TY - JOUR TI - Home-School communication practices with (im)migrant families in north Florida AU - Coady, M.R. AU - Cruz-Davis, J. AU - Flores, C. T2 - Research Matters DA - 2010/// PY - 2010/// VL - 1 IS - 2 SP - 4 ER - TY - JOUR TI - Using Libros: The emergent bi-literacy development of Spanish-speaking children AU - Coady, M.R. AU - Moore, C. T2 - TESOL Journal DA - 2010/// PY - 2010/// VL - 2 SP - 91–108 ER - TY - JOUR TI - Struggling for meaning and identity (and a passing grade): High-stakes writing in English as a second language AU - Coady, M.R. AU - Ariza, E. T2 - MEXTESOL DA - 2010/// PY - 2010/// VL - 34 IS - 1 SP - 11–27 UR - http://mextesol.net/journal/public/files/0c14f54ff56bcf2c821a50147fac3dcf.pdf ER - TY - CHAP TI - Quality teacher preparation for ELLs: Preliminary findings from Florida AU - Coady, M.R. AU - de Jong, E.J. AU - Harper, C.A. T2 - Professional Development in Action: Improving Teaching for English Learners A2 - Casteel, C.J. A2 - Ballantyne, K.G. PY - 2010/// SP - 97–99 PB - National Clearinghouse for English Language Acquisition ER - TY - JOUR TI - Examination of the Cross-Battery Approach for the Cognitive Assessment of Children and Youth From Diverse Linguistic and Cultural Backgrounds AU - Kranzler, John H. AU - Flores, Cindi G. AU - Coady, Maria T2 - School Psychology Review AB - .Flanagan, Ortiz, and Alfonso (2007) recently developed the Culture-Language Interpretive Matrices (C-LIMs) for the cognitive assessment of children and youth from culturally and linguistically diverse backgrounds. To examine the utility of this new approach, we administered the Woodcock-Johnson Tests of Cognitive Abilities to a sample of students receiving English as a second language services in public school settings who had not been referred for special education services. Results of within-subjects analyses of the predicted effects of linguistic demand and of cultural loading on subtest scores in the C-LIM were nonsignificant. Although a statistically significant (decreasing) trend was observed for the effect of linguistic demand and cultural loading combined, post hoc analyses revealed that this finding was attributable to a significantly higher score on one subtest and did not reflect significant differences among all three subtests in this contrast. Moreover, only 13% of the sample had a pattern of test scores that was consistent with Flanagan et al.’s C-LIM predictions of the pattern of subtest scores predicted for children and youth from diverse backgrounds. In sum, results of our study suggest that further research is needed to substantiate the use of C-LIMs for diagnostic purposes with diverse populations. DA - 2010/9/1/ PY - 2010/9/1/ DO - 10.1080/02796015.2010.12087764 VL - 39 IS - 3 SP - 431-446 J2 - School Psychology Review LA - en OP - SN - 2372-966X UR - http://dx.doi.org/10.1080/02796015.2010.12087764 DB - Crossref ER - TY - JOUR TI - Review: Community-Based Participatory Research Approach to Address Mental Health in Minority Populations AU - Stacciarini, Jeanne-Marie R. AU - Shattell, Mona M. AU - Coady, Maria AU - Wiens, Brenda T2 - Community Mental Health Journal DA - 2010/5/13/ PY - 2010/5/13/ DO - 10.1007/s10597-010-9319-z VL - 47 IS - 5 SP - 489-497 J2 - Community Ment Health J LA - en OP - SN - 0010-3853 1573-2789 UR - http://dx.doi.org/10.1007/s10597-010-9319-z DB - Crossref ER - TY - JOUR TI - ‘The United States is America?’: a cultural perspective on READ 180 materials AU - Wu, Chiu-hui AU - Coady, Maria R. T2 - Language, Culture and Curriculum AB - READ 180 is a reading program primarily designed for both struggling readers and English language learners (ELLs) in the United States. In this paper, we report findings from a qualitative study that investigated how four adolescent ELLs responded to using READ 180, particularly in relation to their cultural needs. Findings from the study showed that READ 180 provided some culturally responsive interaction and activities, principally in terms of thematic units, but was unable to respond to the unique cultural needs and background knowledge of each ELL to facilitate reading development. We discuss the implications of these findings for culturally responsive pedagogy and curriculum planning. DA - 2010/7// PY - 2010/7// DO - 10.1080/07908318.2010.494732 VL - 23 IS - 2 SP - 153-165 J2 - Language, Culture and Curriculum LA - en OP - SN - 0790-8318 1747-7573 UR - http://dx.doi.org/10.1080/07908318.2010.494732 DB - Crossref ER - TY - JOUR TI - Implementing effective co-teaching in middle school geometry. AU - Hunt, J.H. T2 - Mathematics Teaching in the Middle School DA - 2010/// PY - 2010/// VL - 16 IS - 3 SP - 154 ER - TY - CONF TI - Teaching multimedia production curricula effectively: Identifying essential competencies and skills of instructional design and technology professionals AU - Bishop, M.J. AU - Brown, A. AU - Daniels, L. AU - Green, T. AU - Martin, F. AU - Ritzhaupt, A. AU - Sugar, B. T2 - Association of Educational Communications and Technology Conference C2 - 2010/10// C3 - Association of Educational Communications and Technology Conference CY - Anaheim, CA DA - 2010/10// PY - 2010/10// ER - TY - CONF TI - Adoption of virtual classrooms for online courses in higher education AU - Martin, F. AU - Parker, M.A. AU - Allred, B. T2 - Association of Educational Communications and Technology Conference C2 - 2010/10// C3 - Association of Educational Communications and Technology Conference CY - Anaheim, CA DA - 2010/10// PY - 2010/10// ER - TY - CONF TI - Interactive technologies for synchronous online teaching AU - Martin, F. AU - Noonan, D. T2 - Association of Educational Communications and Technology Conference C2 - 2010/10// C3 - Association of Educational Communications and Technology Conference CY - Anaheim, CA DA - 2010/10// PY - 2010/10// ER - TY - JOUR TI - Game play is important for learning AU - Gillispie, L. AU - Parker, M. AU - Martin, F. T2 - Learning and Leading with Technology DA - 2010/8// PY - 2010/8// VL - 38 IS - 1 SP - 28-30 ER - TY - JOUR TI - Multimedia competencies for educational technologist. A survey of professionals and job announcement analysis AU - Ritzhaupt, A. AU - Martin, F. AU - Daniels, K. T2 - Journal of Educational Multimedia and Hypermedia DA - 2010/11// PY - 2010/11// VL - 19 IS - 4 SP - 421–449 ER - TY - JOUR TI - Using virtual classrooms: Student perceptions of features and characteristics in an online and a blended Course AU - Parker, M. AU - Martin, F. T2 - Journal of Online Learning and Teaching DA - 2010/3// PY - 2010/3// VL - 6 IS - 1 SP - 135–147 ER - TY - JOUR TI - Do you teach in a virtual classroom? Measuring student's perceptions of the features and characteristics AU - Parker, M.A. AU - Grace, E.R. AU - Martin, F. T2 - International Journal of Instructional Technology and Distance Learning DA - 2010/12// PY - 2010/12// VL - 7 IS - 12 SP - 17–28 ER - TY - JOUR TI - Effects of a 3-D video game on middle school student achievement and attitude in mathematics AU - Gillispie, L. AU - Martin, F. AU - Parker, M. T2 - Electronic Journal of Mathematics and Technology DA - 2010/// PY - 2010/// VL - 4 IS - 1 SP - 68–80 ER - TY - JOUR TI - Influence of Learning Management Systems Self-efficacy on E-learning Performance AU - Martin, Florence AU - I. Tutty, Jeremy AU - Su, Yuyan T2 - i-manager's Journal on School Educational Technology DA - 2010/2/15/ PY - 2010/2/15/ DO - 10.26634/jsch.5.3.1086 VL - 5 IS - 3 SP - 26-35 J2 - JSCH OP - SN - 0973-2217 2230-7133 UR - http://dx.doi.org/10.26634/jsch.5.3.1086 DB - Crossref ER - TY - CONF TI - Synchronous virtual classrooms: Student perceptions from an online and blended education course AU - Parker, M.A. AU - Martin, F. AB - Virtual classrooms are online environments that enable students and instructors to interact as if they were face to face in a classroom. In this study, the researchers compared the perceptions of 57 undergraduate students who used the virtual classroom in a fully online and a blended education course. Students in the fully online course rated the virtual classroom features and characteristics higher than students in the blended course. There were statistically significant differences for 9 out of the 16 features that were investigated. Three of the four characteristics were statistically significant. Instructors can integrate this information in their course design and delivery to ensure that students benefit from a rewarding learning experience. C2 - 2010/// C3 - 2010 International Conference on Technology for Education, T4E 2010 DA - 2010/// DO - 10.1109/T4E.2010.5550054 SP - 93-100 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-77956541747&partnerID=MN8TOARS ER - TY - CONF TI - Synchronous technologies for online teaching AU - Martin, F. AU - Noonan, D. AB - In this short paper, five different interactive technologies used to teach courses synchronously online will be showcased and demonstrated. These five technologies are Polycom PVX, Horizon Wimba Virtual Classroom, MediaSite, SharedView, and Skype. The advantages and disadvantages of these technologies will be discussed. This presentation will promote global education and will introduce opportunities for educators to maintain the interaction in the classroom while providing an option for the students to take classes online. C2 - 2010/// C3 - 2010 International Conference on Technology for Education, T4E 2010 DA - 2010/// DO - 10.1109/T4E.2010.5550062 SP - 1-4 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-77956531716&partnerID=MN8TOARS ER - TY - CONF TI - Best practices for teaching in a synchronous virtual classroom AU - Martin, F. T2 - Association of Educational Communications and Technology Conference AB - One of the major challenges that distance educators still face today in designing effective online courses is including interactivity. One of the ways this challenge has been addressed is through the use of synchronous virtual classroom technology. In this session, we will discuss some of the best practices for teaching in a synchronous virtual classroom. The practices are categorized in different topics on how instructors who teach using synchronous virtual classrooms can make it more effective: (1) Before the Virtual Class session, (2) Introduction, (3) Limiting Access/Guest Access, (4) Network Connection, (5) Archiving, (6) PowerPoint Slides, (7) Interaction, and (8) Setting Class Rules. The participants will also be given a demo of the Horizon Wimba Virtual Classroom at the session (depending on the availability of the internet access). C2 - 2010/10// C3 - Association of Educational Communications and Technology Conference CY - Anaheim, CA DA - 2010/10// PY - 2010/10// DO - 10.1109/T4E.2010.5550116 SP - 44-46 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-77956514070&partnerID=MN8TOARS ER - TY - JOUR TI - Blogging to learn: Educational blogs and U.S. history AU - Manfra, M.M. AU - Gray, G.E. AU - Lee, J.K. T2 - Social Education DA - 2010/// PY - 2010/// VL - 74 IS - 2 SP - 111–113, 116 ER - TY - CHAP TI - From personal pastime to curricular resource: The case of digital documentaries in the social studies AU - Manfra, M.M. AU - Hammond, T. T2 - Technology in Retrospect: Social Studies’ Place in the Information Age 1984-2009 A2 - Diem, R. A2 - Berson, M. PY - 2010/// SP - 93–107 PB - Information Age Publishing ER - TY - JOUR TI - Making comparisons between observed data and expected outcomes: Students’ informal hypothesis testing with probability simulation tools AU - Lee, H.S. AU - Angotti, R.L. AU - Tarr, J.E. T2 - Statistics Education Research Journal DA - 2010/// PY - 2010/// VL - 9 IS - 1 SP - 68–96 ER - TY - BOOK TI - Preparing to teach mathematics with technology: An integrated approach to data analysis and probability AU - Lee, H.S. AU - Hollebrands, K.F. AU - Wilson, P.H. DA - 2010/// PY - 2010/// SP - 160 PB - Kendall Hunt Publishers ER - TY - CONF TI - The measurement of racial identity in children: A critical review AU - Byrd, C.M. T2 - American Psychological Association (APA) Division 45 Society for the Study of Ethnic Minority Issues Conference C2 - 2010/6// CY - Ann Arbor, Michigan DA - 2010/6// PY - 2010/6// ER - TY - CONF TI - The interaction of school racial climate and racial centrality on motivation for African American adolescents AU - Byrd, C.M. AU - Rowley, S.J. T2 - International Society for the Study of Behavioral Development Meeting C2 - 2010/7// CY - Lusaka, Zambia DA - 2010/7// PY - 2010/7// ER - TY - CONF TI - Racial