TY - JOUR TI - Special Education/English Language Learners AU - de Jong, E.J. AU - Coady, M.R. AU - Harper, C.A. T2 - Innovation and Reform in Teacher Education DA - 2009/6// PY - 2009/6// SP - 30–31 ER - TY - JOUR TI - Quality Teacher Preparation for ELLs: Preliminary Findings from Florida AU - Coady, M.R. AU - Harper, C.A. AU - de Jong, E.J. T2 - National Clearinghouse for English Language Acquisition. AccELLerate DA - 2009/// PY - 2009/// VL - 2 IS - 2 SP - 8–10 ER - TY - CHAP TI - Using families’ ways of knowing to enhance student learning AU - Coady, M.R. T2 - Building culturally-responsive family-school partnerships: From theory to practice A2 - Amatea, E. PY - 2009/// SP - 231–251 PB - Pearson ER - TY - CHAP TI - Solamente libros importantes”: Literacy practices and ideologies of migrant farmworking families in north central Florida AU - Coady, M. T2 - Multicultural families, home literacies and mainstream schooling A2 - Li, G. PY - 2009/// SP - 113–128 PB - New Age ER - TY - JOUR TI - The inner relatedness of area formulas for common figures AU - Hunt, J. AU - Akuyz, D. T2 - ON-MATH DA - 2009/// PY - 2009/// VL - 7 IS - 1 ER - TY - JOUR TI - Prime or composite? Using area models and the factor gam to provide a visual framework AU - Hunt, J. T2 - ON-MATH DA - 2009/// PY - 2009/// VL - 7 IS - 1 ER - TY - CONF TI - Aligning NETS-T standards (NETS-T 2008) with technology products AU - Parker, M. AU - Allred, B. AU - Martin, F. AU - Ndoye, A. AU - Reid-Griffin, A. T2 - Society for Information Technology & Teacher Education International Conference C2 - 2009/3// C3 - Society for Information Technology & Teacher Education International Conference CY - Charleston, SC DA - 2009/3// PY - 2009/3// SP - 2066–2068 PB - Association for the Advancement of Computing in Education (AACE) ER - TY - CONF TI - Multimedia Tools (Proprietary, Open Source and Freeware) for Developers AU - Martin, F. AU - Gillispie, L. T2 - Society for Information Technology & Teacher Education International Conference C2 - 2009/3// C3 - Society for Information Technology & Teacher Education International Conference CY - Charleston, SC DA - 2009/3// PY - 2009/3// SP - 601–606 PB - Association for the Advancement of Computing in Education (AACE) ER - TY - CONF TI - Examining the foundations of educational technology course in 2009 AU - Tutty, J. AU - Martin, F. T2 - Association of Educational Communications and Technology Conference C2 - 2009/10// C3 - Association of Educational Communications and Technology Conference CY - Louisville, KY DA - 2009/10// PY - 2009/10// ER - TY - CONF TI - Efolio technologies for digital students AU - Martin, F. AU - Parker, M. AU - Reid-Griffin, A. AU - Allred, B. AU - Ndoye, A. T2 - Society for Information Technology and Teacher Education Conference C2 - 2009/3// C3 - Society for Information Technology and Teacher Education Conference CY - Charleston, SC DA - 2009/3// PY - 2009/3// SP - 126–129 PB - Association for the Advancement of Computing in Education (AACE) ER - TY - CONF TI - Multimedia competencies for instructional technologist: A 2009 needs assessment AU - Martin, F. AU - Ritzhaupt, A. T2 - Association of Educational Communications and Technology Conference C2 - 2009/10// C3 - Association of Educational Communications and Technology Conference CY - Louisville, KY DA - 2009/10// PY - 2009/10// ER - TY - CONF TI - Measuring learning management system self-efficacy AU - Martin, F. AU - Tutty, J. AU - Su, Y. T2 - Association of Educational Communications and Technology Conference C2 - 2009/10// C3 - Association of Educational Communications and Technology Conference CY - Louisville, KY DA - 2009/10// PY - 2009/10// ER - TY - CONF TI - The effect of faculty and student personality type on perceptions of learning through virtual classrooms AU - Parker, M.A. AU - Martin, F. AU - Allred, S.E. T2 - Association of Educational Communications and Technology Conference C2 - 2009/10// C3 - Association of Educational Communications and Technology Conference CY - Louisville, KY DA - 2009/10// PY - 2009/10// ER - TY - CONF TI - Effects of the dimension-M 3D video gaming experience on middle school student achievement and attitude in mathematics AU - Gillispie, L. AU - Martin, F. AU - Parker, M. T2 - Society for Information Technology and Teacher Education Conference C2 - 2009/3// C3 - Society for Information Technology & Teacher Education International Conference CY - Charleston, SC DA - 2009/3// PY - 2009/3// SP - 1462–1469 PB - Association for the Advancement of Computing in Education (AACE) ER - TY - CHAP TI - User generated design: Teaching and learning with web2.0 AU - Tutty, J. AU - Martin, F. T2 - Wired for Learning: An Educators Guide to Web 2.0 A2 - Kidd, T. A2 - Chen, I. PY - 2009/// SP - 43–57 PB - Information Age Publishing ER - TY - JOUR TI - The HPT model applied to a kayak company's registration process AU - Martin, Florence AU - Hall, Herman A., IV AU - Blakely, Amanda AU - Gayford, Matthew C. AU - Gunter, Erin T2 - Performance Improvement AB - This case study describes the step-by-step application of the traditional human performance technology (HPT) model at a premier kayak company located on the coast of North Carolina. The HPT model was applied to address lost revenues related to three specific business issues: misinformed customers, dissatisfied customers, and guides not showing up for tours or lessons at the kayak company. The case study includes problem statements, organizational analysis, environmental analysis, gap analysis, cause analysis, and proposed interventions. DA - 2009/3// PY - 2009/3// DO - 10.1002/pfi.20061 VL - 48 IS - 3 SP - 26-35 J2 - Perf. Improv. LA - en OP - SN - 1090-8811 1930-8272 UR - http://dx.doi.org/10.1002/pfi.20061 DB - Crossref ER - TY - JOUR TI - Personalmente: Home–School Communication Practices with (Im)Migrant Families in North Florida AU - Coady, Maria R. AU - Cruz-Davis, Joel AU - Flores, Cindi G. T2 - Bilingual Research Journal AB - Abstract This paper presents findings from a qualitative study that investigated home–school communication practices from two school districts in north Florida. Specifically, this study focuses on communication between education professionals and Spanish-speaking parents who were immigrant and migrant farmworkers. In this paper we use the term (im)migrant when referring to families