TY - CONF TI - A liberating quest for community-based education in rural remote Costa Rica AU - Greer, J. C2 - 2011/4// C3 - Proceedings of the Fifty-Five Annual Meeting of the Comparative and International Education Society conference. DA - 2011/4// ER - TY - CHAP TI - Accepting responsibility for the learning of all students: What does it really mean? AU - Ross, D.D. AU - Kamman, M. AU - Coady, M.R. T2 - Special education for today's teachers: An introduction A2 - Rosenberg, M. A2 - Westling, D. A2 - McLeskey, J. PY - 2011/// ET - 2nd SP - 52–81 PB - Prentice Hall ER - TY - JOUR TI - From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida AU - Coady, Maria AU - Harper, Candace AU - de Jong, Ester, * T2 - Bilingual Research Journal AB - (2011). From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida. Bilingual Research Journal: Vol. 34, No. 2, pp. 223-239. DA - 2011/6// PY - 2011/6// DO - 10.1080/15235882.2011.597823 VL - 34 IS - 2 SP - 223-239 J2 - Bilingual Research Journal LA - en OP - SN - 1523-5882 1523-5890 UR - http://dx.doi.org/10.1080/15235882.2011.597823 DB - Crossref ER - TY - JOUR TI - CBPR: Building Partnerships with Latinos in a Rural Area for a Wellness Approach to Mental Health AU - Stacciarini, Jeanne-Marie R. AU - Wiens, Brenda AU - Coady, Maria AU - Schwait, Anna B. AU - Pérez, Awilda AU - Locke, Barbara AU - LaFlam, Melody AU - Page, Viodelda AU - Bernardi, Karla T2 - Issues in Mental Health Nursing AB - Using Community-Based Participatory Research, this study describes the ongoing collaboration between Latino community leaders and academic partners to develop a mental health promotion intervention for rural Latinos in Florida. Two strategies were used: (1) Community Advisory Board (CAB) members completed a Latino Community Partners Survey (LCPS) and (2) scribe notes were taken during CAB meetings. The LCPS demonstrated not only the CAB's knowledge about the community but the readiness of leaders to get involved in the community-academic partnership. Thematic analysis of scribe notes revealed four main categories: caring, knowledges, interpersonal dynamics, and future impact in the community. CAB members greatly enhanced academic partners’ understanding of the community's needs as well as of their own culturally-specific knowledge. DA - 2011/7/19/ PY - 2011/7/19/ DO - 10.3109/01612840.2011.576326 VL - 32 IS - 8 SP - 486-492 J2 - Issues in Mental Health Nursing LA - en OP - SN - 0161-2840 1096-4673 UR - http://dx.doi.org/10.3109/01612840.2011.576326 DB - Crossref ER - TY - CONF TI - Exploring the effects of ratio-based fraction intervention on middle school children identified as having a mathematics learning disability AU - Hunt, J.H. T2 - 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education A2 - Wiest, L.R. A2 - Lamberg, T. C2 - 2011/// C3 - Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education DA - 2011/// PY - 2011/// PB - University of Nevada ER - TY - CONF TI - Teaching fraction equivalency through the ratio interpretations: Performance of students with mathematics learning disabilities AU - Hunt, J.H. T2 - 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education C2 - 2011/// C3 - Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education DA - 2011/// PY - 2011/// PB - University of Nevada ER - TY - CHAP TI - Minimizing the weaknesses and maximizing the strengths of students with disabilities through reasoning and sense-making AU - Dieker, L.A. AU - Maccini, P. AU - Strickland, T. AU - Hunt, J. T2 - Focus on high school students: Making mathematical reasoning and sense making a reality for all A2 - Strutchen, M. A2 - Kepner, H. PY - 2011/// PB - National Council of Teacher of Mathematics ER - TY - JOUR TI - Teaching social skills to students with disabilities in middle school mathematics classrooms. AU - Walker, Z. AU - Hunt, J.H. T2 - Mathematics Teaching in the Middle School DA - 2011/// PY - 2011/// VL - 17 IS - 5 SP - 296–301 ER - TY - JOUR TI - Beyond accommodations: Universal design for learning in mathematics. AU - Hunt, J.H. AU - Andreasen, J.A. T2 - Mathematics Teaching in the Middle School DA - 2011/// PY - 2011/// VL - 17 IS - 3 SP - 166–173 ER - TY - JOUR TI - Theoretical Factors Affecting Parental Roles in Children's Mathematical Learning in American and Chinese-Born Mothers AU - Hunt, J.H. AU - Hu, B. T2 - School Community Journal DA - 2011/// PY - 2011/// VL - 21 IS - 2 SP - 119–142 UR - https://eric.ed.gov/?id=EJ957130 ER - TY - CONF TI - Using the ISPI human performance technology model to evaluate web usability AU - Snider, J. AU - Martin, F. T2 - Association of Educational Communications and Technology Conference C2 - 2011/11// C3 - Association of Educational Communications and Technology Conference CY - Jacksonville, FL DA - 2011/11// PY - 2011/11// ER - TY - CONF TI - Development of an interactive multimedia instructional module: Walking tour of historic downtown Wilmington AU - Hoskins, O.J. AU - Martin, F. AU - Brooks, R. AU - Bennett, T. T2 - Association of Educational Communications and Technology Conference C2 - 2011/11// C3 - Association of Educational Communications and Technology Conference CY - Jacksonville, FL DA - 2011/11// PY - 2011/11// ER - TY - CONF TI - Multimedia production curricula: Identifying essential competencies and skills AU - Daniels, H.L. AU - Sugar, W. AU - Bishop, M. AU - Brown, J. AU - Daniels, Lee AU - Green, T. AU - Martin, F. AU - Ritzhaupt, R. T2 - Annual international conference of the Society for Information Technology in Education C2 - 2011/3// C3 - Annual international conference of the Society for Information Technology in Education CY - Nashville, TN DA - 2011/3// PY - 2011/3// ER - TY - CHAP TI - Virtual training at an Indian call center AU - Martin, F. AU - Parker, M. T2 - Cases on Globalized and Culturally Appropriate E-Learning: Challenges and Solutions A2 - Edmundson, A. PY - 2011/// SP - 90–92 PB - IGI Global ER - TY - CONF TI - Potential of New Video Conferencing Tools for Bringing Distance & Online Learners to the Face-to-Face Classrooms: Bridging Physical Separation AU - Moallem, M. AU - Martin, F. AU - Pastore, R. T2 - Elearn C2 - 2011/10// C3 - E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education CY - Hawaii DA - 2011/10// PY - 2011/10// SP - 773–781 PB - Association for the Advancement of Computing in Education (AACE) ER - TY - CONF TI - A Comparative Study on the Impact of Various Communication Tools on Student Learning, Motivation, Self-regulation, and Satisfaction AU - Moallem, M. AU - Pastore, R. AU - Martin, F. T2 - Elearn C2 - 2011/10// C3 - E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education CY - Hawaii DA - 2011/10// PY - 2011/10// SP - 1519–1534 PB - Association for the Advancement of Computing in Education (AACE) ER - TY - CONF TI - Multimedia production curricula: Identifying essential competencies and skills AU - Daniels, H. AU - Sugar, W. AU - Brown, A. AU - Green, T. AU - Martin, F. AU - Ritzhaupt, A. C2 - 2011/3// C3 - Society for Information Technology & Teacher Education International Conference DA - 2011/3// SP - 1097–1099 PB - Association for the Advancement of Computing in Education (AACE) ER - TY - JOUR TI - Challenges in synchronous virtual classrooms adoption by faculty AU - Roughton, C. AU - Martin, F. AU - Warren, J. AU - Gritmon, C. T2 - International Journal of Instructional Technology and Distance Learning DA - 2011/// PY - 2011/// VL - 8 IS - 2 SP - 45-54 ER - TY - CONF TI - The Impact of various communication tools on interaction in online learning: A comparative study AU - Pastore, R. AU - Moallem, M. AU - Martin, F. T2 - Association of Educational Communications and Technology Conference C2 - 2011/11// C3 - Association of Educational Communications and Technology Conference CY - Jacksonville, FL DA - 2011/11// PY - 2011/11// ER - TY - CONF TI - Developing mobile learning for IPOD touches AU - Martin, F. AU - Pastore, R. T2 - Association of Educational Communications and Technology Conference C2 - 