TY - CONF TI - Costa Rica multilingue: Examining Costa Rica’s innovative foreign language education program. AU - Greer, Joanna C2 - 2012/4// C3 - Proceedings of the Fifty-Six Annual Meeting of the Comparative and International Education Society conference. DA - 2012/4// PB - Comparative and International Education Society (CIES ER - TY - RPRT TI - Connecting research to practice in a culture of assessment in introductory collegiate-level statistics: Report arising from research retreat at American Statistical Association AU - Pearl, D. AU - Garfield, J. AU - delMas, R. AU - Groth, R.E. AU - Kaplan, J. AU - McGowan, H. AU - Lee, H.S. DA - 2012/// PY - 2012/// M3 - Report UR - https://www.causeweb.org/research/guidelines/ResearchReport_Dec_2012.pdf. ER - TY - CONF TI - Multiplicative thinking and strategy usage after tier two intervention: A student with mathematics learning disability AU - Hunt, J.H. T2 - 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education A2 - Lo, J. A2 - Zoest, L. C2 - 2012/// C3 - Proceedings of the 34thAnnual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education DA - 2012/// PY - 2012/// PB - University of Michigan ER - TY - JOUR TI - Using math stations for common sense inclusiveness. AU - Andreasen, J.A. AU - Hunt, J.H. T2 - Teaching Children Mathematics DA - 2012/// PY - 2012/// VL - 19 IS - 4 SP - 238–246 ER - TY - JOUR TI - Using Math Stations for Commonsense Inclusiveness AU - Andreasen, Janet B. AU - Hunt, Jessica H. T2 - Teaching Children Mathematics AB - To meet diverse student needs, use an approach that is situated in understanding fractions. DA - 2012/11// PY - 2012/11// DO - 10.5951/teacchilmath.19.4.0238 VL - 19 IS - 4 SP - 238-246 UR - http://dx.doi.org/10.5951/teacchilmath.19.4.0238 ER - TY - CONF TI - A review of research methodologies in studies on synchronous online learning in higher education AU - Parker, M.A. AU - Martin, F. T2 - Eastern Educational Research Association C2 - 2012/4// C3 - Eastern Educational Research Association CY - Hilton Head, SC DA - 2012/4// PY - 2012/4// ER - TY - CONF TI - Interaction in online learning: A comparative study on the impact of communication tools on student learning, Motivation, self-regulation, and satisfaction AU - Moallem, M. AU - Pastore, R. AU - Martin, F. T2 - American Educational Research Association C2 - 2012/4// C3 - American Educational Research Association CY - Vancouver, Canada DA - 2012/4// PY - 2012/4// ER - TY - CONF TI - Developing mobile instructional content using lectora inspire AU - Martin, F. AU - Bobbert, C. T2 - Association of Educational Communications and Technology Conference C2 - 2012/10// C3 - Association of Educational Communications and Technology Conference CY - Louisville, KY DA - 2012/10// PY - 2012/10// ER - TY - CONF TI - Using articulate to create an elearning module for health care AU - Webb, M. AU - Martin, F. T2 - Association of Educational Communications and Technology Conference C2 - 2012/10// C3 - Association of Educational Communications and Technology Conference CY - Louisville, KY DA - 2012/10// PY - 2012/10// ER - TY - CONF TI - Mobile computing devices and applications for teaching and learning AU - Grant, M. AU - Martin, F. T2 - Association of Educational Communications and Technology Conference C2 - 2012/10// C3 - Association of Educational Communications and Technology Conference CY - Louisville, KY DA - 2012/10// PY - 2012/10// ER - TY - CONF TI - Student perceptions on designing for the mobile web AU - Pastore, R. AU - Martin, F. T2 - Association of Educational Communications and Technology Conference C2 - 2012/10// C3 - Association of Educational Communications and Technology Conference CY - Louisville, KY DA - 2012/10// PY - 2012/10// ER - TY - CONF TI - Multimedia development tools: What are we teaching? AU - Martin, F. AU - Curry, J. AU - Ritzhaupt, A. AU - Warren, S. AU - Watson, G. T2 - Association of Educational Communications and Technology Conference C2 - 2012/10// C3 - Association of Educational Communications and Technology Conference CY - Louisville, KY DA - 2012/10// PY - 2012/10// ER - TY - CONF TI - Impact of interaction in online learning AU - Moallem, M. AU - Pastore, R. AU - Martin, F. T2 - Global Learning Technologies Conference C2 - 2012/7// C3 - Global Learning Technologies Conference CY - Wilmington, NC DA - 2012/7// PY - 2012/7// ER - TY - CONF TI - Multimedia tools (proprietary, open Source and freeware) for designing AU - Martin, F. T2 - Global Learning Technologies Conference C2 - 2012/7// C3 - Global Learning Technologies Conference CY - Wilmington, NC DA - 2012/7// PY - 2012/7// ER - TY - CONF TI - Design challenges in MLearning AU - Martin, F. T2 - MLearn C2 - 2012/6// C3 - MLearn CY - San Jose, CA DA - 2012/6// PY - 2012/6// ER - TY - CONF TI - Design and usability factors for developing AU - Martin, F. T2 - MLearn C2 - 2012/6// C3 - MLearn CY - San Jose, CA DA - 2012/6// PY - 2012/6// ER - TY - CONF TI - Media literacy for global interdisciplinary curricula AU - Martin, F. AU - Brown, B. T2 - Sister Cities of Wilmington Conference C2 - 2012/4// C3 - Sister Cities of Wilmington Conference CY - Wilmington, NC DA - 2012/4// PY - 2012/4// ER - TY - JOUR TI - Evaluating web usability AU - Snider, Jean AU - Martin, Florence T2 - Performance Improvement AB - Web usability focuses on design elements and processes that make web pages easy to use. A website for college students was evaluated for underutilization. One-on-one testing, focus groups, web analytics, peer university review and marketing focus group and demographic data were utilized to conduct usability evaluation. The results indicated that an organization's mission, policies, user capabilities, and competitive environment all affect usability. The recommended interventions included interface redesign and update. DA - 2012/3// PY - 2012/3// DO - 10.1002/pfi.21252 VL - 51 IS - 3 SP - 30-40 J2 - Perf. Improv. LA - en OP - SN - 1090-8811 UR - http://dx.doi.org/10.1002/pfi.21252 DB - Crossref ER - TY - JOUR TI - The ISPI HPT model applied to a university television broadcast system upgrade AU - Bobbert, Dana AU - Robinson, Michael AU - Martin, Florence T2 - Performance Improvement AB - This is a case study describing the application of the traditional ISPI human performance technology (HPT) model at CHWK, a campus television channel broadcast from a southeastern American university cable system. CHWK's issues with delivery options, labor-intense work flow, and continual staff training were identified as the performance problems. Computerization of the system, including the installation of new hardware and data processing methods, was recommended as the intervention to solve the performance problem. DA - 2012/4// PY - 2012/4// DO - 10.1002/pfi.21259 VL - 51 IS - 4 SP - 28-38 J2 - Perf. Improv. LA - en OP - SN - 1090-8811 UR - http://dx.doi.org/10.1002/pfi.21259 