that are both migrant and immigrant to represent the unique characteristics of the group. While prior research has examined communication practices for culturally and linguistically diverse populations, scant research has explored the context with (im)migrant families. Through field notes, home observations, and semistructured interviews, data were collected from parents, school personnel (including teachers, aides, and ESOL district coordinators), and staff from the area Migrant Education Program (MEP). Findings reveal two major themes: differing ideologies of communication, and confounding roles and responsibilities among study participants regarding communication processes and practices. The study found that families that are (im)migrant have unique needs that require nontraditional outreach efforts and communication practices. We discuss implications for education professionals working with this population. DA - 2009/3/6/ PY - 2009/3/6/ DO - 10.1080/15235880802640714 VL - 31 IS - 1-2 SP - 251-270 J2 - Bilingual Research Journal LA - en OP - SN - 1523-5882 1523-5890 UR - http://dx.doi.org/10.1080/15235880802640714 DB - Crossref ER - TY - JOUR TI - Action research: Exploring the theoretical divide between practical and critical approaches AU - Manfra, M.M. T2 - Journal of Curriculum & Instruction DA - 2009/// PY - 2009/// VL - 3 IS - 1 SP - 32–46 ER - TY - JOUR TI - Authentic intellectual work on school desegregation: The digital history of Massive Resistance in Norfolk, Virginia AU - Manfra, M.M. T2 - Social Education DA - 2009/// PY - 2009/// VL - 73 IS - 3 SP - 131–135 ER - TY - JOUR TI - Giving, prompting, making: Aligning technology and pedagogy within TPACK for social studies instruction AU - Hammond, T.C. AU - Manfra, M.M. T2 - Contemporary Issues in Technology and Teacher Education DA - 2009/// PY - 2009/// VL - 9 IS - 2 SP - 160–185 ER - TY - JOUR TI - Digital history with student-created multimedia: Understanding student perceptions AU - Hammond, T.C. AU - Manfra, M.M. T2 - Social Studies Research & Practice DA - 2009/// PY - 2009/// VL - 4 IS - 3 SP - 139–150 ER - TY - JOUR TI - Reasoning about probabilistic phenomena: Lessons learned and applied in software design AU - Lee, H.S. AU - Lee, J.T. T2 - Technology Innovations in Statistics Education DA - 2009/// PY - 2009/// VL - 3 IS - 2 ER - TY - CHAP TI - Mathematics teacher educators engaging in scholarly practices and inquiry AU - Lee, H.S. AU - Mewborn, D.S. T2 - Scholarly practices and inquiry in the preparation of mathematics teachers A2 - Mewborn, D.S. A2 - Lee, H.S. PY - 2009/// SP - 1–6 PB - Association of Mathematics Teacher Educators ER - TY - BOOK TI - Scholarly practices and inquiry in the preparation of mathematics teachers: The sixth monograph of the Association of Mathematics Teacher Educators A3 - Mewborn, D.M. A3 - Lee, H.S. DA - 2009/// PY - 2009/// PB - Association of Mathematics Teacher Educators ER - TY - CONF TI - An investigation of one instructor’s mathematical knowledge for teaching: Developing a preliminary framework AU - Keene, K.A. AU - Lee, J.T. AU - Lee, H.S. AU - Early, M.E. AU - Eley, P. AU - Holstein, K T2 - Research in Undergraduate Mathematics Education conference C2 - 2009/// C3 - Proceedings of Research in Undergraduate Mathematics Education conference CY - Raleigh, NC DA - 2009/// PY - 2009/// ER - TY - CONF TI - Pedagogical content moves in an inquiry-oriented differential equations class: Purposeful decisions to further mathematical discourse AU - Lee, H.S. AU - Keene, K.A. AU - Lee, J.T. AU - Holstein, K. AU - Early, M.E. AU - Eley, P. T2 - Research in Undergraduate Mathematics Education conference C2 - 2009/// C3 - Proceedings of Research in Undergraduate Mathematics Education conference CY - Raleigh, NC DA - 2009/// PY - 2009/// ER - TY - CONF TI - Preparing to teach mathematics with technology: Lesson planning decisions for implementing new curriculum AU - Ives, S.E. AU - Lee, H.S. AU - Starling, T. T2 - Research in Undergraduate Mathematics Education conference C2 - 2009/// C3 - Proceedings of Research in Undergraduate Mathematics Education conference CY - Raleigh, NC DA - 2009/// PY - 2009/// ER - TY - CONF TI - Students’ interpretations of probability distributions in a simulation environment AU - Lee, H.S. AU - Lee, J.T. A2 - Swars, S.L. A2 - Stinson, D.W. A2 - Lemons-Smith, S. C2 - 2009/// C3 - Proceedings of the thirty-first annual meeting of the North American Chapter of the International Group for the Psychology in Mathematics Education DA - 2009/// SP - 609–617 PB - Georgia State University ER - TY - CONF TI - Racial identity and academic achievement in the neighborhood context: A multilevel analysis AU - Byrd, C.M. AU - Chavous, T.M. T2 - How does racial identity and discrimination matter for diverse adolescents’ achievement? Longitudinal and contextual examinations, Society for Research in Child Development Biennial Meeting C2 - 2009/4// CY - Denver, Colorado DA - 2009/4// PY - 2009/4/2/ ER - TY - CONF TI - Closing an achievement gap: Mathematics instruction that moderates the relationship between socioeconomic status and kindergarten mathematics learning AU - Wong, L. AU - Byrd, C.M. T2 - American Educational Research Association Conference C2 - 2009/4// CY - San Diego, CA DA - 2009/4// PY - 2009/4/13/ ER - TY - JOUR TI - Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis AU - Byrd, Christy M. AU - Chavous, Tabbye M. T2 - Journal of Youth and Adolescence DA - 2009/1/7/ PY - 2009/1/7/ DO - 10.1007/s10964-008-9381-9 VL - 38 IS - 4 SP - 544-559 KW - Racial identity KW - Social disorganization KW - Academic achievement KW - Hierarchical linear modeling KW - Early adolescents ER - TY - BOOK TI - Little River Reads – Podcasting Student Book Reviews AU - Fogle, L. DA - 2009/3// PY - 2009/3// ER - TY - CONF TI - Podcasting AU - Fogle, L. AU - Kusz, T. T2 - Middle Educators Global Activities (MEGA) Showcase C2 - 2009/5// CY - Raleigh, NC DA - 2009/5// PY - 2009/5// ER - TY - JOUR TI - Using Video Editing to Cultivate Novice Teachers’ Practice AU - Calandra, Brendan AU - Brantley-Dias, Laurie AU - Lee, John K. AU - Fox, Dana L. T2 - Journal of Research on Technology in Education AB - This article reports research concerning the effective use of video editing to help cultivate novice teachers’ reflective practice. The study reported here is part of a larger