2011/11// C3 - Association of Educational Communications and Technology Conference CY - Jacksonville, FL DA - 2011/11// PY - 2011/11// ER - TY - CONF TI - What challenges do faculty face in adopting synchronous virtual classroom? AU - Roughton, C. AU - Martin, F. AU - Warren, J. AU - Gritmon, C. T2 - Association of Educational Communications and Technology Conference C2 - 2011/11// C3 - Association of Educational Communications and Technology Conference CY - Jacksonville, FL DA - 2011/11// PY - 2011/11// ER - TY - CHAP TI - Measuring Success in a Synchronous Virtual Classroom AU - Martin, Florence AU - Parker, Michele A. AU - Ndoye, Abdou T2 - Student Satisfaction and Learning Outcomes in E-Learning A2 - Eom, S.B. A2 - Arbaugh, J.B. AB - This chapter will benefit those who teach individuals using the synchronous virtual classroom (SVC). The SVC model will help instructors design online courses that incorporate the factors that students need to be successful. This model will also help virtual classroom instructors and managers develop a systematic way of identifying and addressing the external and internal factors that might impact the success of their instruction. The strategies for empirically researching the SVC, which range from qualitative inquiry to experimental design, are discussed along with practical examples. This information will benefit instructors, researchers, non-profit and profit organizations, and academia. PY - 2011/// DO - 10.4018/978-1-60960-615-2.ch011 SP - 249-266 PB - IGI Global UR - http://dx.doi.org/10.4018/978-1-60960-615-2.ch011 ER - TY - JOUR TI - Evaluating reactions and transfer of skills from Blackboard training AU - Martin, Florence AU - Brooks, Robin Freeman AU - Gayford, Matthew C. AU - Hall, Herman A., IV AU - Whitfield, Kimberly Y. T2 - Performance Improvement AB - This article describes the methods that were used to evaluate the “Blackboard Basics” and “Teaching in Blackboard” courses that are currently being offered by the Office of e-Learning at a southeastern university in the United States. This report includes a description of the background of this course, the purpose of the evaluation, the key questions that were investigated, data collection methods and instrumentation, and limitations. DA - 2011/1// PY - 2011/1// DO - 10.1002/pfi.20191 VL - 50 IS - 1 SP - 26-33 J2 - Perf. Improv. LA - en OP - SN - 1090-8811 UR - http://dx.doi.org/10.1002/pfi.20191 DB - Crossref ER - TY - JOUR TI - Review: Community-Based Participatory Research Approach to Address Mental Health in Minority Populations T2 - Community Mental Health Journal DA - 2011/10// PY - 2011/10// DO - 10.1007/s10597-010-9319-z UR - http://dx.doi.org/10.1007/s10597-010-9319-z KW - Community-based participatory research KW - Methods KW - Mental health KW - Minority ER - TY - JOUR TI - Instructional Design and the Importance of Instructional Alignment AU - Martin, F. T2 - Community College Journal of Research and Practice AB - This paper highlights the instructional design process followed by the Maricopa Community College faculty in the creation of instructional modules in Digital Visual Literacy. The paper categorizes 10 tasks that an instructional designer, a teacher, or a trainer performs during the design phase of the instructional design process. The importance of alignment between each of these 10 instructional elements is stressed in the paper. Also described are two different design models (top-down model and the matrix model) that were used by the faculty in the design of instructional materials. The matrix model has been found to be more effective in aligning the 10 instructional elements. Also included are survey results on the importance of the instructional design elements and if instructors include these elements in their lesson design in a community college setting. DA - 2011/// PY - 2011/// DO - 10.1080/10668920802466483 VL - 35 IS - 12 SP - 955-972 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84859016205&partnerID=MN8TOARS ER - TY - JOUR TI - Enhancing prospective teachers’ coordination of center and spread: A window into teacher education material development AU - Lee, H.S. AU - Lee, J.T. T2 - The Mathematics Educator DA - 2011/// PY - 2011/// VL - 21 IS - 1 SP - 33–47 ER - TY - CHAP TI - Characterizing and developing teachers’ knowledge for teaching statistics AU - Lee, H.S. AU - Hollebrands, K.F. T2 - Teaching Statistics in School Mathematics - Challenges for Teaching and Teacher Education: A joint study of the International Commission of Mathematics Instruction and International Association of Statistical Education A2 - Batanero, C. A2 - Burrill, G. A2 - Reading, C. A2 - Rossman, A. PY - 2011/// SP - 359–369 PB - Springer ER - TY - CHAP TI - Simulations as a path for making sense of probability AU - Lee, H.S. AU - Lee, J.T. T2 - Focus in High School Mathematics on Reasoning and Sense Making with Technology A2 - Hollebrands, K. A2 - Dick, T. PY - 2011/// SP - 69–88 PB - National Council of Teachers of Mathematics ER - TY - CONF TI - Linking instructor moves to classroom discourse and student learning in differential equations classrooms AU - Keene, K.A. AU - Lee, J.T. AU - Lee, H.S. C2 - 2011/// C3 - Proceedings of Research in Undergraduate Mathematics Education conference DA - 2011/// ER - TY - CONF TI - Middle school students’ growth in understanding of probabilistic inference AU - Gonzalez, M.D. AU - Lee, H.S. A2 - Wiest, L.R. A2 - Lamberg, T. C2 - 2011/// C3 - Proceedings of the thirty-third annual meeting of the North American Chapter of the International Group for the Psychology in Mathematics Education DA - 2011/// SP - 1069–1075 PB - University of Nevada ER - TY - CONF TI - Prospective teachers’ use of representations in solving statistical tasks with dynamic statistical software AU - Lee, H.S. AU - Driskell, S.O. AU - Harper, S.R. AU - Leatham, K.R. AU - Kersaint, G. AU - Angotti, R.L. A2 - Wiest, L.R. A2 - Lamberg, T. C2 - 2011/// C3 - Proceedings of the thirty-third annual meeting of the North American Chapter of the International Group for the Psychology in Mathematics Education DA - 2011/// SP - 268–275 PB - University of Nevada ER - TY - JOUR TI - A digital view of history: Drawing and discussing models of historical concepts AU - Manfra, M.M. AU - Coven, R.M. T2 - Social Education DA - 2011/3// PY - 2011/3// VL - 75 IS - 2 SP - 102–106 ER - TY - JOUR TI - Leveraging the affordances of educational blogs to teach low-achieving students United States history AU - Manfra, M. AU - Lee, J.K. T2 - Social Studies Research and Practice DA - 2011/// PY - 2011/// VL - 6 IS - 2 SP - 95–105 ER - TY - CONF TI - Situational factors in coping with racial discrimination AU - Byrd, C.M. AU - Hoggard, L.H. AU - Sellers, R.M. T2 - 2011 American Psychological Association Annual Convention C2 - 2011/8// CY - Washington, DC DA - 2011/8// PY - 2011/8/4/ ER - TY - CONF TI - Beyond intergroup contact: What’s racial about the climate at an HBCU? AU - Byrd, C.M. T2 - Black Graduate Conference in Psychology C2 - 2011/6// CY - Coral Gables, Florida DA - 2011/6// PY - 2011/6// ER - TY - CONF TI - The importance of racial attitudes and racial climate in academic and psychological outcomes AU - Byrd, C.M. T2 - Impact of Race and Discrimination in Educational Settings during Adolescence to Young Adulthood, American Psychological Association C2 - 2011/8// CY - Washington, DC DA - 2011/8// PY - 2011/8/4/ ER - TY - CONF TI - Comparative and International Education: The Field as seen through its Graduate Programs AU - Drake, T.A. T2 - Comparative and International Education Society Annual Conference C2 - 2011/5// CY - Montreal, QC DA - 2011/5// PY - 2011/5// ER - TY - CONF TI - A Systems Approach to Liberating Higher Education from Corruption AU - Heyneman, S. AU - Heuser, B.L. AU - Orkodashvili, M. AU - Drake, T.A. T2 - Comparative and International Education Society Annual Conference C2 - 2011/5// CY - Montreal, QC DA - 2011/5// PY - 2011/5// ER - TY - JOUR TI - The Measurement of