DB - Crossref ER - TY - JOUR TI - Developing Mobile Based Instruction AU - Martin, F. AU - Pastore, R. AU - Snider, J. T2 - TechTrends DA - 2012/// PY - 2012/// DO - 10.1007/s11528-012-0598-9 VL - 56 IS - 5 SP - 46-51 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84867131818&partnerID=MN8TOARS KW - Mobile based instruction KW - Mobile web development KW - Mobile Teaching KW - Mobile Learning KW - Design Experience ER - TY - JOUR TI - Examining interactivity in synchronous virtual classrooms AU - Martin, F. AU - Parker, M.A. AU - Deale, D.F. T2 - International Review of Research in Open and Distance Learning DA - 2012/// PY - 2012/// VL - 13 IS - 3 SP - 228-261 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84865295919&partnerID=MN8TOARS ER - TY - JOUR TI - Teachers' statistical problem solving with dynamic technology: Research results across multiple institutions AU - Lee, H.S. AU - Harper, S. AU - Driskell, S.O. AU - Kersaint, G. AU - Leatham, K. T2 - Contemporary Issues in Technology and Teacher Education DA - 2012/// PY - 2012/// VL - 12 IS - 3 ER - TY - CONF TI - Prospective teachers’ statistical problem solving with dynamic technology: Research results across multiple institutions AU - Lee, H.S. AU - Kersaint, G. AU - Harper, S.R. AU - Driskell, S.O. AU - Leatham, K.R. A2 - Resta, P. C2 - 2012/// C3 - Proceedings of Society for Information Technology & Teacher Education International Conference 2012 DA - 2012/// PB - AACE ER - TY - CONF TI - Prospective high school mathematics teachers’ design and implementation of dynamic geometry tasks AU - Hollebrands, K.F. AU - Lee, H.S. AU - Starling, T.T. AU - Gonzalez, M.D. AU - Pulis, T. A2 - Van Zoest, L.R. A2 - Lo, J-J A2 - Kratky, L. C2 - 2012/// C3 - Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education DA - 2012/// SP - 1123–1126 PB - Western Michigan University ER - TY - JOUR TI - Touch, type, and transform: iPads in the social studies classroom AU - Berson, I. AU - Berson, M. AU - Manfra, M.M. T2 - Social Education DA - 2012/3// PY - 2012/3// VL - 76 IS - 2 SP - 88–91 ER - TY - CHAP TI - The congruence between African American students’ racial identity beliefs and their academic climates: Implications for academic motivation and achievement AU - Byrd, C.M. AU - Chavous, T.M. T2 - African American Identity: Racial and Cultural Dimensions of the Black Experience A2 - Sullivan, J.M. A2 - Esmail, A.M. PY - 2012/// SP - 345–369 PB - Lexington Books/Rowman & Littlefield ER - TY - CONF TI - How school racial climate moderates the relationship of racial identity to academic satisfaction AU - Byrd, C.M. AU - Chavous, T.M. T2 - Identity and Education: How Adolescent Racial Identity Interacts with Context to Influence Achievement and Motivational Outcomes, Society for Research on Adolescence Biennial Meeting C2 - 2012/3// CY - Vancouver, British Columbia, Canada DA - 2012/3// PY - 2012/3// ER - TY - CONF TI - Racial identity-context congruence in educational settings: How the effects of African American racial identity varies AU - Byrd, C.M. T2 - American Educational Research Association Annual Meeting C2 - 2012/4// CY - Vancouver, British Columbia, Canada DA - 2012/4// PY - 2012/4/13/ ER - TY - CONF TI - A latent class analysis of racial identity and racial attitudes: Associations with racial climate and well-being AU - Byrd, C.M. T2 - American Educational Research Association Annual Meeting C2 - 2012/4// CY - Vancouver, British Columbia, Canada DA - 2012/4// PY - 2012/4/13/ ER - TY - RPRT TI - Reaching for rigor: Identifying practices of effective high schools AU - Cannata, M.A. AU - Haynes, K.T. AU - Smith, T.M. A3 - Vanderbilt University, National Center for Scaling Up Effective Schools DA - 2012/// PY - 2012/// PB - Vanderbilt University, National Center for Scaling Up Effective Schools ER - TY - CONF TI - The Latino-White Achievement Gap: Implications for School Leaders AU - Drake, T.A. T2 - University Council for Educational Administration Annual Conference C2 - 2012/11// CY - Denver, CO DA - 2012/11// PY - 2012/11// ER - TY - JOUR TI - Comparison of African American college students' coping with racially and nonracially stressful events AU - Hoggard, L.S. AU - Byrd, C.M. AU - Sellers, R.M. T2 - Cultural Diversity and Ethnic Minority Psychology AB - Racial discrimination, a common experience for many African Americans, has been conceptualized within a stress and coping framework. However, few have examined whether racially stressful events are appraised and coped with differently from nonracially stressful events. The present study uses a daily diary method to examine African American college students' appraisals and coping behaviors in racially and nonracially stressful situations. The study examines the following 3 questions: 1) Do African Americans appraise racially stressful events differently from nonracially stressful events? 2) Do they cope with racially stressful events differently from nonracially stressful events? and 3) Do they cope with racially stressful events differently from nonracially stressful events, even after controlling for differences in cognitive appraisals of the events? The present sample consists of 35 participants who reported experiencing at least one racially stressful event and at least one nonracially stressful event during a 20-day diary study. Overall, no differences were found in students' appraisals in the racially stressful versus nonracially stressful events. Participants used less planful problem solving and more confrontive, ruminative, and avoidance coping strategies in the racially stressful events as compared with the nonracially stressful events. These findings suggest a need for race-specific models for coping with racial discrimination. (PsycINFO Database Record (c) 2012 APA, all rights reserved). DA - 2012/// PY - 2012/// DO - 10.1037/a0029437 VL - 18 IS - 4 SP - 329-339 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84872229311&partnerID=MN8TOARS KW - racially stressful event KW - nonracially stressful event KW - cognitive appraisals KW - coping ER - TY - JOUR TI - Evaluating Cross-National Metrics of Tertiary Graduation Rates for Oecd Countries: A Case for Increasing Methodological Congruence and Data Comparability AU - Heuser, Brian L. AU - Drake, Timothy A. AU - Owens, Taya L. T2 - Journal of College Student Retention: Research, Theory & Practice AB - By examining the different methods and processes by which national data gathering agencies compile and submit their findings to the Organization for Economic Cooperation and Development (OECD), the authors (1) assess the methodological challenges of accurately reporting tertiary completion and graduation rates cross-nationally; (2) to examine the incongruence of existing internationally comparative data on tertiary completion, particularly within the OECD; and (3) to offer policy