discrimination: A unique stressor with unique coping responses? AU - Byrd, C.M. AU - Hoggard, L.H. AU - Sellers, R.M. T2 - American Psychological Association 118th Annual Convention C2 - 2010/8// CY - San Diego, California DA - 2010/8// PY - 2010/8/12/ ER - TY - CONF TI - Why racial climate and discrimination matter for academic motivation in secondary education: the roles of autonomy, belonging, and competence AU - Byrd, C.M. AU - Rowley, S.J. T2 - Interplay of Contextual and Individual Factors in Predicting African American Adolescents' Academic Achievement, Society for Research on Adolescence Biennial Meeting C2 - 2010/3// CY - Philadelphia, Pennsylvania DA - 2010/3// PY - 2010/3/11/ ER - TY - CONF TI - Class Size and Student Achievement in Rural El Salvador AU - Drake, T.A. T2 - Comparative and International Education Society Annual Conference C2 - 2010/3// CY - Chicago, IL DA - 2010/3// PY - 2010/3// ER - TY - BOOK TI - Laptops 4 Learning AU - Fogle, L. DA - 2010/// PY - 2010/// PB - Follett Software Company ER - TY - JOUR TI - An investigation into reported differences between online math instruction and other subject areas in a virtual school AU - Oliver, K.M. AU - Kellogg, S. AU - Patel, R. T2 - Journal of Computers in Mathematics and Science Teaching DA - 2010/// PY - 2010/// VL - 29 IS - 4 SP - 417–453 ER - TY - JOUR TI - Evaluating teacher readiness for the implementation of one-to-one computing based on national educational technology standards AU - Oliver, K.M. T2 - Journal of Literacy and Technology DA - 2010/// PY - 2010/// VL - 11 IS - 3 SP - 40–76 ER - TY - JOUR TI - A computer for every student (1:1): Lessons learned about planning and implementing a successful 1:1 learning initiative in schools AU - Corn, J. AU - Oliver, K. AU - Hess, C. AU - Halstead, E. AU - Argueta, R. AU - Patel, R. AU - Tingen, J. AU - Huff, J. T2 - Educational Technology DA - 2010/// PY - 2010/// VL - 50 IS - 6 SP - 11–17 ER - TY - SOUND TI - Critical Race Theory and Educational Research professional development course AU - DeCuir-Gunby, J.T. DA - 2010/4// PY - 2010/4// M3 - Instructor and Mentor ER - TY - CHAP TI - Nurturing a creative curiosity for K-2 mathematics teaching: Lessons from the dreamkeepers AU - Marshall, P.L. AU - McCulloch, A.W. AU - DeCuir-Gunby, J.T. T2 - Cultivating Curious and Creative Minds: The Role of Teachers and Teacher Educators: Part I. Teacher Education Yearbook XVIII A2 - Craig, C.J. A2 - Deretchin, L.F. PY - 2010/1/16/ SP - 132–160 PB - Rowman & Littlefield Education/Association of Teacher Educators SN - 9781607095804, 1607095807 ER - TY - SOUND TI - Learning Strategies in the College Classroom AU - DeCuir-Gunby, J.T. DA - 2010/// PY - 2010/// ER - TY - CONF TI - The eye of the storm: Social work and nonprofit organizations’ responses to Hurricanes Katrina and Rita AU - Gunby, N.W. AU - Taliaferro, J.D. AU - DeCuir-Gunby, J.T. AU - Leach, M.T. T2 - Urban Affairs Association annual meeting C2 - 2010/3// CY - Honolulu, HI DA - 2010/3// PY - 2010/3// ER - TY - CONF TI - ADVANCE-ENG girls to women: An innovative engineering faculty-student mentoring summit for underrepresented minority (URM) girls and their mothers AU - Grant, C. AU - Bowles, T. AU - DeCuir-Gunby, J.T. T2 - American Society for Engineering Education for annual meeting C2 - 2010/6// CY - Louisville, KY DA - 2010/6// PY - 2010/6// ER - TY - CONF TI - Video Analysis as a mixed methods approach: A Teacher Professional Development Example AU - DeCuir-Gunby, J.T. AU - Marshall, P. AU - McCulloch, A. T2 - American Educational Research Association annual meeting C2 - 2010/4// CY - Denver, CO DA - 2010/4// ER - TY - CONF TI - Professional dispositions, cultural relevance, and early mathematics instruction: Case study of a primary level teacher AU - Marshall, P.L. AU - DeCuir-Gunby, J.T. AU - McCulloch, A. T2 - American Educational Research Association annual meeting C2 - 2010/4// CY - Denver, CO DA - 2010/4// PY - 2010/4// ER - TY - CONF TI - Math autobiographies and early elementary teaching: What is your math story? AU - McCulloch, A.W. AU - Marshall, P.L. AU - DeCuir-Gunby, J.T. T2 - North Carolina Council of Teachers of Mathematics annual meeting C2 - 2010/10// CY - Greensboro, NC DA - 2010/10// PY - 2010/10// ER - TY - THES TI - A meta-analysis of comprehension strategy instruction for upper elementary and middle school students AU - Davis, D.S. DA - 2010/// PY - 2010/// M3 - Doctoral dissertation PB - Vanderbilt University UR - https://etd.library.vanderbilt.edu/available/etd-06162010-100830 ER - TY - JOUR TI - The effectiveness of multiple comprehension strategies instruction (MCSI) for improving reading comprehension in 4th-8th grade students AU - Davis, D.S. T2 - The Campbell Collaboration Library of Systematic Reviews DA - 2010/// PY - 2010/// ER - TY - CHAP TI - Developing trusting relations in in-service education of elementary mathematics teachers AU - Sztajn, P. AU - White, D.Y. AU - Hackenberg, A. AU - Allexsaht-Snider, M. T2 - Teachers of mathematics: Recruitment and retention, professional development and identity A2 - Anthony, G. A2 - Grevholm, B. T3 - Skrifter från Svensk förening för matematikdidaktisk forskning PY - 2010/// SP - 167–176 PB - Svensk förening för matematikdidaktisk forskning (SMDF SN - 9789197393478 SV - 8 ER - TY - CHAP TI - Do children have any rights? AU - Brighouse, H. AU - McAvoy, P. T2 - Introduction to Philosophy of Education A2 - Bailey, R. PY - 2010/// SP - 74–85 PB - Continuum ER - TY - CONF TI - The impact of active learning during out-of-school time (OST) Energy Clubs on elementary school students AU - Albers, L. AU - Lindsay, K. AU - Hemric, J. AU - Tucker, J. AU - Bottomley, L. AU - Hollebrands, K. AU - Parry, E. C2 - 2010/// C3 - ASEE Annual Conference and Exposition, Conference Proceedings DA - 2010/// UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85029090532&partnerID=MN8TOARS ER - TY - CONF TI - Attitudes towards and support provided for mathematics learning reported by parents of students involved in a GK-12 program AU - Hollebrands, K. AU - Smith, R. AU - Albers, L. AU - Parry, E. AU - Bottomley, L. C2 - 2010/// C3 - ASEE Annual Conference and Exposition, Conference Proceedings DA - 2010/// UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85029106995&partnerID=MN8TOARS