Racial/Ethnic Identity in Children AU - Byrd, Christy M. T2 - Journal of Black Psychology AB - Researchers have long been interested in racial attitudes and preferences of young children with a focus on the implications of societal racism on healthy development. The doll study paradigm popularized by Clark and Clark is the most commonly used measure for children; however, researchers also have adapted paper and pencil measures and projective techniques to capture children’s attitudes. This article reviews multiple measurement approaches, drawing on developmental frameworks, and argues that researchers should draw more on cognitive developmental theories in creating measures that can better capture the unique nature of ethnic minority children’s racial attitudes, how they form, and implications for adjustment. DA - 2011/2/7/ PY - 2011/2/7/ DO - 10.1177/0095798410397544 VL - 38 IS - 1 SP - 3-31 KW - racial identity KW - racial preferences KW - children KW - doll study ER - TY - JOUR TI - Racial Identity, School Racial Climate, and School Intrinsic Motivation Among African American Youth: The Importance of Person-Context Congruence AU - Byrd, C.M. AU - Chavous, T. T2 - Journal of Research on Adolescence AB - Researchers have been concerned with whether strong racial identification promotes or inhibits achievement motivation among African American youth, but current literatures have paid little attention to the role of youths' contexts. In this study, we outline a racial identity–context congruence framework that predicts positive benefits of a strong, positive racial identity when the context is congruent with youths' beliefs. To test this framework, we examined school racial climate as a moderator in the relationships of three racial identity variables (centrality, private regard, and public regard) with intrinsic motivation for attending school in a sample of 11th graders. Overall, results support the congruence perspective and also demonstrate how feelings of belonging at school mediate the relationship between racial identity–racial climate congruence and school intrinsic motivation. DA - 2011/// PY - 2011/// DO - 10.1111/j.1532-7795.2011.00743.x VL - 21 IS - 4 SP - 849-860 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-81255137897&partnerID=MN8TOARS ER - TY - CONF TI - Wikis Light the Way - Independent classroom and lab computer use AU - Fogle, L. T2 - North Carolina Technology in Education (NCTIES) Conference C2 - 2011/3// CY - Raleigh, NC DA - 2011/3// PY - 2011/3/2/ ER - TY - SOUND TI - Literacy Development for English-Language Learners AU - Relyea, J.E. DA - 2011/10// PY - 2011/10// ER - TY - CONF TI - Prediction of English reading in young Spanish-speaking English language learners AU - Relyea-Kim, J.E. T2 - National Association for Bilingual Education (NABE) Annual Meeting C2 - 2011/2/16/ CY - New Orleans, LA DA - 2011/2/16/ PY - 2011/2/16/ ER - TY - CONF TI - Promoting global awareness and cultural communication for ESL pre-service teachers in UNC-China Technology Learning Program AU - Kim, J.Y. AU - Relyea-Kim, J.E. T2 - North Carolina Reading Association (NCRA) Annual Meeting C2 - 2011/3// CY - Raleigh, NC DA - 2011/3// PY - 2011/3// ER - TY - CONF TI - Do literacy skills developed in first-language transfer to second-language? AU - Relyea-Kim, J.E. T2 - North Carolina Reading Association (NCRA) Annual Meeting C2 - 2011/3// CY - Raleigh, NC DA - 2011/3// PY - 2011/3// ER - TY - CONF TI - Cross-linguistic influence on young Latino/as’ second language reading achievement AU - Relyea-Kim, J.E. T2 - American Association for Applied Linguistics (AAAL) Annual Meeting C2 - 2011/3// CY - Chicago, IL DA - 2011/3// PY - 2011/3/26/ ER - TY - CONF TI - Is oral-English ability related to young Latino’s English-reading trajectory? AU - Garcia, S. AU - Amendum, S.J. AU - Relyea-Kim, J.E. AU - Fitzgerald, J. T2 - American Education Research Association (AERA) Annual Meeting C2 - 2011/4// CY - New Orleans, LA DA - 2011/4// PY - 2011/4/8/ ER - TY - CONF TI - Is oral-English ability related to young Latino’s English-reading trajectory? AU - Relyea-Kim, J.E. AU - Garcia, S. AU - Amendum, S.J. AU - Fitzgerald, J. T2 - Literacy Research Association (LRA) 2011 Conference C2 - 2011/11// CY - Jacksonville, FL DA - 2011/11// PY - 2011/11/30/ ER - TY - CONF TI - Careers in Educational Psychology AU - DeCuir-Gunby, J.T. T2 - American Psychological Association annual meeting C2 - 2011/8// CY - Washington, DC DA - 2011/8// PY - 2011/8// ER - TY - CONF TI - Visualização matemática na formação inicial de professores AU - Buratto, I.C.F. AU - Flores, C.R. AU - Sztajn, P. T2 - XIII Conferência Interamericana de Educação Matemática C2 - 2011/// C3 - Proceedings of XIII Conferência Interamericana de Educação Matemática CY - Recife, Brazil DA - 2011/// PY - 2011/6/26/ VL - 1 PB - UFPE ER - TY - CONF TI - Olhando imagens de fortificações militares: história, matemática e formação de professores. (Looking at images of military forts: history, mathematics and teacher education) AU - Flores, C.R. AU - Sztajn, P. T2 - XIII Conferência Interamericana de Educação Matemática C2 - 2011/// C3 - Proceedings of XIII Conferência Interamericana de Educação Matemática CY - Universidade Federal De Pernambuco DA - 2011/// PY - 2011/6/26/ VL - 1 PB - UFPE ER - TY - CONF TI - Teachers' use of a learning trajectory for formative assessment AU - Edgington, C. AU - Sztajn, P. AU - Wilson, P.H. AU - Confrey, J. T2 - 33rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education A2 - Lamberg, T.S. A2 - Wiest, L.R. C2 - 2011/// C3 - Proceedings of the 33rd Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education DA - 2011/// PY - 2011/// PB - PME-NA ER - TY - JOUR TI - Conceptualizing professional development in mathematics: elements of a model AU - Sztajn, P. AU - Campbell, M.P. AU - Yoon, K.S. T2 - PNA: Revista de Investigación en Didáctica de la Matemática DA - 2011/// PY - 2011/// VL - 5 IS - 3 SP - 83–92 ER - TY - SOUND TI - Higher value-added writing instruction with African-American students: What observational data tells us AU - Alston, C.L. DA - 2011/10// PY - 2011/10// PB - Educational Studies Colloquium, University of Michigan School of Education ER - TY - CONF TI - What’s VAM got to do with it? Exploring high-VAM teachers’ practice & whether it’s ‘better quality’? AU - Alston, C.L. AU - Dieckmann, J. AU - Lewis, J. T2 - American Educational Research Association Annual Meeting C2 - 2011/4// CY - New Orleans, LA DA - 2011/4// PY - 2011/4/7/ ER - TY - JOUR TI - Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms AU - Gray, DeLeon L. AU - Anderman, Eric M. AU - O’Connell, Ann A. T2 - Social Psychology of Education AB - In the present study (N = 633), we examine the role of teacher credibility and teacher affinity in classrooms. We explore the relations among these two characteristics and student gains in knowledge and valuing of learning about HIV and pregnancy prevention across high school classrooms. Results marshaled support for the notion that teacher characteristics are associated with classroom-level gains in learning outcomes. Above and beyond student-level predictors, teacher credibility (aggregated to the classroom level) was positively related to increases in knowledge across classrooms, whereas aggregated teacher affinity was positively related to an increased valuing of learning about HIV and pregnancy prevention across classrooms. Future directions and implications for practice are discussed. DA - 2011/// PY - 2011/// DO - 10.1007/S11218-010-9143-X VL - 14 IS - 2 SP - 185–208 SN - 1381-2890 1573-1928 UR - http://dx.doi.org/10.1007/S11218-010-9143-X KW - Credibility KW - Affinity KW - Motivation KW - Social context KW - Health education KW - HIV/Pregnancy prevention ER - TY - JOUR TI - “I Tell Them I Know How to Do My ABCs!” Kindergartners' School-Related Conversations with Parents and Associations with Adjustment and Achievement AU - Patrick, Helen AU - Johnson, Kiana R. AU - Mantzicopoulos, Panayota AU - Gray, DeLeon L. T2 - The Elementary School Journal AB - We examined kindergartners' (N = 160) reports of their conversations with parents about school, including whether parents ask about school, what parents ask about, what children tell them, and whether children want to tell their parents. We also investigated whether school adjustment and achievement were associated with either parent questions or children's interest in talking about school. Most children, more girls than boys, said their parents asked about school and they wanted to talk about school. Parents asked very general questions about school, but children's responses tended to be specific and included academic tasks, nonacademic events, and affective statements. Boys and girls reported they were asked the same types of questions, and, except for talk about home-school activities, gave the same kind of information. Children's reports of whether or not their parents asked about school, and their interest in telling, interacted with sex for school liking, academic behaviors, and reading scores. DA - 2011/12// PY - 2011/12// DO - 10.1086/661996 VL - 112 IS - 2 SP - 383–405 SN - 0013-5984 1554-8279 UR - http://dx.doi.org/10.1086/661996 ER - TY - JOUR TI - Cause and Event: Supporting Causal Claims through Logistic Models AU - O’Connell, Ann A. AU - Gray, DeLeon L. T2 - Educational Psychology Review DA - 2011/5/15/ PY - 2011/5/15/ DO - 10.1007/S10648-011-9158-7 VL - 23 IS - 2 SP - 245-261 J2 - Educ Psychol Rev LA - en OP - SN - 1040-726X 1573-336X UR - http://dx.doi.org/10.1007/S10648-011-9158-7 DB - Crossref KW - Causality KW - Logistic regression ER - TY - JOUR TI - African American Students in Private, Independent Schools: Parents and School Influences on Racial Identity Development AU - DeCuir-Gunby, Jessica T. AU - Martin, Pamela P. AU - Cooper, Shauna M. T2 - The Urban Review DA - 2011/5/10/ PY - 2011/5/10/ DO - 10.1007/s11256-011-0178-x VL - 44 IS - 1 SP - 113-132 ER - TY - CHAP TI - Teaching with Technology Tools AU - Cohen, J. AU - Hollebrands, K. T2 - Focus on Reasoning and Sense Making; Technology A2 - Dick, T. A2 - Hollebrands, K. PY - 2011/// SP - 105–122 PB - National Council of Teachers of Mathematics ER - TY - CHAP TI - Using Technology to Engage in Reasoning and Sense-Making Activities in Geometry AU - Hollebrands, K. AU - Dove, A. T2 - Focus on Reasoning and Sense Making Technology A2 - Dick, T. A2 - Hollebrands, K. PY - 2011/// SP - 33–52 PB - National Council of Teachers of Mathematics ER - TY - BOOK TI - Focus in high school mathematics:Technology to support reasoning and sense making A3 - Dick, T. A3 - Hollebrands, K. DA - 2011/// PY - 2011/// PB - National Council of Teachers of Mathematics ER - TY - JOUR TI - Collaborative sense-making in print and digital text environments AU - Davis, Dennis S. AU - Neitzel, Carin T2 - Reading and Writing DA - 2011/3/6/ PY - 2011/3/6/ DO - 10.1007/s11145-011-9302-2 VL - 25 IS - 4 SP - 831-856 J2 - Read Writ LA - en OP - SN - 0922-4777 1573-0905 UR - http://dx.doi.org/10.1007/s11145-011-9302-2 DB - Crossref KW - Digital literacy KW - Middle school students KW - Reading comprehension strategies KW - Student collaboration ER - TY - CHAP TI - Characterising and Developing Teachers’ Knowledge for Teaching Statistics with Technology AU - Lee, Hollylynne S. AU - Hollebrands, Karen F. T2 - Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education AB - Developing the pedagogical expertise needed to effectively engage students in learning statistics with technology requires teachers to have a depth of knowledge about statistics, technological tools for exploring statistical ideas, and of pedagogical issues related to teaching and learning statistics with technology. In this chapter, a framework for a specialised knowledge that is called technological pedagogical statistical knowledge (TPSK) is presented and examples of how aspects of this type of knowledge may assist a teacher are provided. Implications for training teachers are described. PY - 2011/// DO - 10.1007/978-94-007-1131-0_34 VL - 14 SP - 359-369 OP - PB - Springer Netherlands SN - 9789400711303 9789400711310 UR - http://dx.doi.org/10.1007/978-94-007-1131-0_34 DB - Crossref ER - TY - CHAP TI - Examining upper elementary students' gameplay experience: A flow theory perspective AU - Zheng, M. AU - Spires, H. AU - Meluso, A. T2 - Education in a technological world: Communicating current and emerging research and technological efforts A2 - Mendez-Vilas, A. PY - 2011/// SP - 190–198 PB - Formatex Research Center ER - TY - JOUR TI - Does interaction with a web-based learning environment lead to higher levels of writing self-efficacy for sixth graders? AU - Spires, H. AU - Hervey, L. T2 - Chronicle of Middle Level Education Research DA - 2011/// PY - 2011/// VL - 11 IS - 2 SP - 7–15 ER - TY - JOUR TI - Interactive Read Alouds: Teachers and Students Constructing Knowledge and Literacy Together AU - Wiseman, Angela T2 - Early Childhood Education Journal DA - 2011/3// PY - 2011/3// DO - 10.1007/s10643-010-0426-9 VL - 38 IS - 6 SP - 431–438 SN - 1082-3301 1573-1707 UR - http://dx.doi.org/10.1007/s10643-010-0426-9 KW - Interactive read alouds KW - Kindergarten KW - Literacy instruction KW - Children's literature KW - Urban schools KW - Transactional theory ER - TY - JOUR TI - Social emotional learning in the mathematics classroom AU - Ottmar, E.R. AU - Walkowiak, T.A. T2 - Advances in SEL Research DA - 2011/// PY - 2011/// VL - 5 IS - 1 SP - 6–7 ER - TY - CONF TI - The Contribution of Mathematics Instructional Quality and Class Size to Student Achievement for Third Grade Students from Low-Income Families AU - Merritt, E.G. AU - Rimm-Kaufman, S.E. AU - Berry, R.Q. AU - Walkowiak, T.A. AU - Larsen, R. C2 - 2011/// C3 - Proceedings of the Fall 2011 Society for Research in Educational Effectiveness Conference DA - 2011/// UR - https://eric.ed.gov/?id=ED528919 ER - TY - RPRT TI - Recommendations from Appointed Curriculum Task Force to the NCTM Board of Directors: NCTM’s Role in Curriculum Development AU - Dougherty, B. AU - Collins, A. AU - Cramer, K. AU - Ellis, M. AU - Fey, J. AU - Hodges, J. AU - Huntley, M.A. AU - Lappan, G. AU - Simmons, J. AU - Walkowiak, T.A. DA - 2011/// PY - 2011/// ER - TY - JOUR TI - Inquiry-based Instruction with Archived, Online Data: An Intervention Study with Preservice Teachers AU - Ucar, Sedat AU - Trundle, Kathy Cabe AU - Krissek, Lawrence T2 - Research in Science Education DA - 2011/3// PY - 2011/3// DO - 10.1007/s11165-009-9164-7 VL - 41 IS - 2 SP - 261–282 SN - 0157-244X 1573-1898 UR - http://dx.doi.org/10.1007/s11165-009-9164-7 KW - Conceptual change KW - Inquiry-based KW - Online data KW - Preservice teachers KW - Tides ER - TY - JOUR TI - The influence of early science experience in kindergarten on children's immediate and later science achievement: Evidence from the early childhood longitudinal study AU - Saçkes, Mesut AU - Trundle, Kathy Cabe AU - Bell, Randy L. AU - O'Connell, Ann A. T2 - Journal of Research in Science Teaching AB - Abstract This study explores the impacts of selected early science experiences in kindergarten (frequency and duration of teachers' teaching of science, availability of sand/water table and science areas, and children's participation in cooking and science equipment activities) on children's science achievement in kindergarten and third grade using data for 8,642 children from the Early Childhood Longitudinal Study‐Kindergarten cohort (ECLS‐K). A theoretical model that depicts the relationships between the study variables was developed and tested using structural equation modeling. Results demonstrated that availability of science materials in kindergarten classrooms facilitated teachers' teaching of science and children's participation in science activities. Likewise, the frequency and the duration of kindergarten science teaching was a significant predictor of children's science activities but not of the children's end of kindergarten science achievement scores. Children's engagement with science activities that involved using science equipment also was not a significant predictor of their end of kindergarten science achievement. However, children's participation in cooking activities was. Children's prior knowledge, motivation, socio‐economic status, and gender were all statistically significant predictors of their science achievement at the end of kindergarten and end of third grade. Results of this study indicate that early science experiences provided in kindergarten are not strong predictors of children's immediate and later science achievement. Findings of the study suggest that the limited time and nature of science instruction might be related to the limited effect of the science experiences. Implications for teacher education programs and educational policy development are discussed. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 217–235, 2011 DA - 2011/2// PY - 2011/2// DO - 10.1002/tea.20395 VL - 48 IS - 2 SP - 217–235 SN - 0022-4308 UR - http://dx.doi.org/10.1002/tea.20395 KW - science education KW - achievement KW - teacher education-practicing teacher ER - TY - JOUR TI - U.S. Comparative and International Graduate Programs: An Overview of Programmatic Size, Relevance, Philosophy, and Methodology AU - Drake, Timothy A. T2 - Peabody Journal of Education AB - Abstract Previous work has concentrated on the epistemological foundation of comparative and international education (CIE) graduate programs. This study focuses on programmatic size, philosophy, methodology, and pedagogy. It begins by reviewing previous studies. It then provides a theoretical framework and describes the size, relevance, content, and methodological approaches of U.S.-based graduate programs. This study finds that (a) CIE graduate programs find relevance in today's knowledge economy by addressing the themes of globalization and development; (b) while education policy is a key component of CIE programmatic content, there does not appear to be a general consensus as to what a CIE program should teach; and (c) CIE pedagogy includes four broad categories: the humanities and social science disciplines, regional emphases, cross-cutting fields and theoretical lenses, and professional specializations. Although there appears to be no single formula or unified path, each program must sift through the various methodologies and theoretical tendencies of the field to charter a course that is attractive to students, profitable to its institution, and beneficial to society. Acknowledgments I thank Dr. Stephen Heyneman for his support and encouragement on this project and the faculty and staff at the US Comparative and International Education Graduate programs that participated in the survey. Notes The institutions surveyed were Florida State University, University of Pittsburg, Ontario Institute for Studies in Education, University of Wisconsin, Harvard University, University of Virginia, University of Massachusetts, Michigan State University, University of Chicago, University of Hawaii, University of California at Los Angeles, and Stanford University. The journals were The Comparative Education Review, Comparative Education, and the International Journal of Educational Development. Attributable to the global economic turndown and decreased levels of federal and state funding. Although every effort was utilized to make this list comprehensive, the author acknowledges that there may be institutions that are not included in this sample. Response rate of 61%, with 22 of 36 institutions responding (see Table 2). Please note that although the University of South Carolina was included in the survey, it was not included in the website analysis. Even in this case, the author was not a single person but rather the “Office of the Registrar.” Note, however, that some elective course offerings do contain the word “globalization.” Each category was created by coding for the specific word label (i.e., education leadership). Every institution in the sample was represented by at least one of the categories. Ten of the institutions sampled used the word interdisciplinary and six institutions used the word multidisciplinary. DA - 2011/4/15/ PY - 2011/4/15/ DO - 10.1080/0161956X.2011.561187 VL - 86 IS - 2 SP - 189-210 J2 - Peabody Journal of Education LA - en OP - SN - 0161-956X 1532-7930 UR - http://dx.doi.org/10.1080/0161956X.2011.561187 DB - Crossref ER - TY - JOUR TI - Understanding Prospective Mathematics Teachers' Processes for Making Sense of Students' Work With Technology AU - Wilson, P. Holt AU - Lee, Hollylynne Stohl AU - Hollebrands, Karen F. T2 - Journal for Research in Mathematics Education AB - This study investigated the processes used by prospective mathematics teachers as they examined middle-school students' work solving statistical problems using a computer software program. Students' work on the tasks was captured in a videocase used by prospective teachers enrolled in a mathematics education course focused on teaching secondary mathematics with technology. The researchers developed a model for characterizing prospective teachers' attention to students' work and actions and interpretations of students' mathematical thinking. The model facilitated the identification of four categories: describing, comparing, inferring, and restructuring. Ways in which the model may be used by other researchers and implications for the design of pedagogical tasks for prospective teachers are discussed. DA - 2011/// PY - 2011/// DO - 10.5951/jresematheduc.42.1.0039 VL - 42 IS - 1 SP - 39 J2 - Journal for Research in Mathematics Education OP - SN - 0021-8251 UR - http://dx.doi.org/10.5951/jresematheduc.42.1.0039 DB - Crossref ER - TY - JOUR TI - Young children’s computer skills development from kindergarten to third grade AU - Saçkes, Mesut AU - Trundle, Kathy Cabe AU - Bell, Randy L. T2 - Computers & Education AB - This investigation explores young children’s computer skills development from kindergarten to third grade using the Early Childhood Longitudinal Study–Kindergarten (ECLS–K) dataset. The sample size of the study was 8642 children. Latent growth curve modeling analysis was used as an analytical tool to examine the development of children’s computer skills using LISREL software version 8.80. Results indicated, not surprisingly, that the availability of a computer at home and a high socio-economic status were statistically significant predictors of children’s baseline computer skills in kindergarten. The availability of computers in kindergarten, however, was a statistically significant predictor of the development of children’s computer skills from kindergarten to third grade. Although there was no difference between girls and boys in their baseline computer skills in kindergarten, the rate of development in computer skills was higher for girls than boys. Results suggest that the availability of an adequate level of computers in kindergarten classrooms can help close the initial gap in children’s computer skills due to socio-economic status and lack of computer access prior to entering school. Supplying kindergarten classrooms with adequate computers could positively contribute to children’s long-term development of computer skills. DA - 2011/9// PY - 2011/9// DO - 10.1016/j.compedu.2011.03.011 VL - 57 IS - 2 SP - 1698-1704 J2 - Computers & Education LA - en OP - SN - 0360-1315 UR - http://dx.doi.org/10.1016/j.compedu.2011.03.011 DB - Crossref KW - Computer skills KW - Kindergarten KW - Latent growth curve modeling ER - TY - JOUR TI - Conducting guided inquiry in science classes using authentic, archived, web-based data AU - Ucar, Sedat AU - Trundle, Kathy Cabe T2 - Computers & Education AB - Students are often unable to collect the real-time data necessary for conducting inquiry in science classrooms. Web-based, real-time data could, therefore, offer a promising tool for conducting scientific inquiries within classroom environments. This study used a quasi-experimental research design