recommendations for increasing the congruence and comparability of U.S. higher education data with that of other OECD countries (and the rest of the world). DA - 2012/5// PY - 2012/5// DO - 10.2190/CS.14.1.b VL - 14 IS - 1 SP - 9-35 J2 - Journal of College Student Retention: Research, Theory & Practice LA - en OP - SN - 1521-0251 1541-4167 UR - http://dx.doi.org/10.2190/CS.14.1.b DB - Crossref ER - TY - SOUND TI - Supporting English-Language Learners across Content Areas AU - Relyea, J.E. DA - 2012/7// PY - 2012/7// ER - TY - CONF TI - Is oral- Spanish ability related to young Latino’s English-reading trajectory? AU - Garcia, S. AU - Relyea, J.E. AU - Amendum, S.J. AU - Fitzgerald, J. T2 - Literacy Research Association (LRA) 2012 Conference C2 - 2012/11// CY - San Diego, CA DA - 2012/11// PY - 2012/11/28/ ER - TY - CONF TI - What does English-as-a-foreign-language reading development look like at different stages of English learning: A South Korean example? AU - Kung, M. AU - Relyea, J.E. AU - Fitzgerald, J. AU - Stenner, A.J. AU - Sanford-Moore, E.E. AU - Koons, H.H. AU - Bowen, K. AU - Kim, K.H. T2 - Literacy Research Association (LRA) 2012 Conference C2 - 2012/11// CY - San Diego, CA DA - 2012/11// PY - 2012/11/28/ ER - TY - CONF TI - Is young Latino’s oral-Spanish (L1) ability related English (L2)-reading growth? AU - Relyea, J.E. AU - Garcia, S. AU - Amendum, S.J. AU - Fitzgerald, J. T2 - American Education Research Association (AERA) Annual Meeting C2 - 2012/4// CY - Vancouver, Canada DA - 2012/4// PY - 2012/4/13/ ER - TY - CONF TI - Cross-linguistic transfer research for bilingual children’s literacy development AU - Relyea, J.E. T2 - American Education Research Association (AERA) Annual Meeting C2 - 2012/4// CY - Vancouver, Canada DA - 2012/4// PY - 2012/4/13/ ER - TY - SOUND TI - Meritocracy AU - DeCuir-Gunby, J.T. DA - 2012/4// PY - 2012/4// ER - TY - CONF TI - Developing the goal to become an engineer: A critical race feminist analysis of the experiences of African American and Latina professors AU - DeCuir-Gunby, J.T. AU - Grant, C. AU - Gregory, B. T2 - American Educational Research Association annual meeting C2 - 2012/4// CY - Vancouver, Canada DA - 2012/4// PY - 2012/4// ER - TY - CONF TI - Teachers’ attributions for students’ mathematical work AU - Sztajn, P. AU - Wilson, P.H. AU - DeCuir-Gunby, J.T. AU - Edgington, C. T2 - Annual Meeting of the North American Chapter of the Psychology of Mathematics Education (PME-NA) C2 - 2012/11// CY - Kalamazoo, Michigan DA - 2012/11// PY - 2012/11// ER - TY - JOUR TI - Using film to teach adolescent development: The Twilight Example AU - Tasgold, J. AU - DeCuir-Gunby, J.T. T2 - The Journal of Effective Teaching DA - 2012/// PY - 2012/// VL - 12 IS - 3 SP - 87–93 ER - TY - JOUR TI - Multiple comprehension strategies instruction (MCSI) for improving reading comprehension and strategy outcomes in the middle grades (Meta-analysis protocol) AU - Davis, D.S. T2 - The Campbell Collaboration Library of Systematic Reviews DA - 2012/// PY - 2012/// ER - TY - CONF TI - Even Kindergarteners Can Use Technology to Learn AU - Fogle, L. AU - Meseck, C. T2 - North Carolina Technology in Education (NCTIES) Conference C2 - 2012/3// CY - Raleigh, NC DA - 2012/3// PY - 2012/3/7/ ER - TY - CONF TI - iKindergarten AU - Fogle, L. AU - Dymond, C. AU - Meseck, C. T2 - Durham Public Schools Summer Institute C2 - 2012/6// CY - Durham, NC DA - 2012/6// PY - 2012/6// ER - TY - CHAP TI - Cool Tools Orientation AU - Fogle, L. AU - Holmes, G. PY - 2012/7// ER - TY - CHAP TI - Open learning environments AU - Land, S. AU - Oliver, K.M. T2 - Encyclopedia of the Sciences of Learning A2 - Seel, N. PY - 2012/// DO - 10.1007/978-1-4419-1428-6_1102 SP - 2518-2521 PB - Springer ER - TY - CHAP TI - Student-Centered Learning Environments: Foundations, Assumptions and Design AU - Land, S. AU - Hannafin, M. AU - Oliver, K. T2 - Theoretical Foundations of Learning Environments A2 - Jonassen, D. A2 - Land, S. PY - 2012/// ET - 2nd SP - 3–25 PB - Routledge SN - 9780415894210 9780415894227 9780203813799 ER - TY - CHAP TI - Should national and/or state-level technology standards be required for today's teachers? AU - Oliver, K.M. A2 - Brady, Kevin P. T3 - Debating Issues in American Education PY - 2012/// VL - 10 SP - 119–126 PB - Sage Publications SN - 9781452266619 9781452218373 9781412987592 SV - 10 ER - TY - JOUR TI - Administrative perspectives on the implementation of one-to-one computing AU - Oliver, K.M. AU - Mollette, M. AU - Corn, J. T2 - Journal of Information Technology and Application in Education DA - 2012/// PY - 2012/// VL - 1 IS - 4 SP - 125–142 ER - TY - CONF TI - Designing professional learning tasks for mathematics learning trajectories AU - Wilson, P.H. AU - Sztajn, P. AU - Edgington, P. T2 - Thirty-sixth annual meeting of the international group for the psychology of mathematics education A2 - Tso, T. C2 - 2012/// C3 - Proceedings of the thirty-sixth annual meeting of the international group for the psychology of mathematics education DA - 2012/// PY - 2012/// VL - 4 SP - 227–234 PB - PME36 ER - TY - BOOK TI - Supporting implementation of the Common Core State Standards for Mathematics: recommendations for professional development AU - Sztajn, P. AU - Marrongelle, K. AU - Smith, P. AU - Melton, B. DA - 2012/// PY - 2012/// SP - 118 PB - College of Education, North Carolina State University ER - TY - CHAP TI - Using culturally relevant pedagogy and social justice to understand mathematics instructional quality in an urban context AU - Berry, R.Q., III AU - Walkowiak, T.A. T2 - African American students in urban schools : critical issues and solutions for achievement A2 - Moore, J.L. A2 - Lewis, C.W. PY - 2012/// SP - 161–183 PB - Peter Lang Publishers SN - 9781433106873 ER - TY - CONF TI - Showing, not telling: Using video records of practice to support pre-service English teachers’ learning AU - Alston, C.L. T2 - AACTE Annual Conference C2 - 2012/2// CY - Chicago, IL DA - 2012/2// PY - 2012/2// ER - TY - SOUND TI - Using Cycles of Practice and Performance Assessments in Secondary English AU - Alston, C.L. DA - 2012/7// PY - 2012/7// PB - College ER - TY - CONF TI - Balancing strategy instruction and writing with African-American middle school students AU - Alston, C.L. T2 - American Educational Research Association Annual Meeting C2 - 2012/4// CY - Vancouver, British Columbia DA - 2012/4// PY - 2012/4/13/ ER - TY - CONF TI - Higher value-added instruction and writing development with African-American middle school students AU - Alston, C.L. T2 - American Educational Research Association Annual Meeting C2 - 2012/4// CY - Vancouver, British Columbia DA - 2012/4// PY - 2012/4/13/ ER - TY - CHAP TI - Investing in civic and political pluralism AU - McAvoy, P. T2 - Philosophy of Education Society Yearbook A2 - Ruitenberg, C. PY - 2012/// SP - 160–162 