ER - TY - JOUR TI - Developing and Using a Codebook for the Analysis of Interview Data: An Example from a Professional Development Research Project AU - DeCuir-Gunby, Jessica T. AU - Marshall, Patricia L. AU - McCulloch, Allison W. T2 - Field Methods AB - This article gives specific steps on how to create a codebook for coding interview data. The authors examine the development of theory- and data-driven codes through the discussion of a professional development (PD) research project. They also discuss how to train others to code using the codebook, including how to establish reliability. The authors end with practical suggestions from their experiences in creating a codebook. DA - 2010/// PY - 2010/// DO - 10.1177/1525822x10388468 VL - 23 IS - 2 SP - 136-155 KW - codebook KW - coding KW - interviews KW - team-based research ER - TY - CHAP TI - Knowledge for teaching statistics with technology: Examining mathematics teacher educators’ planning AU - Lee, H. AU - Ives, S. AU - Starling, T. AU - Hollebrands, K. T2 - Association of Mathematics Teacher Educators Monograph VII: Mathematics Teaching: Putting Research into Practice at all Levels A2 - Lott, J. A2 - Luebeck, J. PY - 2010/// SP - 7–24 PB - Association of Mathematics Teacher Educators ER - TY - JOUR TI - An alternative development of measures of center and spread using dynamic diagrams AU - Wilson, P.H. AU - Lee, H. AU - Hollebrands, K. T2 - Centroid DA - 2010/// PY - 2010/// VL - 36 IS - 2 SP - 6–11 ER - TY - JOUR TI - Activities for Students: Investigating Star Polygons AU - Starling, T. AU - Hollebrands, K. T2 - The Mathematics Teacher AB - With the geometry curriculum already packed with content, who has time to introduce anything new? Many students already have difficulty with regular polygons to begin with—wouldn't an additional topic for polygons be adding fuel to the fire? Perhaps. However, if activities are carefully chosen, students can actively review prerequisite skills as well as benefit from being asked to think critically in a new way. DA - 2010/3// PY - 2010/3// DO - 10.5951/MT.103.7.0525 VL - 103 IS - 7 SP - 525–534 ER - TY - JOUR TI - What is the Teacher Doing? What are the Students Doing? An Application of the Draw-a-Science-Teacher-Test AU - Minogue, James T2 - Journal of Science Teacher Education AB - This study documents the use of the Draw-a-Science-Teacher-Test as diagnostic tool for both preservice teacher beliefs about science teaching and science methods course effectiveness. Direct comparison of pre-course to post-course images from 50 preservice elementary teachers was undertaken using McNemar’s test. Results indicated statistically significant shifts in participants’ mental models of science teaching and learning. Post-course more students portrayed student-centered reform minded practices. The limitations of this analytical approach, the practical significance of this work, and ideas for future research in this arena are discussed. DA - 2010/11/15/ PY - 2010/11/15/ DO - 10.1007/s10972-009-9170-7 VL - 21 IS - 7 SP - 767-781 J2 - Journal of Science Teacher Education LA - en OP - SN - 1046-560X 1573-1847 UR - http://dx.doi.org/10.1007/s10972-009-9170-7 DB - Crossref KW - Science teacher education KW - Mental models KW - Teacher beliefs ER - TY - JOUR TI - Research Experiences for Teachers (RET): Motivation, Expectations, and Changes to Teaching Practices due to Professional Program Involvement AU - Pop, Margareta M. AU - Dixon, Patricia AU - Grove, Crissie M. T2 - Journal of Science Teacher Education AB - This study investigated teachers’ motivation, expectations, and changes to teaching practices due to a 6 week summer professional development program involvement. Participants (n = 67) attended the Research Experiences for Teachers (RET) program within a major university in southeast. Surveys and interviews were used to collect data to answer the following research questions: (1) Who attends the RET program? (2) In what ways do elementary teachers differ from middle/secondary teachers with respect to their motivation for attending the RET program and their expectations about the program? (3) In what ways do elementary teachers differ from middle/secondary teachers with respect to implementing changes to their teaching practices due to RET program attendance? Survey results indicated significant differences between elementary teachers and secondary education teachers with respect to their expectations about the program, and changes to their teaching practices. Interview results provided support to survey findings. Implications for professional development and science teacher education are discussed in relationship with the current study findings. DA - 2010/3/31/ PY - 2010/3/31/ DO - 10.1007/S10972-009-9167-2 VL - 21 IS - 2 SP - 127-147 J2 - Journal of Science Teacher Education LA - en OP - SN - 1046-560X 1573-1847 UR - http://dx.doi.org/10.1007/S10972-009-9167-2 DB - Crossref KW - Professional development KW - Teacher education KW - Motivation ER - TY - JOUR TI - The Relationship between Students' Reading Orientations and Their Strategic Activity during a Collaborative Reading Task AU - Davis, Dennis AU - Neitzel, Carin T2 - Reading Psychology AB - This study examined the connection between middle school students’ beliefs about reading and their use of comprehension strategies during a collaborative reading activity. Seventy-one fifth- and sixth-grade students were videotaped while they worked in small groups to read and discuss short texts describing the reading habits and abilities of four fictitious readers. Students’ conceptions of successful reading were determined based on their rankings of these fictitious readers, and their strategic activity was indexed by coding their use of strategies and the participation roles they assumed while working together. The analyses revealed a strong relationship between students’ conceptions of reading and their patterns of interaction during the collaborative activity. The findings enrich our understanding of this relationship and raise important questions for future investigations. DA - 2010/12/2/ PY - 2010/12/2/ DO - https://doi.org/10.1080/02702710903256593 VL - 31 IS - 6 SP - 546-579 ER - TY - JOUR TI - Integrating Web 2.0 Across the Curriculum AU - Oliver, Kevin T2 - TechTrends DA - 2010/3// PY - 2010/3// DO - 10.1007/s11528-010-0382-7 VL - 54 IS - 2 SP - 50-60 SN - 8756-3894 1559-7075 UR - http://dx.doi.org/10.1007/s11528-010-0382-7 ER - TY - CONF TI - An examination of algebraic reasoning among elementary and middle school students AU - Walkowiak, T.A. A2 - Brosnan, P. A2 - Erchick, D.B. A2 - Flevares, L. C2 - 2010/// C3 - Proceedings of the 32nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education DA - 2010/// SP - 194–201 PB - The Ohio State University ER - TY - JOUR TI - A reflection framework for teaching mathematics AU - Merritt, E.G. AU - Rimm-Kaufman, S.E. AU - Berry, R.Q., III AU - Walkowiak, T.A. AU - McCracken, E.R. T2 - Teaching Children Mathematics DA - 2010/// PY - 2010/// VL - 17 IS - 4 SP - 238–248 UR - https://eric.ed.gov/?id=EJ907317 ER - TY - BOOK TI - Preparation & Practice for TEPS AU - Kim, J. AU - Relyea, J.E. AU - Lee, K. DA - 2010/// PY - 2010/// PB - Wearebooks Publications ER - TY - BOOK TI - Bricks intensive listening: Practice for TOEFL (Test of English as a Foreign Language) listening AU - Willers, A. AU - Afrens, L. AU - Leung, K. AU - Ball, K.T. AU - Relyea, J.E. DA - 2010/// PY - 2010/// PB - Red Bricks Publications ER - TY - CHAP TI - Managing and improving behavior in inclusive educational environments AU - Sabornie, E.J. T2 - Reaching every learner: Differentiating instruction in theory and practice PY - 2010/// PB - LEARN NC ER - TY - JOUR TI - The Effect of Guided Inquiry-Based Instruction on Middle School Students’ Understanding of Lunar Concepts AU - Cabe Trundle, Kathy AU - Atwood, Ronald K. AU - Christopher, John E. AU - Sackes, Mesut T2 - Research in Science Education DA - 2010/5// PY - 2010/5// DO - 10.1007/s11165-009-9129-x VL - 40 IS - 3 SP - 451–478 SN - 0157-244X 1573-1898 UR - http://dx.doi.org/10.1007/s11165-009-9129-x KW - Guided inquiry KW - Conceptual change KW - Lunar concepts KW - Science education KW - Intentional KW - Learning KW - Middle school ER - TY - JOUR TI - Using a Planetarium Software Program to Promote Conceptual Change with Young Children AU - Hobson, Sally M. AU - Trundle, Kathy Cabe AU - Saçkes, Mesut T2 - Journal of Science Education and Technology DA - 2010/4// PY - 2010/4// DO - 10.1007/s10956-009-9189-8 VL - 19 IS - 2 SP - 165–176 SN - 1059-0145 1573-1839 UR - http://dx.doi.org/10.1007/s10956-009-9189-8 KW - Conceptual change KW - Lunar concepts KW - Computer simulations KW - Guided-inquiry ER - TY - JOUR TI - Four- to six-year-old children's conceptions of the mechanism of rainfall AU - Saçkes, Mesut AU - Flevares, Lucia M. AU - Trundle, Kathy Cabe T2 - Early Childhood Research Quarterly AB - The purpose of this study was to describe four- to six-year-old children's understandings of the mechanism of rainfall and to reveal possible differences due to age. A total of 22 children participated in the study (mean age = 60.4 months; range 48–73 months), including 14 boys and 8 girls, all from middle-SES families. To reveal children's understanding of the mechanism of rainfall, semi-structured interviews were conducted using a set of interview questions. Children were individually interviewed, and interviews were audio-taped and transcribed. The constant comparative method was used to analyze the transcribed audio tapes. A framework of codes was developed based on previous studies of children's understanding of the mechanism of rainfall. This partial framework of codes served as the basis for describing children's conceptual understandings of the mechanism of rainfall. A nonparametric statistical test was used to test for age differences in children's conceptions of the mechanism of rainfall. The results indicated that older preschool children were more likely to have synthetic or naturalistic conceptions than the younger children. Implications of the findings for instructional practices in early childhood classrooms are discussed. DA - 2010/10// PY - 2010/10// DO - 10.1016/j.ecresq.2010.01.001 VL - 25 IS - 4 SP - 536-546 J2 - Early Childhood Research Quarterly LA - en OP - SN - 0885-2006 UR - http://dx.doi.org/10.1016/j.ecresq.2010.01.001 DB - Crossref KW - Alternative conceptions KW - Conceptual development KW - Earth science education ER - TY - JOUR TI - The use of a computer simulation to promote conceptual change: A quasi-experimental study AU - Trundle, Kathy Cabe AU - Bell, Randy L. T2 - Computers & Education AB - This mixed-methods investigation compared the effectiveness of three instructional approaches in achieving desired conceptual change among early childhood preservice teachers (n = 157). Each of the three treatments employed inquiry-based instruction on moon phases using data collected from: (1) the planetarium software program, Starry Night™, (2) nature observations and Starry Night™, or (3) nature observations alone. Data sources included drawings, intensive interviews, and a lunar shapes card sort. The data sets were analyzed via a constant comparative method in order to produce profiles of each participant’s pre- and post-instruction conceptual understandings of moon phases. Non-parametric tests of significance revealed that pre- to post-instruction gains were significant for all three treatments across all targeted concepts. The Starry Night™-Only treatment demonstrated statistically greater gains for sequencing moon phases than the other two treatments. However, there were no significant differences among the three treatments in regard to participants’ abilities to draw scientific moon shapes or in their conceptions of the causes of moon phases. Thus, the three treatments were equally effective in facilitating desired conceptual change. DA - 2010/5// PY - 2010/5// DO - 10.1016/j.compedu.2009.10.012 VL - 54 IS - 4 SP - 1078-1088 J2 - Computers & Education LA - en OP - SN - 0360-1315 UR - http://dx.doi.org/10.1016/j.compedu.2009.10.012 DB - Crossref KW - Applications in subject areas KW - Elementary education KW - Improving classroom teaching KW - Interactive learning environments KW - Simulations KW - Teaching/learning strategies ER - TY - JOUR TI - Exploring Grade 11 students' conceptual pathways of the particulate nature of matter in the context of