to investigate the effects of inquiry-based instruction coupled with archived online data. Ninety-six preservice teachers in a four-year elementary science teacher-training program participated in this study. The students were enrolled in three sections of the methods course, and these existing groups were randomly assigned to the treatment groups: traditional instruction, traditional instruction supported with a simulation, and inquiry-based instruction with archived online data. Data were collected with structured interviews and analyzed with the constant comparative method and one-way ANOVA. Before the instructional interventions, none of the participants had a scientific understanding of tides, and 15% of the participants had no conceptual understanding of tides at all. After instruction, 72% of the participants who received inquiry-based instruction with archived online data were categorized as having scientific conceptual understandings; 46% of participants who received traditional instruction supported with a simulation were categorized as having scientific conceptual understandings; and 43% of participants who received traditional instruction were categorized as having scientific conceptual understandings. Statistical analyses showed that the group receiving inquiry-based instruction with archived online data performed significantly better than the other two instructional groups. Inquiry-based instruction with archived online data can be used to effectively perform inquiry activities within science classes; it might be used at different grade levels to teach a variety of scientific content. DA - 2011/9// PY - 2011/9// DO - 10.1016/j.compedu.2011.02.007 VL - 57 IS - 2 SP - 1571-1582 J2 - Computers & Education LA - en OP - SN - 0360-1315 UR - http://dx.doi.org/10.1016/j.compedu.2011.02.007 DB - Crossref KW - Teaching/learning strategies KW - Improving classroom teaching KW - Elementary education ER - TY - JOUR TI - Enacting Inclusivity Through Engaged Pedagogy: A Higher Education Perspective AU - Danowitz, Mary Ann AU - Tuitt, Frank T2 - Equity & Excellence in Education AB - The purpose of this article is to describe a curricular change process used to incorporate inclusivity and diversity in a Higher Education Ph.D. program. The efforts of faculty members and students to practice engaged pedagogy as advocated by bell hooks are also described. Accounts from two agents, a professor and assistant professor working in the graduate program, of the re-envisioning and development processes focus on three types of changes: strategic administrative actions, curricular change, and pedagogical change. The authors use critical race and feminist perspectives and personal narratives to describe their experiences and how these led to incorporating radical and transformative perspectives in the classroom as they worked collaboratively with students to recognize various kinds of racism, sexism, and inequalities in their lives at the university and in society. Students were supported to find dissertation methodologies and topics consistent with their values. DA - 2011/2/10/ PY - 2011/2/10/ DO - 10.1080/10665684.2011.539474 VL - 44 IS - 1 SP - 40-56 J2 - Equity & Excellence in Education LA - en OP - SN - 1066-5684 1547-3457 UR - http://dx.doi.org/10.1080/10665684.2011.539474 DB - Crossref ER - TY - JOUR TI - “That's my worst nightmare”: poetry and trauma in the middle school classroom AU - Wissman, Kelly K. AU - Wiseman, Angela M. T2 - Pedagogies: An International Journal AB - This article explores how two middle school girls told stories of family conflict and trauma through poetry. Situated within literature on critical literacies and trauma studies, the article uses a case study approach to consider what happens when stories of trauma emerge within the literacy classroom. The authors explore (1) how the girls used poetry to understand and represent their trauma; (2) how the classroom contexts supported the development and sharing of trauma narratives; and (3) how classroom relationships were affected by the sharing of trauma narratives. The authors argue that the genre of poetry and the classroom contexts supported the girls in asserting “narrative control” and opened up spaces for deeper and more collaborative relationships among members of the classroom community. They also contend that the girls' writing and experiences can prompt reconsideration of what topics are “appropriate” for school. DA - 2011/7// PY - 2011/7// DO - 10.1080/1554480x.2011.579051 VL - 6 IS - 3 SP - 234-249 J2 - Pedagogies: An International Journal LA - en OP - SN - 1554-480X 1554-4818 UR - http://dx.doi.org/10.1080/1554480x.2011.579051 DB - Crossref KW - poetry KW - trauma studies KW - critical literacy KW - adolescents KW - writing ER - TY - JOUR TI - A Self-Regulated Learning Perspective on Middle Grades Classroom Assessment AU - Davis, Dennis S. AU - Neitzel, Carin T2 - The Journal of Educational Research AB - ABSTRACT The authors used self-regulated learning (SRL) as a lens for examining teachers' conceptions of assessment and their classroom assessment practices. Fifteen upper-elementary and middle school teachers participated in semistructured interviews designed to uncover their beliefs about the forms and functions of classroom assessment. Observational data were collected in the teachers' classrooms. The findings show that while teachers have complex understandings of classroom assessment, their assessment environments are not optimal for supporting students' development of SRL habits. Teachers tend to see themselves as the initiators and controllers of assessment opportunities, prioritize attainment of content information, and value written assessment products over practices that generate intangible data. The authors describe these trends as consequences of the competing audiences teachers have to satisfy with their assessment practices. DA - 2011/4/5/ PY - 2011/4/5/ DO - 10.1080/00220671003690148 VL - 104 IS - 3 SP - 202-215 J2 - The Journal of Educational Research LA - en OP - SN - 0022-0671 1940-0675 UR - http://dx.doi.org/10.1080/00220671003690148 DB - Crossref KW - classroom assessment KW - middle grades KW - self-regulated learning ER - TY - JOUR TI - Internalization and Participation as Metaphors of Strategic Reading Development AU - Davis, Dennis S. T2 - Theory Into Practice AB - Many studies of comprehension strategies instruction rely on an internalization metaphor of strategy learning. In this view, strategies eventually enter students' heads after repeated interactions with teachers who introduce strategies and control how they are used. In this article, the author discusses the limitations of the internalization view and proposes an alternative model of strategy learning. It is argued that learning to read strategically is really a process of learning to participate in textual interactions using the language and procedures of strategic readers. The author lays out specific components of strategy learning consistent with this participation view, including: coming to view reading as a strategic process; mastering the procedures and dialogue of strategic reading; and considering the possibility for resistance of the strategic reading identity. He describes key issues made evident by the participation metaphor that teachers should address as they continue to teach comprehension strategies. DA - 2011/4/8/ PY - 2011/4/8/ DO - 10.1080/00405841.2011.558434 VL - 50 IS - 2 SP - 100-106 J2 - Theory Into Practice LA - en OP - SN - 0040-5841 1543-0421 UR - http://dx.doi.org/10.1080/00405841.2011.558434 DB - Crossref ER - TY - JOUR TI - An Editor's Personal Concluding Remarks AU - Sabornie, Edward J. T2 - Exceptionality DA - 2011/1/28/ PY - 2011/1/28/ DO - 10.1080/09362835.2011.537217 VL - 19 IS - 1 SP - 1-1 J2 - Exceptionality LA - en OP - SN - 0936-2835 1532-7035 UR - http://dx.doi.org/10.1080/09362835.2011.537217 DB - Crossref ER - TY - JOUR TI - The New Learning Ecology of One-to-One Computing Environments