PB - Philosophy of Education Society ER - TY - JOUR TI - The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners AU - Anderman, Eric M. AU - Sinatra, Gale M. AU - Gray, DeLeon L. T2 - Studies in Science Education AB - In this article, we critically examine skills that are necessary for the effective learning of science in adolescent populations. We argue that a focus on twenty-first-century skills among adolescents within the context of science instruction must be considered in light of research on cognitive and social development. We first review adolescents’ emerging abilities in terms of five domains identified by the National Research Council Board on Science Education: adaptability, complex communication/social skills, non-routine problem-solving skills, self-management/self-development and systems thinking. We next describe practices that science teachers can use to enhance the development and use of emerging cognitive abilities in adolescents. We conclude by providing seven research-based recommendations for adolescent science instruction. DA - 2012/3// PY - 2012/3// DO - 10.1080/03057267.2012.655038 VL - 48 IS - 1 SP - 89-117 J2 - Studies in Science Education LA - en OP - SN - 0305-7267 1940-8412 UR - http://dx.doi.org/10.1080/03057267.2012.655038 DB - Crossref KW - adolescence KW - twenty-first-century skills KW - cognitive abilities KW - problem solving KW - systems thinking KW - adaptability ER - TY - JOUR TI - Examining Instructional Practices, Intellectual Challenge, and Supports for African American Student Writers AU - Alston, Chandra L. T2 - Research in the Teaching of English DA - 2012/// PY - 2012/// VL - 47 IS - 2 SP - 112-144 UR - http://www.jstor.org/stable/24397836 ER - TY - JOUR TI - “There Are No Housewives onStarTrek”: A Reexamination of Exit Rights for the Children of Insular Fundamentalist Parents AU - McAvoy, Paula T2 - Educational Theory AB - In this essay, Paula McAvoy addresses the problem caused by the liberal state's necessary tolerance of insular fundamentalist groups and the concern that children raised in such groups do not have a fair opportunity to evaluate their inherited beliefs. This tension comes to the fore around disagreements over schooling and requests for religious accommodation. Often, these requests are treated as straightforward dilemmas — either the state accommodates the group at the expense of the child's future interest in autonomy, or the state must use its power to coerce the group into compliance. McAvoy argues for a principled middle ground between these two views. Using William Galston's conditions for securing the right to exit (set out in his 2002 book Liberal Pluralism ) and evidence from Anabaptist apostates, McAvoy shows that insular groups cannot satisfy these conditions. Consequently, when accommodation is necessary, the state must mitigate the foreseeable costs to children by enacting policies that “facilitate entrance” for those who later choose to exit. DA - 2012/9/26/ PY - 2012/9/26/ DO - 10.1111/j.1741-5446.2012.00461.x VL - 62 IS - 5 SP - 535-552 J2 - Educ Theory LA - en OP - SN - 0013-2004 UR - http://dx.doi.org/10.1111/j.1741-5446.2012.00461.x DB - Crossref 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 - 2012/3// PY - 2012/3// DO - 10.1007/S11256-011-0178-X VL - 44 IS - 1 SP - 113–132 SN - 0042-0972 1573-1960 UR - http://dx.doi.org/10.1007/S11256-011-0178-X ER - TY - JOUR TI - Toward a new learning ecology: Professional development for teachers in 1:1 learning environments AU - Spires, H. AU - Wiebe, E. AU - Young, C. AU - Hollebrands, K. AU - Lee, J. T2 - Contemporary Issues in Technology and Teacher Education DA - 2012/// PY - 2012/// VL - 12 IS - 2 SP - 232–254 UR - https://www.learntechlib.org/primary/d/35450 ER - TY - CONF TI - Research to practice: Using the M-Scan observational measure to inform professional development AU - Pinter, H.H. AU - Berry, R.Q. AU - Walkowiak, T.A. A2 - Reeder, S.L. A2 - Auld, E.J. C2 - 2012/// C3 - Proceedings of the 39th Annual Meeting of the Research Council on Mathematics Learning DA - 2012/// SP - 91–99 ER - TY - CONF TI - Mathematics instructional quality and students’ opportunities to learn mathematics AU - Walkowiak, T.A. AU - Berry, R.Q. A2 - Reeder, S.L. A2 - Auld, E.J. C2 - 2012/// C3 - Proceedings of the 39th Annual Meeting of the Research Council on Mathematics Learning DA - 2012/// SP - 153–161 ER - TY - JOUR TI - The Secret of TSL: The Revolutionary Discovery that Raises School Performanceby William G. Ouchi AU - Jacob, Anna T2 - Journal of School Choice AB - William G. Ouchi titles his book: The Secret of TSL: The Revolutionary Discovery that Raises School Performance, advertising his secret sauce for school reform. While many of his suggestions are pr... DA - 2012/1// PY - 2012/1// DO - 10.1080/15582159.2012.650101 VL - 6 IS - 1 SP - 141–143 RI - The Secret of TSL: The Revolutionary Discovery that Raises School Performance SN - 1558-2159 1558-2167 UR - http://dx.doi.org/10.1080/15582159.2012.650101 ER - TY - CHAP TI - TPACK Vernaculars in Social Studies Research AU - Lee, John K. AU - Manfra, Meghan M. T2 - Educational Technology, Teacher Knowledge, and Classroom Impact AB - To address the myriad effects that emerge from using technology in social studies, we introduce in this chapter the concept of vernaculars to represent local conditions and tendencies, which arise from using technology in social studies. The chapter includes three examples of TPACK vernaculars in social studies. The first explores a theoretical TPACK vernacular where Web 2.0 technologies support social studies and democratic life. The second example is focused on a three-part heuristic for seeking information about digital historical resources from the Library of Congress. Example three presents personalized vernacular TPACK developed by teachers planning to use an online gaming website called Whyville. Research and theorizing on vernacular forms of TPACK in social studies can aid teachers as they reflect on their own experiences teaching with technology. PY - 2012/// DO - 10.4018/978-1-60960-750-0.ch007 SP - 158-175 OP - PB - IGI Global SN - 9781609607500 9781609607517 UR - http://dx.doi.org/10.4018/978-1-60960-750-0.ch007 DB - Crossref ER - TY - JOUR TI - “You have to know the past to (blog) the present:” Using an Educational Blog to Engage Students in U.S. History AU - Manfra, Meghan McGlinn AU - Lee, John K. T2 - Computers in the Schools AB - In this study the authors investigate whether a whole-class educational blog could facilitate culturally relevant instruction and authentic intellectual work in U.S. history. Qualitative data were collected and analyzed that included student comments posted to an educational blog, classroom observations, and follow-up interviews. Based on the analysis, the authors determined four major findings: (a) Students were able