathematics: Syntheses and Perspectives A2 - Heid, M.K. A2 - Blume, G. PY - 2008/// SP - 155–206 PB - Information Age ER - TY - JOUR TI - Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge AU - Lee, H. AU - Hollebrands, K. T2 - Contemporary Issues in Technology and Teacher Education DA - 2008/// PY - 2008/// VL - 8 IS - 4 SP - 326-341 ER - TY - JOUR TI - Some Methodological Issues with “Draw a Scientist Tests” among Young Children AU - Losh, Susan C. AU - Wilke, Ryan AU - Pop, Margareta T2 - International Journal of Science Education AB - Children’s stereotypes about scientists have been postulated to affect student science identity and interest in science. Findings from prior studies using “Draw a Scientist Test” methods suggest that students see scientists as largely white, often unattractive, men; one consequence may be that girls and minority students feel a science career is “not like me”. However, a major shortcoming in prior research is that scholars have asked children to draw only scientists, thus making interpretations of earlier research findings ambiguous. We added other professionals to compare how 616 drawings of teachers, scientists, and veterinarians by 206 elementary school children varied by student gender, ethnicity, and grade. Students made clear distinctions: drawing teachers as most attractive and largely female, and scientists as most often male and least attractive. Aspects of the drawings suggest that scientists do have an “image problem” among children. However, large sex differences in the drawings and often‐unrecognizable gender figures in boys’ pictures lead us to question use of the “Draw a Scientist Test” as a projective test among young children. DA - 2008/5/18/ PY - 2008/5/18/ DO - 10.1080/09500690701250452 VL - 30 IS - 6 SP - 773-792 J2 - International Journal of Science Education LA - en OP - SN - 0950-0693 1464-5289 UR - http://dx.doi.org/10.1080/09500690701250452 DB - Crossref ER - TY - JOUR TI - Guided Field Observations: Variables Related to Preservice Teachers' Knowledge about Effective Primary Reading Instruction∗ AU - Roehrig, Alysia D. AU - Guidry, Lisa O. AU - Bodur, Yasar AU - Guan, Qun AU - Guo, Ying AU - Pop, Margareta T2 - Literacy Research and Instruction AB - Relations between preservice teachers' guided field observations of primary literacy instruction and knowledge about effective beginning reading practices were explored. Preservice teachers (n = 48) participated in a Directed Field Experience course including instruction on and observations of exemplary teaching practices promoting student engagement and literacy achievement. Correlations, calculated between the quantity of exemplary reading instruction practices observed by preservice teachers and the accuracy of observations with their knowledge about effective beginning literacy instruction, suggest guided field observations of exemplary practices may positively impact preservice teachers' knowledge of effective early literacy instruction. Observing more exemplary practices was associated with preservice teachers' knowledge acquisition represented in concept maps (r = .368; p = .015). Practices promoting a generally motivating classroom atmosphere were more readily understood by preservice teachers than intricate subtleties of motivating literacy instruction. DA - 2008/3/13/ PY - 2008/3/13/ DO - 10.1080/19388070801938247 VL - 47 IS - 2 SP - 76-98 J2 - Literacy Research and Instruction LA - en OP - SN - 1938-8071 1938-8063 UR - http://dx.doi.org/10.1080/19388070801938247 DB - Crossref KW - preservice teachers KW - field experience programs KW - primary education KW - beginning reading KW - teacher knowledge ER - TY - CHAP TI - 21st century skills and serious games: Preparing the N generation AU - Spires, H. T2 - Serious educational games: from theory to practice A2 - Annetta, L.A. PY - 2008/// DO - 10.1163/9789087903817_003 SP - 13–23 PB - Sense Publishing ER - TY - JOUR TI - An English for Specific Purposes (ESP) course for nursing college students: Needs