multirepresentational instruction AU - Adadan, Emine AU - Trundle, Kathy Cabe AU - Irving, Karen E. T2 - Journal of Research in Science Teaching AB - Abstract This study investigated the conceptual pathways of 19 Grade 11 introductory chemistry students (age 16–17) as they participated in a multirepresentational instruction on the particulate nature of matter (PNM). This study was grounded in contemporary conceptual change theory, in particular, research on students' conceptual pathways that focuses on the interaction between students' existing conceptions and instruction, which might give rise to observing multiple paths. This mixed method study combined a quantitative research design with qualitative data collection and analysis methods. Data were collected through open‐ended questionnaires, interviews, and document analysis to portray the patterns of students' conceptual pathways of the PNM from pre to postinstruction to 3 months after the instruction. An interpretive analysis of the qualitative data revealed six different conceptual pathways varying between radical progress and no additional progress (stable) after the multirepresentational instruction and between stable (no change) and full decay over a 3‐month period following the instruction. The identified patterns of conceptual pathways provide information about the manner in which conceptual change occurred, as well as suggest potential implications for instructional practices. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1004–1035, 2010 DA - 2010/// PY - 2010/// DO - 10.1002/tea.20366 SP - n/a-n/a J2 - J. Res. Sci. Teach. LA - en OP - SN - 0022-4308 1098-2736 UR - http://dx.doi.org/10.1002/tea.20366 DB - Crossref KW - conceptual pathways KW - learning progression KW - secondary KW - the particle theory of matter KW - mixed method ER - TY - JOUR TI - Understanding natural sciences education in a Reggio Emilia-inspired preschool AU - Inan, Hatice Zeynep AU - Trundle, Kathy Cabe AU - Kantor, Rebecca T2 - Journal of Research in Science Teaching AB - Abstract This ethnographic study explored aspects of how the natural sciences were represented in a Reggio Emilia‐inspired laboratory preschool. The natural sciences as a discipline—a latecomer to preschool curricula—and the internationally known approach, Reggio Emilia, interested educators and researchers, but there was little research about science in a Reggio Emilia classroom. The current research aimed to gain insight into natural science experiences in a Reggio Emilia‐inspired classroom. To gain in‐depth information, this inquiry‐based study adapted a research design with ethnographic data collection techniques (i.e., interview, observation, document/artifact collection, and field‐notes), namely Spradley's Developmental Research Sequence Method, which was a well‐known, pioneer ethnographic method. The data were analyzed from an interpretive perspective using multiple lenses. These lenses included Spradley's DRS for the classroom culture, Corsaro's peer culture theory, the Reggio Emilia approach, and Ohio's Early Learning Content Standards. The study involved 18 preschoolers, 10 teachers, and a program director. The results indicated that the Reggio Emilia‐inspired preschool offered a science‐rich context that triggered and supported preschoolers' inquiries, and effectively engaged preschoolers' hands, heads, and hearts with science. The natural sciences learning in this Reggio Emilia‐inspired preschool classroom met and exceeded some of Ohio's prekindergarten standards. The results suggested that the Reggio pedagogy, grounded in inquiry, is compatible with science education goals. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1186–1208, 2010 DA - 2010/11/19/ PY - 2010/11/19/ DO - 10.1002/tea.20375 VL - 47 IS - 10 SP - 1186-1208 J2 - J. Res. Sci. Teach. LA - en OP - SN - 0022-4308 UR - http://dx.doi.org/10.1002/tea.20375 DB - Crossref KW - pedagogy KW - standards KW - social construction KW - early childhood ER - TY - JOUR TI - The Cross-Case Analyses of Elementary Students’ Engagement in the Strands of Science Proficiency AU - Minogue, James AU - Madden, Lauren AU - Bedward, John AU - Wiebe, Eric AU - Carter, Mike T2 - Journal of Science Teacher Education AB - Recent reports have begun to lay the foundation for a re-visioned K-8 science curriculum which includes four strands that could be used to define and assess science proficiency for all students. Using these strands as an analytic lens, this pre-post multiple-case case study explores elementary school science teachers’ practices and their students’ actions. This work focuses on naturally occurring ordinary events and builds a description of how these strands of proficiencies are being developed. The results of cross-case analyses suggest that while the participating teachers do engage their students in activities and exercises that contribute to the development of all 4 strands of science proficiency; the nature, duration, and distribution (across the 4 strands) of these activities varied. DA - 2010/8/15/ PY - 2010/8/15/ DO - 10.1007/s10972-010-9195-y VL - 21 IS - 5 SP - 559-587 J2 - Journal of Science Teacher Education LA - en OP - SN - 1046-560X 1573-1847 UR - http://dx.doi.org/10.1007/s10972-010-9195-y DB - Crossref KW - Elementary science teaching KW - Inquiry-based instruction KW - Science notebooks KW - Case study research ER - TY - JOUR TI - Constructivism and technology use: findings from the IMPACTing Leadership project AU - Overbay, Amy AU - Patterson, Ashley S. AU - Vasu, Ellen S. AU - Grable, Lisa L. T2 - Educational Media International AB - This study used two surveys, the Activities of Instruction 2.0 (AOI 2.0) and the School Technology Needs Assessment (STNA) to assess the relationship between teachers’ level of constructivism and their level of technology use. Results indicate that constructivist practices and beliefs were significant predictors of technology use, after accounting for the contribution of other individual level demographic variables, and school‐level environmental factors. Teachers with more constructivist instructional practices were more likely to report using technology; similarly, teachers who believed more strongly that IT was a useful tool for