to engage in historical analysis while working in the blog environment when it was focused on a single source and included a hard scaffold; (b) when students situated the activities in relevant cultural experiences, they were able to better use their prior knowledge;(c) a variety of affordances related to blogging encouraged and supported students as they completed their work; and (d) the blogging activities were constrained by the limits of students’ literacy and historical skills, and the limits of technology. DA - 2012/1// PY - 2012/1// DO - 10.1080/07380569.2012.656543 VL - 29 IS - 1-2 SP - 118-134 J2 - Computers in the Schools LA - en OP - SN - 0738-0569 1528-7033 UR - http://dx.doi.org/10.1080/07380569.2012.656543 DB - Crossref KW - educational weblogs (blogs) KW - social studies KW - history education KW - authentic intellectual work KW - culturally relevant pedagogy KW - "doing history" ER - TY - JOUR TI - The effects of mathematics instruction using spatial temporal cognition on teacher efficacy and instructional practices AU - Tran, Natalie A. AU - Schneider, Stephanie AU - Duran, Lauren AU - Conley, AnneMarie AU - Richland, Lindsey AU - Burchinal, Margaret AU - Rutherford, Teomara AU - Kibrick, Melissa AU - Osborne, Keara AU - Coulson, Andrew AU - Antenore, Fran AU - Daniels, Abby AU - Martinez, Michael E. T2 - Computers in Human Behavior AB - This paper examined the effects of an instructional approach known as Spatial Temporal Mathematics (ST Math) on teacher beliefs about mathematics teaching. Participants were 339 elementary teachers teaching grades 2–5 who were randomly assigned to a control or treatment group. Hierarchical linear modeling was used to determine the effects of the intervention on self-efficacy, outcome expectancy, and instructional practices using scientific reasoning. While the treatment did not yield significant effects in teacher outcomes, our secondary analysis indicated that time on ST Math and the integration of ST Math into daily instructions were positively associated with teacher efficacy and instructional practices using scientific reasoning. Implications of the results on teacher beliefs about mathematics teaching are discussed. DA - 2012/3// PY - 2012/3// DO - 10.1016/j.chb.2011.10.003 VL - 28 IS - 2 SP - 340-349 J2 - Computers in Human Behavior LA - en OP - SN - 0747-5632 UR - http://dx.doi.org/10.1016/j.chb.2011.10.003 DB - Crossref KW - Computer-based instruction KW - Teacher efficacy KW - Elementary mathematics ER - TY - JOUR TI - Preservice Early Childhood Teachers' Sense of Efficacy for Integrating Mathematics and Science: Impact of a Methods Course AU - Saçkes, Mesut AU - Flevares, Lucia M. AU - Gonya, Jennifer AU - Trundle, Kathy Cabe T2 - Journal of Early Childhood Teacher Education AB - The purpose of this study was to explore the impact of an integrated science and mathematics methods course on preservice early childhood teachers' efficacy beliefs for integrating these content areas. Thirty-four preservice teachers participated in this study, which utilized a quasi-experimental design with two treatment groups. Participants in two cohorts were tested to assess their efficacy beliefs for teaching science, mathematics, and integrated science and mathematics before and immediately after instruction that lasted 8 weeks. Results indicated a statistically significant change in preservice teachers' efficacy beliefs scores from pre- to posttest measures. These results provide evidence that the methods course utilized in the present study was effective in enhancing preservice teachers' efficacy beliefs for integrating science and mathematics. DA - 2012/10// PY - 2012/10// DO - 10.1080/10901027.2012.732666 VL - 33 IS - 4 SP - 349-364 J2 - Journal of Early Childhood Teacher Education LA - en OP - SN - 1090-1027 1745-5642 UR - http://dx.doi.org/10.1080/10901027.2012.732666 DB - Crossref ER - TY - JOUR TI - Development of the Efficacy Beliefs for Conceptual Change Learning Questionnaire AU - Saçkes, Mesut AU - Trundle, Kathy Cabe AU - Tuckman, Bruce W. AU - Krissek, Lawrence A. T2 - The Journal of Experimental Education AB - The purpose of this study was to develop an instrument to assess college students’ efficacy beliefs for conceptual change and to examine the psychometric properties of the instrument. Participants were 692 students. Results of the confirmatory factor analysis supported the hypothesized single factor structure of Efficacy Beliefs for Conceptual Change Learning Questionnaire providing evidence for the construct validity. Evidence for concurrent validity also is provided. On the basis of the evidence provided in this study, the questionnaire appears to produce valid and reliable scores for college students. With the use of the questionnaire, conceptual change researchers might be able to better assess the relationship between students’ efficacy beliefs and the change in their conceptual understandings of various science concepts. DA - 2012/8// PY - 2012/8// DO - 10.1080/00220973.2011.600355 VL - 80 IS - 4 SP - 338-351 J2 - The Journal of Experimental Education LA - en OP - SN - 0022-0973 1940-0683 UR - http://dx.doi.org/10.1080/00220973.2011.600355 DB - Crossref KW - conceptual change KW - confirmatory factor analysis KW - motivation KW - science education KW - self-efficacy 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 - 2012/4// PY - 2012/4// DO - 10.1007/s11145-011-9302-2 VL - 25 IS - 4 SP - 831–856 SN - 0922-4777 1573-0905 UR - http://dx.doi.org/10.1007/S11145-011-9302-2 KW - Digital literacy KW - Middle school students KW - Reading comprehension strategies KW - Student collaboration ER - TY - CHAP TI - The Role of Sub-problems: Supporting Problem Solving in Narrative-Centered Learning Environments AU - Shores, Lucy R. AU - Hoffmann, Kristin F. AU - Nietfeld, John L. AU - Lester, James C. T2 - Intelligent Tutoring Systems AB - Narrative-centered learning environments provide an excellent platform for both content-knowledge and problem-solving skill acquisition, as these experiences require students to apply learned material while solving real-world problems. Solving complex problems in an open-ended environment can be a challenging endeavor for elementary students given limitations in their cognitive skills. A promising potential solution is providing students with explicit quests, or proximal goals of a larger, more complex problem-solving activity. Quests have the potential to scaffold the process by breaking down the problem into cognitively manageable units, providing useful, frequent feedback, and maintaining motivation and the novelty of the experience. The aim of this research was to investigate the role of quests as a means for supporting situational interest and content-knowledge acquisition during interactions with a narrative-centered learning environment. Of the 299 5th grade students who