analysis AU - Kim (Relyea), J.E. T2 - Korean Journal of Applied Linguistics DA - 2008/// PY - 2008/// VL - 24 IS - 3 SP - 349–372 ER - TY - ER - TY - JOUR TI - Learning opportunities from group discussions: warrants become the objects of debate AU - Weber, Keith AU - Maher, Carolyn AU - Powell, Arthur AU - Lee, Hollylynne Stohl T2 - Educational Studies in Mathematics DA - 2008/4/15/ PY - 2008/4/15/ DO - 10.1007/s10649-008-9114-8 VL - 68 IS - 3 SP - 247-261 J2 - Educ Stud Math LA - en OP - SN - 0013-1954 1573-0816 UR - http://dx.doi.org/10.1007/s10649-008-9114-8 DB - Crossref ER - TY - JOUR TI - Teachers’ Instructional Choices with Student-Created Digital Documentaries AU - Manfra, Meghan McGlinn AU - Hammond, Thomas C. T2 - Journal of Research on Technology in Education AB - This article describes qualitative case studies of two teachers who integrated student-created digital documentaries into their social studies classrooms. Thornton’s (2001a) concept of the teacher as curricular gatekeeper and Mishra and Koehler’s (2006) Technological Pedagogical Content Knowledge framed the study. The teachers worked within the constraints of a very detailed mandatory curriculum, taught very similar content, and used the same online digital documentary tool. Despite these similarities, they planned and executed their projects in divergent ways. We found that the teachers’ pedagogical aims, rather than the technology or content, dominated both their planned and enacted curriculum. DA - 2008/12// PY - 2008/12// DO - 10.1080/15391523.2008.10782530 VL - 41 IS - 2 SP - 223-245 J2 - Journal of Research on Technology in Education LA - en OP - SN - 1539-1523 1945-0818 UR - http://dx.doi.org/10.1080/15391523.2008.10782530 DB - Crossref ER - TY - JOUR TI - Should arranged marriages for teenage girls be allowed? AU - McAvoy, Paula T2 - Theory and Research in Education AB - In this article I offer a framework for thinking about how public schools in liberal societies ought to respond to instances of arranged marriages for girls from deeply communitarian cultural groups. Focusing on three cases of culturally and religiously arranged marriages from the Hmong, Islamic fundamentalist and Mormon fundamentalist communities, I show that neither the type of tolerance demanded by group rights theorists, nor Susan Okin's claim that liberals should `enforce' women's rights, provides liberals with a satisfactory response. Instead, I argue that Rawls' concept of overlapping consensus provides us with a more just way to think through these tensions between cultural values.Through this discussion it becomes clear that: (a) specifics matter; and (b) what we must not do when making policies is move girls from one autonomy-limiting situation into a different non-autonomous situation. DA - 2008/3// PY - 2008/3// DO - 10.1177/1477878507086728 VL - 6 IS - 1 SP - 5-20 J2 - Theory and Research in Education LA - en OP - SN - 1477-8785 1741-3192 UR - http://dx.doi.org/10.1177/1477878507086728 DB - Crossref KW - autonomy KW - child marriage KW - group rights KW - Hmong KW - multiculturalism KW - overlapping consensus ER - TY - JOUR TI - Representations of the moon in children’s literature: An analysis of written and visual text AU - Trundle, Kathy Cabe AU - Troland, Thomas H. AU - Pritchard, T. Gail T2 - Journal of Elementary Science Education DA - 2008/1// PY - 2008/1// DO - 10.1007/bf03174700 VL - 20 IS - 1 SP - 17-28 J2 - J Elem Sci Edu LA - en OP - SN - 1090-185X UR - http://dx.doi.org/10.1007/bf03174700 DB - Crossref ER - TY - JOUR TI - The use of a computer simulation to promote scientific conceptions of moon phases AU - Bell, Randy L. AU - Trundle, Kathy Cabe T2 - Journal of Research in Science Teaching AB - Abstract This study described the conceptual understandings of 50 early childhood (Pre‐K‐3) preservice teachers about standards‐based lunar concepts before and after inquiry‐based instruction utilizing educational technology. The instructional intervention integrated the planetarium software Starry Night