student‐centered/constructivist teaching were more likely to use technology. Konstruktivismus und Gebrauch von Technologie: ergebnisse des IMPACTing Leadership Projekts Dieser Beitrag verwendete zwei Studien: Activities of Instruction 2.0 (AOI 2.0) und das School Technology Needs Assessment (STNA), um das Verhältnis zwischen dem Kenntnisstand der Lehrer bzgl. Konstruktivismus und ihrem Stand im Technologiegebrauch abschätzen zu können. Die Ergebnisse belegen, dass die konstruktivistischen Praxen und Annahmen signifikante Vorhersagen über den Technologiegebrauch unter Berücksichtigung anderer individueller demographischer Werte und schulspezifischer Faktoren ermöglichen. Lehrer mit größerer konstruktivistischer Unterrichtspraxis haben eher die Nutzung von Technologie angegeben. Ähnlich haben Lehrer, die stärker davon überzeugt waren, dass IT ein nützliches Werkzeug für schülerzentrierten konstruktivistischen Unterricht sind, auch den Gebrauch von Technologie bevorzugt. Constructivisme et usage de la technologie: les résultats du projet IMPACT sur le Leadership Dans cette étude on a utilisé deux enquêtes, les Activités d’Enseignement 2.0 (AOI 2.0) et l’Evaluation des besoins en technologie (STNA) pour mesurer la relation entre le niveau de constructivisme des professeurs et leur niveau d’usage des technologies. Les résultats obtenus indiquent que les pratiques et les croyances constructivistes étaient des indicateurs significatifs de l’usage des technologies, une fois pris en compte l’impact d’autres variables démographiques au niveau individuel ainsi que les facteurs environnementaux au niveau des écoles. Il y avait plus de chances que les enseignants ayant des pratiques éducatives plus constructivistes signalent qu’ils utilisaient la technologie; de la même façon, les enseignants qui croyaient le plus fermement que les TICE représentaient un outil utile pour un enseignement constructiviste centré sur l’étudiant étaient le plus susceptibles d’utiliser la technologie. El constructivismo y el uso de la tecnología: el impacto del proyecto IMPACT sobre el liderazgo La presente investigación está basada en dos encuestas, una Las Actividades de Enseñanza 2.0 (AOI 2.0) y la otra La Evaluación de las Necesidades en tecnología (STNA) para evaluar la relación entre el nivel de de constructivismo de los profesores y su nivel de uso de la tecnología. Los resultados indican que las prácticas y creencias constructivistas eran indicadores significativos de predicción del uso de las tecnologías una vez tomada en cuenta la contribucción de otras variables demográficas a nível individual y de los factores ambientales al nivel de la escuela. La probabilidad es que los profesores con prácticas instructivas más constructivistas eran los que señalaban un uso más frecuente de la tecnología; de la misma manera la probabilidad es que los profesores que pensaban con más fuerza que las TICs eran herramientas útiles para la enseñanza constructivista centrada en el alumno serían los mayores usuarios de la tecnología. DA - 2010/6// PY - 2010/6// DO - 10.1080/09523987.2010.492675 VL - 47 IS - 2 SP - 103-120 J2 - Educational Media International LA - en OP - SN - 0952-3987 1469-5790 UR - http://dx.doi.org/10.1080/09523987.2010.492675 DB - Crossref KW - constructivism KW - instructional technology ER - TY - JOUR TI - Crossing Digital Bridges for Global Understanding AU - Beal, Candy AU - Bates, Natalie T2 - Middle School Journal AB - Everyone who has ever been to Disney World's Epcot Center and visited the Small World ride leaves with the song It's a Small World (After All) ringing in their ears. Never has the central message of this song been truer than it is today. Was Walt Disney a prophet of global connectivity? The international fantasy world he developed, and others like it, are designed to create a global community experience for amusement park visitors. Disney's portrayal of many nations-their colorful dress, musical traditions, and unique native cuisine-is many students' only foreign travel, and the experience may leave them with lasting stereotypes. So what? Is this bad? Isn't this a good hook to generate interest in other cultures? Indeed, it's a great hook, but fantasy worlds promote an idealized portrait of the world: no real people, no trash, no problems, and no worries. It is our charge to see that students grow beyond the superficial and begin understanding real-world peoples, problems, and issues. How do we help our middle grades students, many of whom will never actually travel the world, achieve a deeper understanding of other cultures? Making virtual cultural connections offers the best alternative to experiencing travel firsthand. In this article, we discuss why young adolescents need to develop a global perspective and how we can help them do that. We examine the difference between surface and internal culture learning and offer digital bridges to one important country, I have taken a dozen Great Adventures to Russia and have worked with thousands of North Carolina students and their teachers, all of whom have traveled with me virtually. With each trip, I have found that teachers have welcomed the opportunity to move out of textbook Russia. A former sixth grade social studies teacher, Natalie Bates (Author 2), joins me to share with you what we have done and learned and to offer suggestions about how to infuse authentic voices-in this case, Russian-into your own curriculum. Two-way stereotypes Teachers know that students learn best if they can relate what they are learning to themselves and their own worlds. From the earliest grades on up, children examine themselves in the context of their families, their schools and communities, cities, countries, and, finally, the world. This article offers your students the chance to cross a digital bridge and hear the voices of children from We are especially mindful of the need to raise the level of learning beyond the stereotypes so that we may know what the Russian people are really like. Stereotypes go both ways. I once walked into a sixth grade classroom in Volgograd, Russia, just as the children were reading in their English textbooks about the Garrett family of Atlanta. I listened as they read about the typical American home and possessions. The