interacted with Crystal Island, a narrative-centered learning environment for science, it was found that students who completed more quests exhibited significant increases in content learning and had higher levels of situational interest. These preliminary findings suggest potential educational and motivational advantages for integrating quest-like sub-problems into the design of narrative-centered learning environments. PY - 2012/// DO - 10.1007/978-3-642-30950-2_59 SP - 464-469 OP - PB - Springer Berlin Heidelberg SN - 9783642309496 9783642309502 UR - http://dx.doi.org/10.1007/978-3-642-30950-2_59 DB - Crossref ER - TY - JOUR TI - An Investigation into Reported Differences Between Online Foreign Language Instruction and Other Subject Areas in a Virtual School AU - Oliver, Kevin AU - Kellogg, Shaun AU - Patel, Ruchi T2 - CALICO Journal AB - High school students participating in online courses offered by the North Carolina Virtual Public School (NCVPS) completed end-of-course surveys in Spring 2009. When the responses of 559 foreign language students were compared to students in five other subject area groups, the findings suggested foreign language students had significantly lower perceptions of their online courses in several key areas: overall success in the online environment, teacher preparation, teaching, course/assignment instructions, and level of group collaboration. A follow-up survey with open-ended questions was sent to students and teachers asking them to help explain these significant differences. The 119 students and 19 teachers who responded to follow-up questions reported that reduced student perceptions of online foreign language courses might be increased by improving specific aspects of teaching, increasing collaboration, and providing adequate support for student learning needs. DA - 2012/1/31/ PY - 2012/1/31/ DO - 10.11139/cj.29.2.269-296 VL - 29 IS - 2 SP - 269–296 SN - 0742-7778 UR - http://dx.doi.org/10.11139/cj.29.2.269-296 KW - Virtual School KW - Distance Education KW - Foreign Language Learning KW - Teaching Strategies KW - Collaboration ER - TY - JOUR TI - New Literacies and Emerging Technologies: Perspectives from U.S. and Chinese Middle Level Teachers AU - Spires, Hiller A. AU - Morris, Gwynn AU - Zhang, Junzheng T2 - RMLE Online AB - This study focuses on middle grades teachers from the United States and China, the two countries with the highest Internet use, in an attempt to understand both groups’ perspectives on integrating new literacies and technologies into their teaching. Survey and focus group results indicate that, although U.S. and Chinese teachers are operating under different educational policies in their respective countries, their experiences with school changes prompted by the integration of new technologies have similarities. One notable difference was the significantly higher value Chinese teachers assigned to creativity and innovation in contrast to U.S. teachers, which may be a result of current U.S. testing policies. Although there appears to be a gap between their aspirations and their practices, middle grades teachers from both countries report an eagerness to create educational experiences that help students become active global citizens, and they recognize the role of new literacies and technologies in achieving this goal. DA - 2012/1// PY - 2012/1// DO - 10.1080/19404476.2012.11462093 VL - 35 IS - 10 SP - 1-11 J2 - RMLE Online LA - en OP - SN - 1940-4476 UR - http://dx.doi.org/10.1080/19404476.2012.11462093 DB - Crossref ER - TY - CONF TI - Supporting students’ philosophical development as a necessity in instructional design and technology. AU - Bradshaw, A. AU - Ge, X. AU - Eseryel, D. C2 - 2012/// C3 - Panel session organized as part of the Professors of Instructional Design and Technology (PIDT) meeting at the Annual Meeting of the Association for Educational Communications and Technology. DA - 2012/// ER - TY - JOUR TI - Effect of cognitive regulation in understanding complex science systems during simulation-based inquiry learning. AU - Eseryel, D. AU - Law, V. T2 - Technology, Instruction, Cognition, & Learning DA - 2012/// PY - 2012/// VL - 9 IS - 1-2 SP - 111–132 ER - TY - BOOK TI - Preface AU - Ifenthaler, D. AU - Eseryel, D. AU - Ge, X. AB - The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the ki DA - 2012/// PY - 2012/// DO - 10.1007/978-1-4614-3546-4 SE - v-viii UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84955340690&partnerID=MN8TOARS ER - TY - BOOK TI - Interactivity3 design and assessment framework for educational games to promote motivation and complex problem-solving skills AU - Eseryel, D. AU - Guo, Y. AU - Law, V. DA - 2012/// PY - 2012/// DO - 10.1007/978-1-4614-3546-4_14 SE - 257-285 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84955332610&partnerID=MN8TOARS ER - TY - BOOK TI - Assessment for game-based learning AU - Ifenthaler, D. AU - Eseryel, D. AU - Ge, X. DA - 2012/// PY - 2012/// DO - 10.1007/978-1-4614-3546-4_1 SE - 1-8 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84955418082&partnerID=MN8TOARS ER - TY - JOUR TI - A Second Grader's Algebraic Reasoning AU - Walkowiak, Temple A. T2 - Teaching Children Mathematics DA - 2012/// PY - 2012/// DO - 10.5951/teacchilmath.18.9.0584 VL - 18 IS - 9 SP - 583 J2 - Teaching Children Mathematics OP - SN - 1073-5836 UR - http://dx.doi.org/10.5951/teacchilmath.18.9.0584 DB - Crossref ER - TY - JOUR TI - Teachers' Attributions for Students' Mathematical Work AU - Sztajn, Paola AU - Wilson, P. Holt AU - DeCuir-Gunby, Jessica AU - Edgington, Cyndi DA - 2012/// PY - 2012/// UR - https://proxying.lib.ncsu.edu/index.php?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED585043&site=ehost-live&scope=site ER - TY - BOOK TI - Word identification strategies: building phonics into a classroom reading program AU - Fox, B. J. DA - 2012/// PY - 2012/// PB - Boston: Pearson ER - TY - BOOK TI - Preparing to teach mathematics with technology: an integrated approach to geometry AU - Hollebrands, K. F. AU - Lee, H. S. DA - 2012/// PY - 2012/// PB - Dubuque, IA: Kendall Hunt ER - TY - BOOK TI - Diversity in organizations: concepts and practices A3 - Danowitz, M A3 - Hanappi-Egger, E. A3 - Mensi-Klarbach, H. DA - 2012/// PY - 2012/// PB - New York: Palgrave Macmillan ER - TY - BOOK TI - An interpersonal approach to classroom management: strategies for improving student engagement A3 - Davis, H. A. A3 - Summers, J. J. A3 - Miller, L. M. DA - 2012/// PY - 2012/// PB - Thousand Oaks, Calif.: Corwin/Division 15 (Educational Psychology) of the APA ER - TY - JOUR TI - Understanding the motivational consequences of extreme school violence through the lens of mortality salience: the case of academic self-stereotyping in math AU - Gray, DeLeon L. AU - Wichman, Aaron L. T2 - SOCIAL PSYCHOLOGY OF EDUCATION AB - We conducted an investigation into a