Backyard™ with instruction on moon phases from Physics by Inquiry by McDermott (1996). Data sources included drawings, interviews, and a lunar shapes card sort. Videotapes of participants' interviews were used along with the drawings and card sorting responses during data analysis. The various data were analyzed via a constant comparative method in order to produce profiles of each participant's pre‐ and postinstruction conceptual understandings of moon phases. Results indicated that before instruction none of the participants understood the cause of moon phases, and none were able to draw both scientific moon shapes and sequences. After the instruction with technology integration, most participants (82%) held a scientific understanding of the cause of moon phases and were able to draw scientific shapes and sequences (80%). The results of this study demonstrate that a well‐designed computer simulation used within a conceptual change model of instruction can be very effective in promoting scientific understandings. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 346–372, 2008 DA - 2008/3// PY - 2008/3// DO - 10.1002/tea.20227 VL - 45 IS - 3 SP - 346-372 J2 - J. Res. Sci. Teach. LA - en OP - SN - 0022-4308 1098-2736 UR - http://dx.doi.org/10.1002/tea.20227 DB - Crossref KW - astronomy KW - conceptual change KW - teacher education KW - technology education/software design ER - TY - JOUR TI - The Perceptions of Success Inventory for Beginning Teachers: Measuring its psychometric properties AU - Corbell, Kristen A. AU - Reiman, Alan J. AU - Nietfeld, John L. T2 - Teaching and Teacher Education AB - This study investigated the construction and evaluation of an instrument called the Perceptions of Success Inventory for Beginning Teachers (PSI-BT) intended to measure factors documented in research that contribute to beginning teachers’ perceptions of success. The PSI-BT was found to assess the following factors using exploratory factor analysis: (1) Administrative Support, (2) Classroom Climate, (3) Mentor Support, (4) Colleague and Instructional Resource Support, (5) Commitment, and (6) Assignment and Workload. Internal reliability, content validity, and concurrent validity were also measured in the validation process. Our findings suggest that the PSI-BT provides a reliable and valid instrument that can provide schools with valuable feedback to ensure the success of their beginning teachers. DA - 2008/8// PY - 2008/8// DO - 10.1016/j.tate.2008.02.004 VL - 24 IS - 6 SP - 1551-1563 J2 - Teaching and Teacher Education LA - en OP - SN - 0742-051X UR - http://dx.doi.org/10.1016/j.tate.2008.02.004 DB - Crossref KW - beginning teachers KW - teacher induction KW - mentors KW - psychometrics ER - TY - JOUR TI - Faculty recommendations for web tools: Implications for course management systems AU - Oliver, Kevin AU - Moore, John T2 - Journal of Computing in Higher Education DA - 2008/3// PY - 2008/3// DO - 10.1007/bf03033424 VL - 19 IS - 2 SP - 3-24 J2 - J. Comput. High. Educ. LA - en OP - SN - 1042-1726 UR - http://dx.doi.org/10.1007/bf03033424 DB - Crossref ER - TY - JOUR TI - Student‐reported differences in technology use and skills after the implementation of one‐to‐one computing AU - Oliver, Kevin M. AU - Corn, Jeni O. T2 - Educational Media International AB - This two‐year, mixed methods study with surveys, observations, and interviews, documented student technology use and skill before and after the implementation of a new one‐to‐one tablet computing program at a private middle school in the United States. After one year with tablets, several differences in students' technology use and skill were documented, including: higher satisfaction with school technology, greater frequency of technology use in specific subjects such as math and science, greater frequency of certain classroom activities such as two‐way communicating, and greater technology skills on competencies such as editing collaborative wikis. New modes of student collaboration were evident after implementing the