body of research on video-enhanced teacher reflection. For this study, we used a qualitative research design to examine two guided reflection activities for two groups of novice teachers. The first group debriefed with a teacher educator immediately after teaching their lesson. They later wrote about critical incidents that occurred during their teaching. The second group had no debriefing, but the participants were asked to capture their lessons on digital video, edit their video for two critical incidents, and reflect on the incidents in written form using the same rubric as the first group. Given that both groups used the same reflection guide, we found that students who developed video vignettes produced longer and more multifaceted reflections. We found implications of these results to be an important step towards facilitating novice teachers’ development. DA - 2009/9// PY - 2009/9// DO - 10.1080/15391523.2009.10782542 VL - 42 IS - 1 SP - 73-94 J2 - Journal of Research on Technology in Education LA - en OP - SN - 1539-1523 1945-0818 UR - http://dx.doi.org/10.1080/15391523.2009.10782542 DB - Crossref KW - Digital video editing KW - teachers professional development video reflection ER - TY - CHAP TI - From jezebels to nappy headed hos: African American adolescent girls, language, and identity AU - Dixson, A.D. AU - DeCuir-Gunby, J.T. T2 - African American Women’s Language: Discourse, education, and identity A2 - Lanehart, S. PY - 2009/// SP - 18–34 PB - Cambridge Scholars Publishing ER - TY - JOUR TI - Critical Inquiry in the Social Studies Classroom: Portraits of Critical Teacher Research AU - Manfra, Meghan McGlinn T2 - Theory & Research in Social Education AB - This study demonstrates the potential for teacher research to lead to critical inquiry and change in social studies classrooms. It presents four portraits of experienced social studies teachers engaged in critical teacher research. These teachers posed critical questions about the means and purposes of schooling, while engaging their students in more democratic conversations. In the process they referred to critical theory to analyze classroom data and to articulate new understandings. The teacher research cycle seems to have empowered both the teachers and their students. The teachers reported that they were transformed by their teacher research as they developed greater awareness of issues of race and ethnicity and worked as advocates for their marginalized students. As a result of their teacher research, they reportedly pursued more culturally relevant instruction in their classrooms. DA - 2009/4// PY - 2009/4// DO - 10.1080/00933104.2009.10473393 VL - 37 IS - 2 SP - 156-191 J2 - Theory & Research in Social Education LA - en OP - SN - 0093-3104 2163-1654 UR - http://dx.doi.org/10.1080/00933104.2009.10473393 DB - Crossref ER - TY - CONF TI - Measure for Measure: A study of classroom practices that distinguish effective teachers of middle school English Language Arts AU - Grossman, P. AU - Hammerness, K. AU - Alston, C.L. AU - Brown, M.T. AU - Cohen, J. T2 - American Educational Research Association Annual Meeting C2 - 2009/4// CY - San Diego, CA DA - 2009/4// PY - 2009/4// ER - TY - CHAP TI - Liberal education, privilege, and higher education AU - Brighouse, H. AU - McAvoy, P. T2 - Philosophy of Education in the Era of Globalization A2 - Raley, Y. A2 - Preyer, G. PY - 2009/// SP - 165–180 PB - Routledge ER - TY - CHAP TI - To disclose or not to disclose: A controversial choice for teachers AU - Hess, D. AU - McAvoy, P. T2 - Controversy in the Classroom: The Democratic Power of Discussion A2 - Hess, D. PY - 2009/// SP - 97–112 PB - Routledge ER - TY - CHAP TI - The impact of dynamic geometry software on secondary students’ learning of geometry: Implications from research AU - Hollebrands, K. AU - Smith, R. T2 - NCTM 2009 Yearbook: Understanding Geometry for a Changing World A2 - Craine, T. A2 - Rubenstein, R. PY - 2009/// SP - 221–232 PB - National Council of Teachers of Mathematics ER - TY - CONF TI - The effects of a GK-12 program on students' achievement in and beliefs about mathematics AU - Smith, R. AU - Hollebrands, K. AU - Parry, E. AU - Bottomley, L. AU - Smith, A. AU - Albers, L. C2 - 2009/// C3 - ASEE Annual Conference and Exposition, Conference Proceedings DA - 2009/// UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85029093589&partnerID=MN8TOARS ER - TY - CONF TI - Development of the protocol for language arts teaching observation (PLATO) AU - Grossman, Pam AU - Greenberg, Sharon AU - Hammerness, Karen AU - Cohen, Julie AU - Alston, Chandra AU - Brown, Michelle C2 - 2009/// C3 - annual meeting of the American Educational Research Association, San Diego, CA DA - 2009/// ER - TY - JOUR TI - Cultural Capital in Children's Number Representations: Reflect and Discuss AU - McCulloch, Allison W. AU - Marshall, Patricia L. AU - DeCuir-Gunby, Jessica T. T2 - Teaching Children Mathematics AB - Youngsters' out-of-school knowledge influences their pictorial representations of number. DA - 2009/10// PY - 2009/10// DO - 10.5951/tcm.16.3.0184 VL - 16 IS - 3 SP - 184-189 ER - TY - JOUR TI - The Emotionality of Women Professors of Color in Engineering: A Critical Race Theory and Critical Race Feminism Perspective AU - DeCuir-Gunby, Jessica T. AU - Long-Mitchell, Linda A. AU - Grant, Christine T2 - Advances in Teacher Emotion Research DA - 2009/7// PY - 2009/7// DO - 10.1007/978-1-4419-0564-2_16 SP - 323-342 KW - Critical race theory KW - Women in science KW - Emotionality ER - TY - JOUR TI - To be or not to be … a teacher? Exploring levels of commitment related to perceptions of teaching among students enrolled in a teacher education program AU - Pop, Margareta Maria AU - Turner, Jeannine E. T2 - Teachers and Teaching AB - The present study explored the relationships of preservice teachers’ levels of commitment to teaching and their beliefs and perceptions of teaching as a career. Participants were undergraduate students enrolled in a teacher education program at a major university in the southeast. Sixty‐seven preservice teachers completed a survey in which they rated the importance of 20 factors for influencing their choice of career. Additionally, among the survey respondents, nine students were selected from three groups of preservice teachers for in‐depth interviews: (1) students who were