determinant of academic motivation that has implications for how we respond to school violence and tragedy. We conducted two studies to examine whether exposure to messages related to the salience of one’s own mortality cause people to align their own academic beliefs more closely with stereotypical beliefs about their social groups. When exposed to graffiti images that contained messages such as R.I.P. (i.e., rest in peace), males and females in Study 1 expressed math attitudes that resembled the American stereotype of male superiority and female inferiority in this domain. In Study 2, writing about death caused participants to express ethnic stereotype-consistent math attitudes. As one example, our studies highlight a potential psychological barrier associated with student advancement in STEM careers (Science, Technology, Engineering, and Mathematics). These findings indicate that death reminders, even when they do not follow from direct exposure to school trauma, may impact the academic motivation of stereotypically disadvantaged groups. With the larger goal of reducing psychological barriers associated with inequality in the pursuit of STEM career pathways, these studies are intended to spur further examination of how cases of extreme violence in schools potentially can affect patterns of academic motivation. Even in its early stages, this research should provide new considerations for educational policy-makers aiming to design damage control protocols in response to extreme school violence. DA - 2012/12// PY - 2012/12// DO - 10.1007/s11218-012-9193-3 VL - 15 IS - 4 SP - 465-481 SN - 1573-1928 KW - Mortality salience KW - Motivation KW - Stereotyping KW - Social identity KW - Mathematics ER - TY - JOUR TI - Reporting research for practitioners: Proposed guidelines AU - Heck, D.J. AU - Tarr, J.E. AU - Hollebrands, Karen AU - Walker, E.N. AU - Berry, R.Q. AU - Baltzley, P.C. AU - Rasmussen, C.L. AU - King, K.D. T2 - Journal for Research in Mathematics Education AB - The National Council of Teachers of Mathematics (NCTM) espouses priorities to foster stronger linkages between mathematics education research and teaching practice. Of the five foundational priorities, one is directly focused on research, indicating NCTM's commitment to “ensure that sound research is integrated into all activities of the Council” (NCTM, n.d.). Another priority specifically references the relationship between research and mathematics teaching; the priority on curriculum, instruction, and assessment states that NCTM pledges to “Provide guidance and resources for developing and implementing mathematics curriculum, instruction, and assessment that are coherent, focused, well-articulated, and consistent with research in the field [emphasis added], and focused on increasing student learning” (NCTM, n.d.). DA - 2012/// PY - 2012/// DO - 10.5951/jresematheduc.43.2.0126 VL - 43 IS - 2 SP - 126-143 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84859062926&partnerID=MN8TOARS ER - TY - JOUR TI - Resistance, Engagement, and Understanding: A Profile of a Struggling Emergent Reader Responding to Read-Alouds in a Kindergarten Classroom AU - Wiseman, Angela M. T2 - READING & WRITING QUARTERLY AB - Although an abundance of research exists regarding reading achievement gaps with minority students, and it is widely accepted that experiences in the early grades can be foundational to future success, there is a need for more research on what constitutes effective literacy practices for struggling African American emergent readers. The purpose of this article is to describe the complexity of an African American kindergarten student's responses to interactive read-alouds. Drawing on data from a 9-month research project in an urban public kindergarten classroom, this case study describes how an emergent reader, who was identified by his teacher as struggling with both literacy development and motivation, was highly engaged during the daily interactive read-alouds. The researcher used qualitative research methods, and data analysis occurred in 3 phases: (a) descriptive analysis of the classroom context, (b) analysis of emergent themes, and (c) categorical analysis of comprehension levels. Overall, the findings show that classroom read-alouds of children's picture books are a positive aspect of reading instruction because the discussion that occurs can influence and affect children's development of comprehension strategies as well as their self-perceptions as readers. DA - 2012/// PY - 2012/// DO - 10.1080/10573569.2012.676407 VL - 28 IS - 3 SP - 255-278 SN - 1521-0693 ER - TY - JOUR TI - Learning Trajectory Based Instruction: Toward a Theory of Teaching AU - Sztajn, Paola AU - Confrey, Jere AU - Wilson, P. Holt AU - Edgington, Cynthia T2 - EDUCATIONAL RESEARCHER AB - In this article, we propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs). We define learning trajectory based instruction (LTBI) as teaching that uses students’ LTs as the basis for instructional decisions. We use mathematics as the context for our argument, first examining current research on LTs and then examining emerging research on how mathematics teachers use LTs to support their teaching. We consider how LTs provide specificity to four highly used frameworks for examining mathematics teaching, namely mathematical knowledge for teaching, task analysis, discourse facilitation practices, and formative assessment. We contend that by unifying various teaching frameworks around the science of LTs, LTBI begins to define a theory of teaching organized around and grounded in research on student learning. Thus, moving from the accumulation of various frameworks into a reorganization of the frameworks, LTBI provides an integrated explanatory framework for teaching. DA - 2012/// PY - 2012/// DO - 10.3102/0013189x12442801 VL - 41 IS - 5 SP - 147-156 SN - 1935-102X UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84862614483&partnerID=MN8TOARS KW - instructional practices KW - learning processes/strategies KW - mathematics education KW - qualitative research ER - TY - JOUR TI - Achievement Motivation as a Function of Assimilation and Differentiation Needs AU - Gray, DeLeon L. AU - Rios, Kimberly T2 - ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY AB - Building upon Optimal Distinctiveness Theory ( Brewer, 1991 ), we propose that students will exhibit increased self-regulatory persistence and performance to satisfy their needs for assimilation and differentiation. In Study 1, undergraduates rated the importance of 16 achievement-related tasks (e.g., studying for examinations, class participation). A within-persons hierarchical linear model revealed that the more students perceived enacting these behaviors as satisfying their assimilation or differentiation needs, the more important they considered such behaviors to be. In Study 2, we