tablet program, including sharing notes and co‐editing wikis. Differences were inconsistent across grade levels and subjects, suggesting teachers are adopting the tablet innovation differentially. In general, technology use increased most in math, science, and social studies classrooms, with smaller increases in language arts and foreign language classrooms. Différences d'usages et de compétences technologiques rapportées par les élèves après la mise en place de programmes informatiques individualisés La présente étude fondée sur un mélange de méthodes a duré deux années avec des enquêtes, des observations et des entretiens; elle a relevé les usages et les compétences des élèves avant et après la mise en place d'un nouveau programme d'informatique individualisée avec des ordinateurs “tablet” dans une école secondaire privée, aux Etats Unis. Après une année d'usage des “tablets”, on a noté chez les élèves plusieurs différences d'utilisation et de savoir‐faire comme par exemple: un niveau de satisfaction plus élevé par rapport à la technologie de l'établissement, une plus grande fréquence dans l'usage de la technologie pour des matières spécifiques telles que les maths et les sciences, une plus grande fréquence dans certaines activités de classe telles que la communication à double sens, et un plus grand savoir‐faire technologique pour des compétences telles que la mise en forme de wikis collaboratifs. De nouveaux modes de collaboration entre élèves sont apparus clairement après la mise en place du programme “tablet” y compris le partage de notes et la co‐édition de wikis. Il n'y avait pas de cohérence dans les différences d'une classe et d'une matière à l'autre ce qui permet de penser que les enseignants adoptent l'innovation des “tablets” de façon différenciée. En général, l'usage de la technologie a le plus augmenté dans les classes de maths, de sciences et de sciences sociales, l'augmentation étant moins forte dans les classes de lettres et de langues étrangères. Von Schülern berichtete Unterschiede in ihrer Technikanwendung nach Einführung von „One‐to‐One Computing“ Diese zwei‐jährige, mit verschiedenen Methoden arbeitende Untersuchung, mit Umfragen, Beobachtungen und Interviews, dokumentiert den Technologieeinsatz und die Kompetenz von Studenten vor und nach dem Einsatz eines neuen One‐to‐One Tablett‐Computer Programms an einer privaten Mittelschule der Vereinigten Staaten. Nach einem Jahr Nutzung der Tablettrechner wurden einige Unterschiede beim Technologiegebrauch und den Fertigkeiten bei den Studenten festgestellt, einschließlich einem höheren Zufriedenheitsgrad mit der Schultechnologie, öfterer Technologieverwendung in besonderen Fächern wie Mathematik und Naturwissenschaften, höherer Nutzung von Unterrichtsaktivitäten wie wechselseitiger Kommunikation und verbesserten Fertigkeiten und Kompetenzen in der Technologienutzung, z.B. bei der gemeinsamen Bearbeitung von Wikies. Neue Formen der studentischen Zusammenarbeit wurden erkennbar, nachdem das Tablett‐Programm eingerichtet worden war. Einige Differenzen blieben – abhängig von der Anspruchshöhe und den Testpersonen – widersprüchlich, was auch auf die unterschiedliche Nutzung der Programme durch die Lehrer zurückzuführen sein kann. Im Allgemeinen wuchs die Technikverwendung am meisten in Mathematik, den Naturwissenschaften und den soziologisch orientierten Fächern, weniger den Sprach‐ und Fremdsprachenbereichen. Diferencias de uso y competencias en tecnologías relatas por los alumnos después de la introducción de la informática individualizada. Este estudio de dos años y de métodos mixtos con encuestas, observaciones y entrevistas ha apuntado el uso y las destrezas de los alumnos en relación con la tecnología antes y después de la introducción de un nuevo programa “Tablet” de informática individualizada en un colegio secundario privado de los Estados Unidos. Después de un año con los “Tablets”, se notó varias diferencias en los usos y destrezas de los alumnos en relación con la tecnología, incluyendo: más