Garrett's house had three stories, a long driveway filled with cars, a well-manicured lawn, and a swimming pool and deck in the backyard. For the next 30 minutes I fielded questions about rich Americans. I informed them that neither my school teacher friends nor I lived like the Garretts and that most people I knew were not wealthy enough to have large homes with swimming pools. These Russian school children had bought into the stereotype because it supported TV and videos about American sports and rock stars. Didn't all Americans live that kind of life? Interestingly, the shoe was on the other foot later in my trip when I was asked to speak to parents whose children had just entertained me with their considerable musical talents. Sheepishly, I noted that my evolving cultural understanding had started with a 1950 Russian stereotype built on Cold War misinformation. In my elementary school, bells alerted our second grade class to darken the room and hide under desks in case Soviet planes dropped bombs from the sky. Russian parents in the audience smiled and shared similar stories about the possibility of American air raids. … DA - 2010/5// PY - 2010/5// DO - 10.1080/00940771.2010.11461736 VL - 41 IS - 5 SP - 19-26 J2 - Middle School Journal LA - en OP - SN - 0094-0771 2327-6223 UR - http://dx.doi.org/10.1080/00940771.2010.11461736 DB - Crossref ER - TY - JOUR TI - The Relationship Between Students’ Reading Orientations and their Strategic Activity During a Collaborative Reading Task AU - Davis, Dennis S. AU - Neitzel, Carin T2 - Reading Psychology AB - This study examined the connection between middle school students’ beliefs about reading and their use of comprehension strategies during a collaborative reading activity. Seventy-one fifth- and sixth-grade students were videotaped while they worked in small groups to read and discuss short texts describing the reading habits and abilities of four fictitious readers. Students’ conceptions of successful reading were determined based on their rankings of these fictitious readers, and their strategic activity was indexed by coding their use of strategies and the participation roles they assumed while working together. The analyses revealed a strong relationship between students’ conceptions of reading and their patterns of interaction during the collaborative activity. The findings enrich our understanding of this relationship and raise important questions for future investigations. DA - 2010/11/30/ PY - 2010/11/30/ DO - 10.1080/02702710903256593 VL - 31 IS - 6 SP - 546-579 J2 - Reading Psychology LA - en OP - SN - 0270-2711 1521-0685 UR - http://dx.doi.org/10.1080/02702710903256593 DB - Crossref ER - TY - CONF TI - Promoting learning in complex systems: Effect of question prompts versus system dynamics model progressions as a cognitive-regulation scaffold in a simulation-based inquiry-learning environment AU - Eseryel, D. AU - Law, V. C2 - 2010/// C3 - Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences DA - 2010/// VL - 1 SP - 1119-1126 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84880560594&partnerID=MN8TOARS ER - TY - JOUR TI - The Nature of Arguments Provided by College Geometry Students With Access to Technology While Solving Problems AU - Hollebrands, Karen F. AU - Conner, AnnaMarie AU - Smith, Ryan C. T2 - Journal for Research in Mathematics Education AB - Prior research on students' uses of technology in the context of Euclidean geometry has suggested it can be used to support students' development of formal justifications and proofs. This study examined the ways in which students used a dynamic geometry tool, NonEuclid, as they constructed arguments about geometric objects and relationships in hyperbolic geometry. Eight students enrolled in a college geometry course participated in a task-based interview that was focused on examining properties of quadrilaterals in the Poincaré disk model. Toulmin's argumentation model was used to analyze the nature of the arguments students provided when they had access to technology while solving the problems. Three themes related to the structure of students' arguments were identified. These involved the explicitness of warrants provided, uses of technology, and types of tasks. DA - 2010/7// PY - 2010/7// DO - 10.5951/jresematheduc.41.4.0324 VL - 41 IS - 4 SP - 324-350 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-77954718640&partnerID=MN8TOARS ER - TY - JOUR TI - Needs of elementary and middle school teachers developing online courses for a virtual school AU - Oliver, Kevin AU - Kellogg, Shaun AU - Townsend, Latricia AU - Brady, Kevin T2 - DISTANCE EDUCATION AB - 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. DA - 2010/// PY - 2010/// DO - 10.1080/01587911003725022 VL - 31 IS - 1 SP - 55-75 SN - 0158-7919 KW - virtual schooling KW - online learning KW - distance education KW - course development KW - instructional design KW - Web-based instruction KW - elementary education KW - middle grades ER - TY - JOUR TI - Educators' Perspectives on Culturally Relevant Programs for Academic Success: The American Excellence Association AU - DeCuir-Gunby, Jessica T. AU - Taliaferro, Jocelyn DeVance AU - Greenfield, Derek T2 - EDUCATION AND URBAN SOCIETY AB - This study examines educators’ perspectives of the American Excellence Association (AEA). Using interviews with 16 educators (teachers, counselors, and principals) from 10 high schools, we explored their perceptions regarding AEA’s impact on student participants as well as the potential for this type of culturally relevant programming for closing the achievement gap in their respective schools. Results of the analysis suggest that the educators perceive that the AEA fosters an achievement culture and provides participants with a genuine sense of ownership, creating a feeling of belonging and cultural competence, and helping develop critical consciousness through community service. Recommendations are made regarding the use of AEA as a model initiative for transforming the educational experiences of students of color. DA - 2010/1// PY - 2010/1// DO - 10.1177/0013124509349874 VL - 42 IS - 2 SP - 182-204 SN - 1552-3535 KW - achievement gap KW - culturally relevant pedagogy KW - school-based programs ER -