currently considering teaching as a career choice, (2) students who were undecided about their future teaching career, and (3) students who were no longer considering teaching as a career. Overall, findings from this study revealed that preservice teachers’ understanding of their goal of becoming teachers and interpretations of their motivation for teaching were unique, yet the types of influences on their career choices were similar across participants’ stories. DA - 2009/11/11/ PY - 2009/11/11/ DO - 10.1080/13540600903357017 VL - 15 IS - 6 SP - 683-700 J2 - Teachers and Teaching LA - en OP - SN - 1354-0602 1470-1278 UR - http://dx.doi.org/10.1080/13540600903357017 DB - Crossref KW - preservice teachers KW - teacher education KW - career choice KW - goals ER - TY - JOUR TI - Research experiences for teachers: influences related to expectancy and value of changes to practice in the American classroom AU - Grove, Crissie M. AU - Dixon, Patricia J. AU - Pop, Margareta M. T2 - Professional Development in Education AB - This qualitative study examines one professional development program and how this experience affects teachers’ thoughts about planning and science teaching practices specific to the elements focused on during the program. The program supports 13 American K–12 teachers, selected from across the nation, to spend six weeks with a mentor scientist in a nationally recognized science laboratory in the southeastern United States. The Research Experiences for Teachers program features are specifically designed to encourage reflective planning based on teachers’ understanding of inquiry, experimental design, the nature of science, process skills and communication. Results of this study include teachers’ increase in positive and accurate statements concerning implementing research‐based science practices (e.g. inquiry‐based learning) and one case study that demonstrates one teacher’s Research Experiences for Teachers experience and changes made to her classroom practices after attending the program. DA - 2009/6// PY - 2009/6// DO - 10.1080/13674580802532712 VL - 35 IS - 2 SP - 247-260 J2 - Professional Development in Education LA - en OP - SN - 1941-5257 1941-5265 UR - http://dx.doi.org/10.1080/13674580802532712 DB - Crossref ER - TY - JOUR TI - Multicultural Education in a Post-Race Political Age: Our Movement at Risk? AU - Marshall, Patricia L. T2 - Multicultural Perspectives AB - The 2008 elections ushered in a new era in U.S. politics with implications for race relations and social justice activity. Drawing parallels between the contemporary African American community and splintering undercurrents in the National Association for Multicultural Education (NAME), the author urges cross-generational coalescence around an organizational agenda accentuating critical multicultural education for this new era. DA - 2009/12/14/ PY - 2009/12/14/ DO - 10.1080/15210960903445863 VL - 11 IS - 4 SP - 188-193 J2 - Multicultural Perspectives LA - en OP - SN - 1521-0960 1532-7892 UR - http://dx.doi.org/10.1080/15210960903445863 DB - Crossref ER - TY - CHAP TI - Educating young adolescents in the Republic of Ireland: Towards a “new young Ireland" AU - Thornburg, A. AU - Spires, H. T2 - An international look at educating young adolescents A2 - Mertens, S. A2 - Roney, K. A2 - Anfara, V. T3 - The Handbook of Research in Middle Level Education PY - 2009/// SP - 287–311 PB - Information Age Publishing SV - 7 ER - TY - CHAP TI - The Awakening of Young Adolescent Education in the People’s Republic of China AU - Hervey, L. AU - Spires, H. AU - Zhang, J. T2 - An international look at educating young adolescents A2 - Mertens, S. A2 - Anfara, V. A2 - Roney, K. T3 - The Handbook of Research in Middle Level Education PY - 2009/// SP - 97–114 PB - Information Age Publishing SV - 7 ER - TY - JOUR TI - What students think about technology and academic engagement in school: Implications for middle grades teaching and learning AU - Lee, J.K. AU - Spires, H. T2 - Association for the Advancement of Computing in Education (AACE) Journal DA - 2009/// PY - 2009/// VL - 17 IS - 2 SP - 61–81 ER - TY - JOUR TI - Perceptions of Community and Experiences in School: Understanding the Opportunities, Resources, and Education Within one Neighborhood AU - Wiseman, Angela M. T2 - Early Childhood Education Journal DA - 2009/2// PY - 2009/2// DO - 10.1007/s10643-008-0284-x VL - 36 IS - 4 SP - 333–338 SN - 1082-3301 1573-1707 UR - http://dx.doi.org/10.1007/s10643-008-0284-x KW - Parent involvement KW - Community KW - Urban schools ER - TY - BOOK TI - This is grammar: Intermediate II AU - Douloff, C. AU - Kim (Relyea), J.E. DA - 2009/// PY - 2009/// ET - 2nd edition PB - Nexus Publications ER - TY - BOOK TI - This is grammar: Advanced I AU - Douloff, C. AU - Kim, J.E. AU - Ma, H. AU - Haid, J.F. DA - 2009/// PY - 2009/// ET - 2nd edition PB - Nexus Publications ER - TY - JOUR TI - Impacts of Multi‐representational Instruction on High School Students’ Conceptual Understandings of the Particulate Nature of Matter AU - Adadan, Emine AU - Irving, Karen E. AU - Trundle, Kathy C. T2 - International Journal of Science Education AB - This quasi‐experimental study examined 42 high school introductory chemistry students’ conceptual understandings of the particulate nature of matter (PNM) before and immediately after instruction. Two groups of students, who were taught by the same teacher, received one of two possible instructional interventions: Reform‐Based Teaching (RBT) or Reform‐Based Teaching with Multiple Representations (RBTw/MR). The RBTw/MR instruction differed from the RBT instruction in terms of the frequency of using multiple representations (visual, textual, oral) in relationship to the macroscopic phenomenon and the likely actions occurring at the submicroscopic level. Qualitative research methods, including open‐ended questionnaires and interviews, were used to investigate and describe participants’ conceptual understandings of the PNM over time. The findings indicated that before instruction all participants held a range of alternative conceptions about the aspects of the PNM. Post‐instruction findings indicate that the RBTw/MR instruction was more efficacious in promoting a scientific understanding of the PNM than was the instruction without multiple representations. DA - 2009/8/17/ PY - 2009/8/17/ DO - 