sarisfacción con la tecnología de la escuela, un uso más frecuente de la tecnología en asignaturas como matemáticas y ciencias, una frecuencia más alta de ciertas actividades de aula como la comunicación bilateral y más destrezas tecnológicas en competencias como la edición de wikis colaborativos. Nuevas formas de colaboración estudiantil aparecierón claramente después de la introducción, del programa “Tablet”, entre ellas el reparto de apuntes y la co‐edición de wikis. Las diferencias entre niveles y asignaturas resultaron inconsistentes lo que conduce a pensar que los profesores están adoptando la inovación del “Tablet” de varias maneras. En general el incremento del uso de la tecnología fue más fuerte en las aulas de matemáticas, ciencias y ciencias sociales con incrementos más bajos en aulas de Humanidades y lenguas extranjeras. DA - 2008/9// PY - 2008/9// DO - 10.1080/09523980802284333 VL - 45 IS - 3 SP - 215-229 J2 - Educational Media International LA - en OP - SN - 0952-3987 1469-5790 UR - http://dx.doi.org/10.1080/09523980802284333 DB - Crossref KW - evaluation KW - one-to-one computing KW - ubiquitous computing KW - student-centered learning ER - TY - JOUR TI - Having Our Say AU - Spires, Hiller A. AU - Lee, John K. AU - Turner, Kimberly A. AU - Johnson, Janet T2 - Journal of Research on Technology in Education AB - Growing consensus among policy makers and educators alike suggests that our education system must be transformed to address the needs of a global society as well as the needs of the 21st century student. Often overlooked as a resource, students can contribute a valuable perspective on education. The purpose of this study, therefore, was to learn from middle grades students, through surveys and focus groups, what engages them to achieve in school. The findings, which centered on student perspectives of school, uses of technologies in and out of school, and academic engagement, are viewed within the context of global changes and the new demands that this trend places on education. DA - 2008/6// PY - 2008/6// DO - 10.1080/15391523.2008.10782518 VL - 40 IS - 4 SP - 497-515 J2 - Journal of Research on Technology in Education LA - en OP - SN - 1539-1523 1945-0818 UR - http://dx.doi.org/10.1080/15391523.2008.10782518 DB - Crossref KW - technologies KW - academic engagement KW - middle grades KW - student perspectives ER - TY - JOUR TI - The twenty-first century learner and game-based learning AU - Spires, H.A. AU - Lee, J. AU - Lester, J. T2 - Meridian DA - 2008/// PY - 2008/// VL - 11 IS - 1 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-47749116507&partnerID=MN8TOARS ER - TY - JOUR TI - Focusing on Units to Support Prospective Elementary Teachers' Understanding of Division in Fractional Contexts AU - Lee, Hyung Sook AU - Sztajn, Paola T2 - School Science and Mathematics AB - This theoretical paper proposes a way to extend the partitive and measurement interpretations of whole number division to fractional contexts focusing on the issue of units. We define the unit‐changing and unit‐keeping interpretations for division and suggest a stronger and earlier focus on the concept of units in courses for prospective elementary teachers. As we highlight the importance of the concept of unit, we use the proposed interpretations in the analysis of one example that emerged in our methods course, discuss the idea of inverting and multiplying, and suggest implications for teacher education. DA - 2008/1// PY - 2008/1// DO - 10.1111/j.1949-8594.2008.tb17936.x VL - 108 IS - 1 SP - 20-27 UR - http://ssmj.tamu.edu/ ER - TY - JOUR TI - Expanding the instructional triangle: conceptualizing mathematics teacher development AU - Nipper, Kelli AU - Sztajn, Paola T2 - Journal of Mathematics Teacher Education DA - 2008/6/3/ PY - 2008/6/3/ DO - 10.1007/s10857-008-9082-z VL - 11 IS - 4 SP - 333-341 J2 - J Math Teacher Educ LA - en OP - SN - 1386-4416 1573-1820 UR - http://dx.doi.org/10.1007/s10857-008-9082-z DB - Crossref KW - Instructional triangle KW - Mathematics education