AU - Spires, Hiller A. AU - Oliver, Kevin AU - Corn, Jenifer T2 - Journal of Digital Learning in Teacher Education AB - Despite growing research and evaluation results on one-to-one computing environments, how these environments affect learning in schools remains underexamined. The purpose of this article is twofold: (a) to use a theoretical lens, namely a new learning ecology, to frame the dynamic changes as well as challenges that are introduced by a one-to-one laptop computing initiative; and (b) to highlight the shifting dynamics and relationships in the new learning ecology that emerging research has shown have implications for better preparing teachers and students to manage the change. The new learning ecology is an evolving attempt to create a multifaceted theoretical frame that takes into account the complexity of one-to-one teaching and learning environments. Future scholarly activity on one-to-one environments should provide coherence around research and theoretical agendas so that practitioners can better operationalize findings in their practice. DA - 2011/12// PY - 2011/12// DO - 10.1080/21532974.2011.10784682 VL - 28 IS - 2 SP - 63-72 J2 - Journal of Digital Learning in Teacher Education LA - en OP - SN - 2153-2974 2332-7383 UR - http://dx.doi.org/10.1080/21532974.2011.10784682 DB - Crossref ER - TY - JOUR TI - New technologies, new pedagogies: Finding the grail in higher education AU - Spires, H.A. AU - Hervey, L.G. T2 - Journal of Leadership Studies AB - Abstract More than 100 years ago, John Dewey, a major influence in American education, argued for the need to “stimulate the spirit of inquiry into actual fact” (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry continues. Yet the world has changed, largely because of widely accessible and versatile technologies. We are unclear how Dewey's spirit of inquiry will grow, die, or reinvent itself through boundaryless tools of inquiry such as the Internet, but the technology is here and will not disappear while educators debate best methods. Twenty‐first‐century society demands new ways to learn and understand, and these new ways of learning require new ways of teaching (McPheeters, 2009/2010). For many students, especially the younger generations, technology intertwines with almost all daily activities, including social contact. Many educators lag behind the technological curve and express frustration at the challenge to shift their educational paradigms toward increasingly technological means of communication and interaction, or entertain “virtual realities” as legitimate educational forums. The purpose of this symposium is to examine the role of technology in transforming higher education. The goal is to seek best methods of using technology more effectively to educate learners for the 21st century. The shifts in society's focus and the characteristics of learners going into the future are also critical, and part of this discussion. DA - 2011/// PY - 2011/// DO - 10.1002/jls.20194 VL - 4 IS - 4 SP - 54-56 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-79959620901&partnerID=MN8TOARS ER - TY - JOUR TI - Teachers' interactions in an online graduate course on moodle: A social network analysis perspective AU - Zheng, M. AU - Spires, H. T2 - Meridian DA - 2011/// PY - 2011/// VL - 13 IS - 2 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-79954468697&partnerID=MN8TOARS ER - TY - BOOK TI - New technologies, new horizons: Graduate student views on creating their technological pedagogical content knowledge (TPACK) AU - Spires, H.A. AU - Zheng, M. AU - Pruden, M. AB - The purpose of this chapter is to present graduate students’ views of their Technological Pedagogical Content Knowledge (TPACK) development. These graduate students are also teachers. Data was collected using a mixed method approach founded on the TPACK Framework and social network analysis. Koehler and Mishra (2006) claim that effective teaching with technology requires TPACK, or an ability to integrate content, pedagogy and technology flexibly during the act of teaching. As part of a graduate course on new literacies and media, participants were required to design and implement lessons that incorporated a range of technologies, produce written reflections about their experiences, and engage in online interactions with participants in the class. Qualitative results from participants’ written reflections revealed four themes relative to TPACK. Additionally, a social network analysis demonstrated a positive relationship between participants’ views on their TPACK development and their interaction patterns within the online learning environment. This study shows that the TPACK framework can be a useful tool, giving educators a productive way to think about technology integration as they navigate the rapid changes prompted by emerging technologies. DA - 2011/// PY - 2011/// DO - 10.4018/978-1-61350-177-1.ch002 SE - 23-41 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84899163092&partnerID=MN8TOARS ER - TY - JOUR TI - Dynamic modeling as a cognitive regulation scaffold for developing complex problem-solving skills in an educational massively multiplayer online game environment AU - Eseryel, D. AU - Ge, X. AU - Ifenthaler, D. AU - Law, V. T2 - Journal of Educational Computing Research AB - Following a design-based research framework, this article reports two empirical studies with an educational MMOG, called McLarin's Adventures, on facilitating 9th-grade students' complex problem-solving skill acquisition in interdisciplinary STEM education. The article discusses the nature of complex and ill-structured problem solving and, accordingly, how the game-based learning environment can facilitate complex problem-solving skill acquisition. The findings of the first study point to the importance of supporting cognitive regulation of students for successful complex problem-solving skill acquisition in digital game-based learning. The findings of the follow-up study show that when scaffolded by dynamic modeling, students made significant improvement in their complex problem-solving outcomes. Implications drawn from the findings of these two studies are discussed related to: (1) educational game design strategies to effectively facilitate complex problem-solving skill development; and (2) stealth or embedded assessment of progress in complex problem solving during digital game-based learning. DA - 2011/// PY - 2011/// DO - 10.2190/EC.45.3.a VL - 45 IS - 3 SP - 265-286 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84857583520&partnerID=MN8TOARS ER - TY - CONF TI - Dimensions of social interactions contributing to knowledge construction and building in an online learning community AU - Law, V. AU - Ge, X. AU - Eseryel, D. C2 - 2011/// C3 - Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conf. Proc. - Short Papers and Posters, 9th International Computer-Supported Collaborative Learning Conf. DA - 2011/// VL - 2 SP - 586-590 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84858375791&partnerID=MN8TOARS ER - TY - JOUR TI - An investigation of the development of a reflective virtual learning community in an Ill-structured domain of instructional design AU - Law, V. AU - Ge, X. AU - Eseryel, D. T2 - Knowledge Management and E-Learning DA - 2011/// PY - 2011/// VL - 3 IS - 4 SP - 513-533 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84866257400&partnerID=MN8TOARS ER - TY - CONF TI - Scaffolding Complex problem solving: Current state and future directions. AU - Ge, X. AU - Eseryel, D. C2 - 2011/11/8/ C3 - Panel session presented at the 2011 Annual Convention of Association for Educational Communications and Technology DA - 2011/11/8/ ER - TY - CONF TI - Complex problem solving research: Current state and future directions. AU - Eseryel, D. C2 - 2011/11/8/ C3 - Panel session presented at the Annual Convention of Association for Educational Communications and Technology DA - 2011/11/8/ ER - TY - CONF TI - Assessing complex problem solving – Theories, Methods, and Tools. AU - Ge, X. AU - Ifenthaler, D. AU - Eseryel, D. C2 - 2011/4/8/ C3 - Panel presented at the Annual Meeting of the American Educational Research Association DA - 2011/4/8/ ER - TY - CONF TI - Current and future trends in the field of instructional design and technology. AU - Eseryel, D. C2 - 2011/11/8/ C3 - Panel session organized for the Annual Convention of Association for Educational Communications and Technology DA - 2011/11/8/ ER - TY - CHAP TI - Alternative assessment strategies for game-based learning environments. AU - Eseryel, D. AU - Ifenthaler, D. AU - Ge, X. T2 - Multiple perspectives on problem solving and learning in the digital age A2 - Ifenthaler, D. A2 - Kinshuk, P.Isaias A2 - Sampson, D.G. A2 - Spector, J.M. PY - 2011/// SP - 159–178 PB - Springer ER - TY - JOUR TI - Learning Trajectories and Key Instructional Practices AU - Sztajn, Paola AU - Wilson, P. Holt AU - Edgington, Cyndi AU - Confrey, Jere DA - 2011/// PY - 2011/// UR - https://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED586015&site=ehost-live&scope=site ER - TY - JOUR TI - Standards for Reporting Mathematics Professional Development in Research Studies AU - Sztajn, Paola T2 - Journal for Research in Mathematics Education AB - This Research Commentary addresses the need for standards for describing mathematics professional development in mathematics education research reports. Considering that mathematics professional development is an emerging research field, it is timely to set expectations for what constitutes high-quality reporting in this field. Through an examination of the research reports on the topic published in the Journal for Research in Mathematics Education during the past decade, I offer a framework and a set of features to be used in initiating discussions about pros and cons of having reporting standards. I contend that when researchers have standards for describing the mathematics professional development they are studying, better quality will be attained in the new research field. DA - 2011/// PY - 2011/// DO - 10.5951/jresematheduc.42.3.0220 VL - 42 IS - 3 SP - 220 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-79957533983&partnerID=MN8TOARS ER - TY - JOUR TI - A technology plan that works AU - Overbay, A. AU - Mollette, M. AU - Vasu, E. S. T2 - Educational Leadership DA - 2011/// PY - 2011/// VL - 68 IS - 5 SP - 56-59 ER - TY - JOUR TI - Problem solving and game-based learning: Effects of middle grade students' hypothesis testing strategies on learning outcomes AU - Spires, H. AU - Rowe, J.P. AU - Mott, B.W. AU - Lester, J.C. T2 - Journal of Educational Computing Research AB - Targeted as a highly desired skill for contemporary work and life, problem solving is central to game-based learning research. In this study, middle grade students achieved significant learning gains from gameplay interactions that required solving a science mystery based on microbiology content. Student trace data results indicated that effective exploration and navigation of the hypothesis space within a science problem-solving task was predictive of student science content learning and in-game performance. Students who selected a higher proportion of appropriate hypotheses demonstrated greater learning gains and completed more in-game goals. Students providing correct explanations for hypothesis selection completed more in-game goals; however, providing the correct explanation for hypothesis selection did not account for greater learning gains. From the analysis, we concluded that hypothesis testing strategies play a central role in game-based learning environments that involve problem-solving tasks, thereby demonstrating strong connections to science content learning and in-game performance. DA - 2011/// PY - 2011/// DO - 10.2190/ec.44.4.e VL - 44 IS - 4 SP - 453–472 SN - 1541-4140 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-80054893795&partnerID=MN8TOARS ER - TY - JOUR TI - Powerful students, powerful words: writing and learning in a poetry workshop AU - Wiseman, Angela T2 - LITERACY AB - Abstract A poetry workshop can present opportunities to integrate students' knowledge and perspectives in classroom contexts, encouraging the use of language for expression, communication, learning and even empowerment. This paper describes how adolescent students respond to a poetry workshop in an English classroom centred on teaching writing that is based on their knowledge from their various life experiences and understanding of events beyond the classroom. Informed by New Literacy Studies and third space theories, ethnographic methods of participant observation were used to document an eighth‐grade urban public school classroom where a community member implemented a weekly programme using music lyrics and poetry for an entire school year. Findings illustrate how the poetry workshop encouraged students to contribute to the classroom learning context and engage critically with ideas that were relevant to their lives. Collaborating with a community member and tapping in to the powerful ways of using language to communicate led to important learning opportunities for students in this classroom. Poetic devices such as rhyme, rhythm, metaphor and wordplay enhanced and supported students' own language practices; students used these sophisticated writing strategies as they worked to convey their ideas, experiences and opinions. DA - 2011/7// PY - 2011/7// DO - 10.1111/j.1741-4369.2011.00586.x VL - 45 IS - 2 SP - 70-77 SN - 1741-4369 KW - poetry KW - writing KW - New Literacy Studies KW - Urban Education KW - third space theory KW - adolescents ER - TY - JOUR TI - Giftedness and Metacognition: A Short-Term Longitudinal Investigation of Metacognitive Monitoring in the Classroom AU - Snyder, Kate E. AU - Nietfeld, John L. AU - Linnenbrink-Garcia, Lisa T2 - GIFTED CHILD QUARTERLY AB - The current study investigated differences in metacognition between high school gifted ( n = 44) and typical ( n = 23) students and examined local calibration accuracy as a potential mechanism for partially explaining superior exam performance by gifted students. Metacognition was measured using student self-reports of metacognitive awareness, acquired at the start of a semester-long course on biology, and students’ global (pre- and posttest) and local (item-by-item) confidence judgments to assess monitoring across four biology exams over the course of one semester. Gifted students outperformed typical students on both local and global postdictive measures of calibration. However, there were no statistically significant differences in global predictive judgments or calibration bias. Local, item-by-item calibration accuracy partially mediated the relation between giftedness and exam performance. Implications for both theory and practice are discussed. DA - 2011/7// PY - 2011/7// DO - 10.1177/0016986211412769 VL - 55 IS - 3 SP - 181-193 SN - 0016-9862 KW - gifted KW - metacognition KW - calibration KW - self-regulated learning ER - TY - JOUR TI - Well-Defined Copper(I) Amido Complex and Aryl Iodides Reacting to Form Aryl Amines AU - Delp, Samuel A. AU - Goj, Laurel A. AU - Pouy, Mark J. AU - Munro-Leighton, Colleen AU - Lee, John P. AU - Gunnoe, T. Brent AU - Cundari, Thomas R. AU - Petersen, Jeffrey L. T2 - ORGANOMETALLICS AB - The CuI complex (IPr)Cu(NHPh) {IPr = 1,3-bis(2,6-diisopropylphenyl)imidazol-2-ylidene} reacts with aryl iodides to form diaryl amine products and (IPr)Cu(I), which was confirmed by independent synthesis and characterization. For the reaction with iodobenzene, the products are diphenylamine and aniline. Protection of the hydrogen para to the iodo functionality with ortho-methyl groups results in quantitative conversion to diaryl amine. Combined computational and experimental studies suggest that C−N bond formation most likely occurs via an oxidative addition/reductive elimination sequence. DA - 2011/1/10/ PY - 2011/1/10/ DO - 10.1021/om101084e VL - 30 IS - 1 SP - 55-57 SN - 1520-6041 ER -