10.1080/09500690802178628 VL - 31 IS - 13 SP - 1743-1775 J2 - International Journal of Science Education LA - en OP - SN - 0950-0693 1464-5289 UR - http://dx.doi.org/10.1080/09500690802178628 DB - Crossref ER - TY - JOUR TI - Using Children’s Literature to Teach Standard-Based Science Concepts in Early Years AU - Sackes, Mesut AU - Trundle, Kathy Cabe AU - Flevares, Lucia M. T2 - Early Childhood Education Journal DA - 2009/2/14/ PY - 2009/2/14/ DO - 10.1007/s10643-009-0304-5 VL - 36 IS - 5 SP - 415-422 J2 - Early Childhood Educ J LA - en OP - SN - 1082-3301 1573-1707 UR - http://dx.doi.org/10.1007/s10643-009-0304-5 DB - Crossref ER - TY - JOUR TI - Comparing Self-paced and Cohort-based Online Courses for Teachers AU - Russell, Michael AU - Kleiman, Glenn AU - Carey, Rebecca AU - Douglas, Joanne T2 - Journal of Research on Technology in Education AB - The study investigated whether online professional development courses with different levels of support have different impacts on teacher outcomes. Variations of an online course for middle school algebra teachers were created for four experimental conditions. One was a highly supported condition, with a math education instructor, an online facilitator, and asynchronous peer interactions among participants available as participants worked through the course together. Another was a self paced condition, in which none of the supports were available. The other two conditions provided intermediate levels of support. All conditions showed significant impact on teachers’ mathematical understanding, pedagogical beliefs, and instructional practices. Surprisingly, the positive outcomes were comparable across all four conditions. Further research is needed to determine whether this finding is limited to self selected teachers, the specifics of this online course, or other factors that limit generalizability. DA - 2009/6// PY - 2009/6// DO - 10.1080/15391523.2009.10782538 VL - 41 IS - 4 SP - 443-466 J2 - Journal of Research on Technology in Education LA - en OP - SN - 1539-1523 1945-0818 UR - http://dx.doi.org/10.1080/15391523.2009.10782538 DB - Crossref KW - Online professional development KW - distance learning KW - e-learning KW - online facilitation KW - self-paced learning ER - TY - JOUR TI - Using strategy instruction and confidence judgments to improve metacognitive monitoring AU - Huff, Jessica D. AU - Nietfeld, John L. T2 - Metacognition and Learning DA - 2009/3/21/ PY - 2009/3/21/ DO - 10.1007/s11409-009-9042-8 VL - 4 IS - 2 SP - 161-176 J2 - Metacognition Learning LA - en OP - SN - 1556-1623 1556-1631 UR - http://dx.doi.org/10.1007/s11409-009-9042-8 DB - Crossref KW - Metacognition KW - Monitoring KW - Calibration KW - Confidence judgments KW - Strategy instruction KW - Children KW - Elementary ER - TY - CONF TI - A validation study of a methodology for assessing progress of learning and complex, ill-structured problem solving in stem domains AU - Eseryel, D. AU - Ifenthaler, D. AU - Ge, X. C2 - 2009/// C3 - IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2009 DA - 2009/// SP - 363-368 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84883021205&partnerID=MN8TOARS ER - TY - JOUR TI - Mathematics Teachers’ Professional Development: Processes of Learning in and from Practice AU - Matos, João Filipe AU - Powell, Arthur AU - Sztajn, Paola AU - Ejersbø, L. AU - Hovermill, J. AU - Matos, Joã Filipe T2 - The Professional Education and Development of Teachers of Mathematics AB - In this chapter we claim that many of the changes and current approaches to professional development reflect not only educational changes but also a significant change in our understanding of what constitutes learning. New approaches to learning lead to new organization of professional development initiatives for teachers, and the move from an acquisition to a participation metaphor brings changes to the ways in which the professional development of mathematics teachers is conceived and implemented. In contrast to the training model of professional development, we characterize the practice-based model as focused primarily on expanding teachers’ participation in the practices of what constitutes teaching. DA - 2009/// PY - 2009/// DO - 10.1007/978-0-387-09601-8_19 SP - 167-183 ER - TY - BOOK TI - 2007 Microsoft Office system a resource for teachers AU - Niess, Margaret AU - Lee, John DA - 2009/// PY - 2009/// PB - Hoboken, NJ: Wiley ER - TY - CONF TI - Multidisciplinarity and 21st century communication design AU - Mehlenbacher, B. C2 - 2009/// C3 - Sigdoc'09: Proceedings of the 27th ACM International Conference on Design of Communication DA - 2009/// SP - 59-65 ER - TY - JOUR TI - Brief Report: Increasing Verbal Greeting Initiations for a Student with Autism Via a Social Story™ Intervention AU - Reichow, Brian AU - Sabornie, Edward J. T2 - Journal of Autism and Developmental Disorders DA - 2009/7/11/ PY - 2009/7/11/ DO - 10.1007/s10803-009-0814-4 VL - 39 IS - 12 SP - 1740-1743 J2 - J Autism Dev Disord LA - en OP - SN - 0162-3257 1573-3432 UR - http://dx.doi.org/10.1007/s10803-009-0814-4 DB - Crossref KW - Social Story KW - Intervention KW - Social initiations KW - Social skills ER - TY - JOUR TI - What are secondary students' expectations for teachers in virtual school environments? AU - Oliver, Kevin AU - Osborne, Jason AU - Brady, Kevin T2 - DISTANCE EDUCATION AB - Abstract A recent evaluation of the new North Carolina Virtual Public School (NCVPS) in the USA revealed numerous expectations for virtual school teachers from secondary students. Specifically, students expected their teachers to actually teach rather than moderate a course shell, supplement course shells with content and projects that illustrate relevance, provide for both content and peer interaction, and respond to questions and provide feedback quickly. The data suggest a possible content‐related interaction where a limited course shell can be bolstered by a proactive teacher, but potentially flounder among teachers who do not expect or know how to supplement an online course. Data further suggest a potential communication‐related interaction where increased opportunities for student–student and student–teacher interaction could potentially decrease the actual or perceived need for individualized attention that is particularly challenging for virtual teachers to provide. These