KW - Professional development KW - Teacher development ER - TY - BOOK TI - 100 activities for developing fluent readers patterns and applications for word recognition, fluency, and comprehension AU - Fox, Barbara J. DA - 2008/// PY - 2008/// PB - Upper Saddle River, NJ: Pearson/Merrill Prentice Hall ER - TY - JOUR TI - African American educators' perspectives on the advanced placement opportunity gap AU - Taliaferro, J. D. AU - DeCuir-Gunby, Jessica T2 - Urban Review DA - 2008/// PY - 2008/// DO - 10.1007/s11256-007-0066-6 VL - 40 IS - 2 SP - 164–185 ER - TY - JOUR TI - Identifying Patterns of Appraising Tests in First-Year College Students: Implications for Anxiety and Emotion Regulation During Test Taking AU - Davis, Heather A. AU - DiStefano, Christine AU - Schutz, Paul A. T2 - JOURNAL OF EDUCATIONAL PSYCHOLOGY AB - The authors explored patterns of appraising tests in a large sample of 1st-year college students. Cluster analysis was used to identify homogeneous groups of 1st-year students who shared similar patterns of cognitive appraisals about testing. The authors internally validated findings with an independent sample from the same population of students and examined the extent to which cluster membership differentiated undergraduates on the basis of external indicators (e.g., anxiety, emotion-regulation strategies, and achievement). The authors used 2 randomly drawn samples to conduct an initial cluster analysis (n = 1,107) and to replicate the solution on a 2nd, independent cluster and cross-classification analysis (n = 1,108). There may be 5 subtypes of test takers who differ in how they approach tests, their experience of anxiety, and how they manage problems that occur during test taking. Theoretical implications for emotion and emotion regulation, as well as practical implications for working with undergraduates who experience test anxiety, are discussed. DA - 2008/11// PY - 2008/11// DO - 10.1037/a0013096 VL - 100 IS - 4 SP - 942-960 SN - 1939-2176 KW - test taking KW - test anxiety KW - emotion regulation KW - cognitive appraisals KW - coping ER - TY - JOUR TI - Hydroarylation of unactivated olefins catalyzed by platinum(II) complexes AU - McKeown, Bradley A. AU - Foley, Nicholas A. AU - Lee, John P. AU - Gunnoe, T. Brent T2 - ORGANOMETALLICS AB - The Pt(II) complex [(tbpy)Pt(Ph)(THF)][BAr′4] catalyzes the hydroarylation of olefins utilizing unactivated substrates. Preliminary studies indicate that the reactions proceed via Pt-mediated C−H activation rather than a traditional Friedel−Crafts pathway. DA - 2008/8/25/ PY - 2008/8/25/ DO - 10.1021/om8006008 VL - 27 IS - 16 SP - 4031-4033 SN - 0276-7333 ER - TY - JOUR TI - Approach/Avoidance motives, test emotions, and emotional regulation related to testing AU - Schutz, Paul A. AU - Benson, Jeri AU - Decuir-Gunby, Jessica T. T2 - ANXIETY STRESS AND COPING AB - This research stems from our program of work that focuses on understanding how students regulated their emotions related to testing. The primary goal for this study was to incorporate the approach/ avoidance motives into a model of emotional regulation related to testing. In addition, a secondary goal was to report on efforts at construct validation of the scores obtained during the refinement of the Emotional Regulation Related to Testing (ERT) Scale. Our results suggest that underlying beliefs, such as approach/avoid motives and the cognitive-appraisal process, of the ERT had both direct and indirect effects to both pleasant and unpleasant emotions related to testing. In addition, the ERT accounted for 56% of the variance in Pleasant and 87% of Unpleasant Test Emotions. DA - 2008/// PY - 2008/// DO - 10.1080/10615800701787672 VL - 21 IS - 3 SP - 263-281 SN - 1477-2205 KW - emotion KW - emotional regulation KW - testing ER - TY - BOOK TI - Word identification strategies: Building phonics into a classroom reading program (4th ed.) AU - Fox, B. J. DA - 2008/// PY - 2008/// PB - Upper Saddle River, NJ: Pearson/Merrill Prentice Hall SN - 0131561308 ER -