manipulated assimilation or differentiation motives and provided students with false information that success on a word task was associated with either fitting in or standing out. As predicted, participants in the need for assimilation condition performed better and spent more time on a task allegedly associated with fitting in. By contrast, participants in the need for differentiation condition performed better and spent more time on a task allegedly associated with standing out. DA - 2012/// PY - 2012/// DO - 10.1027/2151-2604/a000108 VL - 220 IS - 3 SP - 157-163 SN - 2151-2604 KW - optimal distinctiveness KW - self-regulatory performance KW - achievement motivation KW - assimilation KW - differentiation ER - TY - JOUR TI - Using Mixed Methods to Analyze Video Data: A Mathematics Teacher Professional Development Example AU - DeCuir-Gunby, Jessica T. AU - Marshall, Patricia L. AU - McCulloch, Allison W. T2 - JOURNAL OF MIXED METHODS RESEARCH AB - This article uses data from 65 teachers participating in a K-2 mathematics professional development research project as an example of how to analyze video recordings of teachers’ classroom lessons using mixed methods. Through their discussion, the authors demonstrate how using a mixed methods approach to classroom video analysis allows researchers to draw more comprehensive conclusions about participants both collectively and individually. Implications for using a mixed methods approach to analyze classroom video research are provided. DA - 2012/7// PY - 2012/7// DO - 10.1177/1558689811421174 VL - 6 IS - 3 SP - 199-216 SN - 1558-6898 KW - video data KW - mathematics education KW - professional development KW - multicultural education ER - TY - JOUR TI - A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates AU - Thomson, Margareta Maria AU - Turner, Jeannine E. AU - Nietfeld, John L. T2 - Teaching and Teacher Education AB - This study utilized cluster analysis to identify typologies of prospective teachers enrolled in a teacher education program in the U.S. based upon their self-report motivations for teaching. A three-cluster solution generated three distinctive typologies of prospective teachers (N’s of 93, 70 and 52), and further differences among typologies were investigated with respect to participants’ beliefs about teaching. Follow-up semi-structured interviews confirmed meaningful differences found between the clusters with regard to unique combination of motivations and beliefs about teaching relevant to each typology. Implications for teacher education and teacher development are further discussed in relationship with study findings. DA - 2012/4// PY - 2012/4// DO - 10.1016/j.tate.2011.10.007 VL - 28 IS - 3 SP - 324-335 J2 - Teaching and Teacher Education LA - en OP - SN - 0742-051X UR - http://dx.doi.org/10.1016/j.tate.2011.10.007 DB - Crossref KW - Prospective teachers KW - Teacher education KW - Beliefs KW - Motivation KW - Typologies ER - TY - JOUR TI - Enhancing 5th graders' science content knowledge and self-efficacy through game-based learning AU - Meluso, Angela AU - Zheng, Meixun AU - Spires, Hiller A. AU - Lester, James T2 - COMPUTERS & EDUCATION AB - Many argue that games can positively impact learning by providing an intrinsically motivating and engaging learning environment for students in ways that traditional school cannot. Recent research demonstrates that games have the potential to impact student learning in STEM content areas and that collaborative gameplay may be of particular importance for learning gains. This study investigated the effects of collaborative and single game player conditions on science content learning and science self-efficacy. Results indicated that there were no differences between the two playing conditions; however, when conditions were collapsed, science content learning and self-efficacy significantly increased. Future research should focus on the composition of collaboration interaction among game players to assess what types of collaborative tasks may yield positive learning gains. DA - 2012/9// PY - 2012/9// DO - 10.1016/j.compedu.2011.12.019 VL - 59 IS - 2 SP - 497-504 SN - 1873-782X UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84857663586&partnerID=MN8TOARS KW - Collaborative learning KW - Interactive learning environments KW - Media and education KW - Simulation KW - Pedagogical issues ER - TY - JOUR TI - Civic responsibility and the student athlete: Validating a new conceptual model AU - Gayles, J. G. AU - Rockenbach, A. B. AU - Davis, H. A. T2 - Journal of Higher Education AB - This study tested a new conceptual model that explains how precollege traits, college culture, and cocurricular engagement impact civic responsibility by athletic status. The results showed group differences on engagement in charitable activities. Moreover, the model has utility for predicting social activism and charitable involvement regardless of sport participation. DA - 2012/// PY - 2012/// DO - 10.1353/jhe.2012.0024 VL - 83 IS - 4 SP - 535- ER - TY - JOUR TI - Energizing Project-Based Inquiry: Middle-Grade Students Read, Write, and Create Videos AU - Spires, Hiller A. AU - Hervey, Lisa G. AU - Morris, Gwynn AU - Stelpflug, Catherine T2 - Journal of Adolescent & Adult Literacy AB - In light of emerging technologies prompting new avenues for teaching and learning, students are positioned to “create” to learn, with video production being an important process for literacy development. There is a growing need for innovative instructional practices in reading and writing that are aligned with student interests and the activities they engage in outside of the classroom. Connecting video production to school reading and writing experiences taps into a student's natural predisposition for media consumption and production. This article presents a project-based inquiry process that merges students’ growing interest in grassroots video with educational goals that are aligned with state and national curricular standards. Through a five-phase process—ask a compelling question; gather and analyze information; creatively synthesize information; critically evaluate and revise; and publish, share, and act—students are engaged in reading, writing, and creating a video product that captures their multimodal learning of academic content. DA - 2012/3// PY - 2012/3// DO - 10.1002/jaal.00058 VL - 55 IS - 6 SP - 483-493 J2 - J Adolesc Adult Liter LA - en OP - SN - 1081-3004 UR - http://dx.doi.org/10.1002/JAAL.00058 DB - Crossref ER - TY - JOUR TI - The Relationship between Civic Behavior and Civic Values: A Conceptual Model AU - Bryant, Alyssa N. AU - Gayles, Joy Gaston AU - Davis, Heather A. T2 - RESEARCH IN HIGHER EDUCATION DA - 2012/2// PY - 2012/2// DO - 10.1007/s11162-011-9218-3 VL - 53 IS - 1 SP - 76-93 SN - 1573-188X KW - Civic values KW - Civic behavior KW - College student development ER -