results can be used to establish teacher expectations and design professional development experiences that prepare teachers to undertake divergent roles unique to online instruction. Keywords: virtual schoolingdistance educationevaluationstudent expectationsteacher qualitycommunication Acknowledgements The North Carolina Department of Public Instruction provided the William and Ida Friday Institute for Educational Innovation with funding for the evaluation of NCVPS. Notes 1. Further, given a 32% response rate (n = 1648), many additional respondents with substantially different views would be required to alter the basic tenor of the results. In fact, the results were generally positive (satisfaction‐related items on a Likert scale of 1–5 averaged around 4), indicating that if there is bias, we missed many hundreds of strongly dissatisfied students. Yet in survey research, we tend to assume those who are strongly dissatisfied are most likely to respond when given an opportunity. In all, this leads us to believe that this sample is not substantially biased. 2. In general, validation is not required when engaging in survey research of this nature because we were not measuring latent constructs, but rather soliciting attitudes and impressions, and because these questions were developed in concert with experts from NCVPS. 3. Other analyses, reported elsewhere, indicate that teachers were significantly more positive about their teaching performance than students, but not substantially so. 4. Of course, this issue is not unique to virtual classrooms. DA - 2009/// PY - 2009/// DO - 10.1080/01587910902845923 VL - 30 IS - 1 SP - 23-45 SN - 1475-0198 KW - virtual schooling KW - distance education KW - evaluation KW - student expectations KW - teacher quality KW - communication ER - TY - CONF TI - Conceptualizing professional development in mathematics: Elements of a model AU - Sztajn, P. AU - Campbell, M. P. AU - Yoon, K. S. C2 - 2009/// C3 - Pme 33: proceedings of the 33rd conference of the international group for the psychology of mathematics education, vol 5 DA - 2009/// VL - 5 SP - 209-216 ER - TY - JOUR TI - Investigating Transactions Among Motives, Emotional Regulation Related to Testing, and Test Emotions AU - DeCuir-Gunby, Jessica T. AU - Aultman, Lori Price AU - Schutz, Paul A. T2 - JOURNAL OF EXPERIMENTAL EDUCATION AB - The authors examined the relationships among achievement motives, emotional regulation, and emotions. They collected data from 425 college undergraduates (110 men, 315 women) and used several scales, including the Achievement Motives Scales (K. Hagtvet & L. Zou, 2000), the Emotional Regulation During Testing Scale (P. A. Schutz, C. DiStefano, J. Benson, & H. A. Davis, 2004), and the Regensburg Academic Emotions Questionnaire (R. Pekrun, T. Goetz, R. P. Perry, K. Kramer, & M. Hochstadt, 2004). Findings suggest that approach—avoidance motives were related to different academic emotions (i.e., pleasant and unpleasant) in the expected directions. Approach—avoidance variables, cognitive-appraisal processes, and during-testing processes explained significant amounts of variance in both test hope and test pride, and several categories of students emerged, including those of high approach—low avoidance, low approach—high avoidance, moderate approach—high avoidance, high approach—moderate avoidance, and moderate approach—low avoidance. The authors also discuss future research and implications. DA - 2009/// PY - 2009/// DO - 10.3200/JEXE.77.4.409-438 VL - 77 IS - 4 SP - 409-436 SN - 1940-0683 KW - approach motives KW - avoidance motives KW - emotions KW - emotional regulation ER - TY - JOUR TI - Measuring the Impact of Haptic Feedback Using the SOLO Taxonomy AU - Minogue, James AU - Jones, Gail T2 - INTERNATIONAL JOURNAL OF SCIENCE EDUCATION AB - The application of Biggs’ and Collis’ Structure of Observed Learning Outcomes taxonomy in the evaluation of student learning about cell membrane transport via a computer‐based learning environment is described in this study. Pre‐test–post‐test comparisons of student outcome data (n = 80) were made across two groups of randomly assigned students: one that received visual and haptic feedback, and one that relied on visual feedback only as they completed their virtual investigations. The results of the Mann–Whitney U‐test indicated that the group mean difference scores were significantly different statistically (p = .043). Practically speaking, this study provides some early evidence suggesting that the haptic augmentation of computer‐based science instruction may lead to a deeper level of processing. The strengths and weaknesses of this current diagnostic approach and a novel approach based on a non‐verbal model of cognition are discussed in light of their potential contributions to the teaching and learning of science. DA - 2009/// PY - 2009/// DO - 10.1080/09500690801992862 VL - 31 IS - 10 SP - 1359-1378 SN - 1464-5289 ER - TY - JOUR TI - Elementary teachers' use and perception of rewards in the classroom AU - Hoffmann, Kristin F. AU - Huff, Jessica D. AU - Patterson, Ashley S. AU - Nietfeld, John L. T2 - TEACHING AND TEACHER EDUCATION AB - In the past four decades much research has gone into the use of rewards in education yet little attention has been given to the use of rewards from the perspective of teachers. This mixed method study examined how elementary school teachers define and use rewards in their classrooms and how various motivational constructs such as goal orientation, self-efficacy, and autonomy relate to teachers' use of rewards. Results revealed that all teachers in our sample use some form of rewards in their classrooms and the majority use some form of tangible rewards. Rewards were most frequently given for behaviour management, but there was a significant relationship between the use of rewards for behaviour and those given for academic achievement. Performance goal orientations for teaching were positively related to the use of tangible rewards and a higher degree of classroom control and negatively related to teacher self-efficacy. When asked to report on the appropriateness of using rewards in the classroom only one-third of the teachers reported that they should be used conditionally. DA - 2009/8// PY - 2009/8// DO - 10.1016/j.tate.2008.12.004 VL - 25 IS - 6 SP - 843-849 SN - 0742-051X KW - Rewards KW - Intrinsic motivation KW - Achievement KW - Goal-orientation KW - Self-efficacy KW - Control KW - Autonomy ER - TY - JOUR TI - An Investigation of Concept Mapping to Improve the Reading Comprehension of Science Texts AU - Oliver, Kevin T2 - JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY DA - 2009/10// PY - 2009/10// DO - 10.1007/s10956-009-9157-3 VL - 18 IS - 5 SP - 402-414 SN - 1573-1839 KW - Concept mapping KW - Reading comprehension KW - Literacy KW - Science education ER - TY - JOUR TI - "When you do your best, there's someone to encourage you": Adolescents' views of family literacy AU - Wiseman, Angela T2 - Journal of Adolescent & Adult Literacy AB - Despite the fact that adolescents benefit from caring adults that participate in their child's education, involvement of families decreases incrementally as students progress to higher grades. Through conversations and observations with students, I have examined how students' perceive these points within a poetry program that was developed for families to participate in various ways at the school. The question my research attempts to answer is: How do students' attitudes, actions, and feelings affect their families' participation in a oetry program designed to improve family involvement? In this study, students' attitudes and beliefs fell into three categories: 1. Students who wanted their families involved, 2. Students who blocked involvement between the school and their families because of perceptions of stress levels and time constraints of their parents, and 3. Students who actively kept their families from coming because of the personal nature of their poetry. تلخيص البحث: بالرغم من الواقع أن المراهقين يستفيدون من الكبار المهتمين بالمشاركة في تعليم أولادهم فيخفف انشغال العائلة تدريجياً مع تقدم الطلاب إلى الصفوف العليا. ومن خلال المحادثات مع الطلاب ومراقبتهم، أنا قد فحصت كيف ينظر الطلاب إلى هذه النقاط في برنامج شعر تم تصميمه للعائلات التي تريد المشاركة في طرق متنوعة في المدرسة. والسؤال الذي يحاول بحثي إلى إجابة عنه هو: كيف تؤثر مزاج الطلاب وتصرفاتهم ومشاعرهم مشاركة عائلتهم في برنامج شعر مصمم لتحسين انشغال العائلة؟ وفي هذه الدراسة تندرج مزاج الطلاب واعتقاداتهم تحت ثلاثة أصناف: (1 الطلاب الذين أرادوا مشاركة العائلة و(2 الطلاب الذين منعوا المشاركة بين المدرسة والعائلة بسبب وجهات النظر لمستويات التوتر ولتقييدات الوقت و(3 الطلاب الذين حاولوا بشكل فعال إلى منع حضور العائلة بسبب طبيعة شعرهم الشخصية. 家长关心并参与他们子女的教育,青少年学生因此而获得裨益。虽然如此,这种家庭参与随着学生升读较高年级而递减。作者在一个为促进家庭参与子女校内学习活动而发展的诗歌教学计划中,透过与学生对话和观察,考查学生对家庭参与学生教育的看法。本研究尝试回答的问题是:学生在态度、行为及情绪上如何影响他们的家人参与此项为促进家庭参与而设计的诗歌教学计划。研究结果显示,学生的态度与信念可分为三类:(1)学生需要他们家人的参与,(2) 由于学生理解父母所承受的压力程度与时间限制,因而阻止学校与家庭之间的共同参与,(3) 由于学生的诗歌有私人性质的内容,因而设法阻止他们家人的参与。 En dépit du fait que les adolescents bénéficient d'adultes qui participent à leur éducation, l'implication des familles décroît progressivement au fur et à mesure que les élèves passent d'une année à l'autre. Partant de conversations avec des élèves et d'observations de ceux‐ci, j'ai examiné comment les élèves perçoivent cette question dans le cadre d'un programme de poésie qui avait été développé afin de faire participer les familles à l'école d'une autre façon. La question à laquelle ma recherche essaie de répondre est: comment les attitudes, les actions, et les sentiments des élèves affectent‐ils la participation des familles dans un programme de poésie planifié afin de développer l'investissement des familles ? Dans cette étude, les attitudes et les croyances des élèves se répartissent en trois catégories: 1. Les élèves qui souhaitent que leur famille s'implique, 2. Les élèves qui bloquent le lien entre l'école et leur famille à cause de leur perception du niveau de stress et des contraintes temporelles de leurs parents, et 3. Les élèves qui dissuadent activement leur famille de venir du fait du caractère personnel de leur poésie. Дети растут, и другие члены семьи все меньше вникают в их жизнь и проблемы, хотя именно подросткам крайне важно, чтобы рядом с ними были неравнодушные взрослые, которым небезразличны их академические и иные успехи. Автор наблюдал за поведением школьников в рамках программы изучения поэзии и беседовал с ее участниками, исследуя, как они относятся к различным возможностям приобщения их родственников к этой программе. В первую очередь данное исследование было призвано ответить на вопрос: Как отношение, поступки и чувства учеников влияют на участие их семей в программе изучения поэзии, специально разработанной для привлечения родственников к этой деятельности? Оказалось, что в этом отношении школьников можно подразделить на три категории: (1) ученики, которые с удовольствием привлекли членов своих семьей к участию в поэтической программе; (2) ученики, которые препятствовали установлению связей между школой и семьей, полагая, что у родителей и без того много дел и мало времени; (3) ученики, которые активно возражали против участия родственников в программе по личным соображениям – из‐за слишком интимного характера своих стихов. A pesar del hecho que los adolescentes sacan provecho de la participación de adultos interesados en la educación de sus hijos, la participación de las familias se reduce a medida que los estudiantes pasan a grados más altos. Al observar y hablar con los estudiantes, he examinado cómo ellos perciben esto en el marco de un programa de poesía que fue desarrollado para que las familias participaran de varias formas en la escuela. La pregunta que mi investigación intenta contestar es: ¿Qué efecto tienen la actitud, las acciones y los sentimientos de los estudiantes en la participación de las familias en un programa de poesía diseñado para mejorar la participación familiar? En este estudio, la actitud y las creencias de los estudiantes cayeron bajo tres categorías: 1. Estudiantes que querían que sus padres participaran, 2. Estudiantes que bloqueaban la participación de la familia debido a la percepción de que sus familiares estaban muy agobiados y que no tenían tiempo para participar, y 3. Estudiantes que hacían todo lo posible para asegurar que sus padres no participaran debido a la naturaleza personal de sus poemas. DA - 2009/// PY - 2009/// DO - 10.1598/JAAL.53.2.4 VL - 53 IS - 2 SP - 132–142 ER - TY - JOUR TI - Investigating the impact of video games on high school students' engagement and learning about genetics AU - Annetta, Leonard A. AU - Minogue, James AU - Holmes, Shawn Y. AU - Cheng, Meng-Tzu T2 - COMPUTERS & EDUCATION AB - The popularity of video games has transcended entertainment crossing into the world of education. While the literature base on educational gaming is growing, there is still a lack of systematic study of this emerging technology’s efficacy. This quasi-experimental study evaluated a teacher created video game on genetics in terms of its affective and cognitive impact on student users. While statistical results indicated no differences (p > .05) in student learning as measured by our instrument, there were significant differences (p < .05) found in the participants’ level of engagement while interfacing with the video game. Implications on this emerging line of inquiry are discussed. DA - 2009/8// PY - 2009/8// DO - 10.1016/j.compedu.2008.12.020 VL - 53 IS - 1 SP - 74-85 SN - 1873-782X KW - Applications in subject areas KW - Interactive learning environments KW - Pedagogical issues KW - Secondary education KW - Virtual reality ER - TY - JOUR TI - Haptic feedback and students' learning about levers: unraveling the effect of simulated touch AU - Wiebe, E. N. AU - Minogue, J. AU - Jones, M. G. AU - Cowley, J. AU - Krebs, D. T2 - Computers & Education AB - While there has been extensive experimental research on haptics, less has been conducted on cross-modal interactions between visual and haptic perception and even less still on cross-modal applications in instructional settings. This study looks at a simulation on the principles of levers using both visual and haptic feedback: one group received visual and haptic feedback while the other just visual feedback. Using the triangulation of learning scores, eye tracking data, and video analysis of interaction with the levers, the efficacy of haptic feedback to improve learning was explored. The results indicate that while the total fixation time on the levers and numeric readout was greater for the visual and haptic group, very similar patterns of visual attention were seen between groups. Perhaps surprisingly, the visual only group scored higher on an embedded assessment. Explanations for these results are synthesized from theories of cross-modal perception and cognitive architecture. DA - 2009/// PY - 2009/// DO - 10.1016/j.compedu.2009.04.004 VL - 53 IS - 2 SP - 667-676 ER - TY - JOUR TI - 'I can see parents being reluctant': perceptions of parental involvement using child and family teams in schools AU - Taliaferro, Jocelyn DeVance AU - DeCuir-Gunby, Jessica AU - Allen-Eckard, Kara T2 - CHILD & FAMILY SOCIAL WORK AB - ABSTRACT The purpose of this study is to examine the attitudes beliefs, and perceptions of school and community personnel regarding parental involvement via the implementation of child and family team meetings. Interviews were conducted with 10 school and community personnel in a high school in a small county in the south‐eastern region of the USA. Several themes emerged from the data, including the definition of parental involvement, parental work and life circumstances, and parental esteem and position within schools. Findings suggest that school and community personnel hold conflicting beliefs regarding parents' desire and ability to be involved in their children's schooling. Recommendations for social work practitioners' implementation of child and family team meetings in the school context are provided. DA - 2009/8// PY - 2009/8// DO - 10.1111/j.1365-2206.2008.00594.x VL - 14 IS - 3 SP - 278-288 SN - 1356-7500 KW - child and family teams KW - operational citizenship KW - parental involvement ER - TY - JOUR TI - Six-, Five-, and Four-Coordinate Ruthenium(II) Hydride Complexes Supported by N-Heterocyclic Carbene Ligands: Synthesis, Characterization, Fundamental Reactivity, and Catalytic Hydrogenation of Olefins, Aldehydes, and Ketones AU - Lee, John P. AU - Ke, Zhuofeng AU - Ramirez, Magaly A. AU - Gunnoe, T. Brent AU - Cundari, Thomas R. AU - Boyle, Paul D. AU - Petersen, Jeffrey L. T2 - ORGANOMETALLICS AB - The Ru(II) hydride complex (IMes)2Ru(Cl)(H)(CO) (1) {IMes = 1,3-bis-(2,4,6-trimethylphenyl)imidazol-2-ylidene} was synthesized from [Ru(CO)2Cl2]n and free IMes. Complex 1 rapidly reacts with CO to produce the cis-dicarbonyl Ru(II) complex (IMes)2Ru(Cl)(H)(CO)2 (2). The reaction of 1 with NaBAr′4 {Ar′ = 3,5-(CF3)C6H3} produces the four-coordinate Ru(II) cationic complex [(IMes)2Ru(H)(CO)][BAr′4] (4), which can be trapped by two equivalents of tert-butylisonitrile to produce [(IMes)2Ru(H)(CO)(CNtBu)2][BAr′4] (5). Experimental and computational studies suggest that complex 4 is a diamagnetic system that adopts a sawhorse structure. The hydride ligand of complex 2 is readily displaced as dihydrogen upon reaction with HCl to produce (IMes)2Ru(Cl)2(CO)2 (3). Both complex 1 and 4 were found to react with D2 (30 psi) at room temperature to produce the isotopomers (IMes)2Ru(Cl)(D)(CO) (1-d1) and [(IMes)2Ru(D)(CO)][BAr′4] (4-d1), respectively, with the rate of formation of 4-d1 at least 28 times faster than the conversion of 1/D2 to 1-d1. In the presence of excess D2 complex 4 reversibly incorporates deuterium into the ortho methyl groups of the IMes ligands, whereas complex 1 does not show evidence of H/D exchange with the IMes ligands. Both 1 and 4 were found to catalyze the hydrogenation of olefins, ketones, and aldehydes. DA - 2009/3/23/ PY - 2009/3/23/ DO - 10.1021/om801111c VL - 28 IS - 6 SP - 1758-1775 SN - 1520-6041 ER - TY - JOUR TI - A Review of the Racial Identity Development of African American Adolescents: The Role of Education AU - DeCuir-Gunby, Jessica T. T2 - REVIEW OF EDUCATIONAL RESEARCH AB - The purpose of this article is to provide a review and etiology of research on racial identity development of African American adolescents in the field of education. This review explores the Black racial identity (BRI) literature, focusing on how BRI has been examined. In particular, the review concentrates on the literature’s use of surveying instruments, the instruments’ psychometric evidence, and the instruments’ use in education. This article ends with a discussion of BRI research, offering implications for adolescents in education and future directions for research. DA - 2009/3// PY - 2009/3// DO - 10.3102/0034654308325897 VL - 79 IS - 1 SP - 103-124 SN - 1935-1046 KW - race KW - racial identity KW - black identity KW - adolescence ER -