TY - RPRT TI - Instructor Role Adjustment AU - Castellanos-Reyes, D. AU - Richardson, J.C. DA - 2018/// PY - 2018/// UR - https://www.purdue.edu/innovativelearning/download/instructor-role-adjustment/ ER - TY - RPRT TI - Readiness to Teach Online AU - Castellanos-Reyes, D. AU - Richardson, J.C. AU - Fiock, H. DA - 2018/// PY - 2018/// UR - https://www.purdue.edu/innovativelearning/download/readiness-to-teach-online/ ER - TY - RPRT TI - Teamwork. AU - Koehler, A. AU - Hanakiraman, S. AU - Castellanos-Reyes, D. DA - 2018/// PY - 2018/// UR - https://www.purdue.edu/innovativelearning/download/teamwork/ ER - TY - RPRT TI - 21st Century Skills and Online Learning AU - Janakiraman, S. AU - Castellanos-Reyes, D. DA - 2018/// PY - 2018/// UR - https://www.purdue.edu/innovativelearning/download/21st-century-skills-and-online-learning/ ER - TY - CONF TI - The In-The-Moment Noticing of the Novice Mathematics Teachers AU - Jarry-Shore, M. A2 - Hodges, T.E. C2 - 2018/11// C3 - 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education DA - 2018/11// UR - https://files.eric.ed.gov/fulltext/ED606701.pdf ER - TY - JOUR TI - The adaptation of US-based TESOL programs to the needs of Chinese EFL teachers: A case study AU - Murray, N. AU - Coady, M.R. T2 - The Asian EFL Journal DA - 2018/// PY - 2018/// VL - 20 IS - 9.1 SP - 75–102 ER - TY - BOOK TI - Why TESOL?: Theory and issues in teaching English to speakers of other languages in K-12 classrooms AU - Ariza, E.W. AU - Coady, M.R. DA - 2018/// PY - 2018/// ET - 5th ER - TY - CHAP TI - Who are our students? AU - Coady, M.R. AU - Ariza, E.W. T2 - Not for ESOL Teachers A2 - Ariza, E.W. PY - 2018/// ET - 3rd SP - 3–20 PB - Kendall Hunt Publishing ER - TY - JOUR TI - Twenty-five years after the Florida Consent Decree: Does preparing all teachers work? AU - Coady, M.R. AU - Li, S. AU - Lopez, M.P.S. T2 - FATE Journal DA - 2018/// PY - 2018/// VL - 3 IS - 1 SP - 26–56 UR - http://www.fate1.org/journals/FATE-Journal-3.1.pdf ER - TY - ER - TY - JOUR TI - English as a second language nurses in the United States: culture, communication, and needs for continuing education AU - Ho, Ya-Yu Cloudia AU - Coady, Maria R. T2 - Studies in Continuing Education AB - The purpose of the study was to understand the role of culture in English as a Second Language (ESL) nurses’ clinical communication experiences in the United States, and how these experiences demonstrate the need for continuing education for ESL nurses. Five Taiwanese nurses who worked in U.S. health care contexts were recruited in the study. Data were collected through focus group and individual interviews, and data were analyzed using narrative and thematic analyses. Findings indicate that cultural differences in clinical settings complicated ESL nurses’ communication experiences, including linguistic and cultural diversity, the independent role of nurses, patient-centered care, and choice of speech registers. Findings further show that comprehensive on-the-job, vocational training in English for Nursing Purposes (ENP) is essential in order to assist ESL nurses’ transit between home and host country cultures. In other words, familiarising nurses with patient-centered care and different discourse patterns, developing critical thinking skills, and enhancing cultural competence should be emphasised in ESL nurses’ continuing education. DA - 2018/4/11/ PY - 2018/4/11/ DO - 10.1080/0158037X.2018.1460721 VL - 40 IS - 2 SP - 212-233 J2 - Studies in Continuing Education LA - en OP - SN - 0158-037X 1470-126X UR - http://dx.doi.org/10.1080/0158037X.2018.1460721 DB - Crossref ER - TY - CONF TI - Access to mathematical discussion for students with disabilities AU - Lambert, R. AU - Yeh, C. AU - Hunt, J.H. T2 - National Council of Teachers of Mathematics Research C2 - 2018/// C3 - National Council of Teachers of Mathematics Research CY - Washington, D.C DA - 2018/// PY - 2018/// ER - TY - CONF TI - Reframing intervention for students with disabilities AU - Lambert, R. AU - de Freitas, E. AU - Sinclair, N. AU - Hunt, J.H. AU - Tan, P. T2 - National Council of Teachers of Mathematics Research C2 - 2018/// C3 - National Council of Teachers of Mathematics Research CY - Washington, D.C DA - 2018/// PY - 2018/// ER - TY - CONF TI - Complex conceptions of fractions: Negotiating meaning in the small environment AU - Hunt, J.H. T2 - National Council of Teachers of Mathematics Regional Conference C2 - 2018/11/1/ C3 - National Council of Teachers of Mathematics Regional Conference CY - Kansas City Convention Center, Kansas City, Missouri DA - 2018/11/1/ PY - 2018/11/1/ ER - TY - CONF TI - Tacit, trick, or teach? What is Gina’s mathematical reality? AU - Hunt, J.H. AU - MacDonald, B. AU - Silva, J. T2 - North American Chapter of the Psychology for Mathematics Education (PME-NA) C2 - 2018/11/15/ C3 - North American Chapter of the Psychology for Mathematics Education (PME-NA) CY - Greenville, S.C DA - 2018/11/15/ PY - 2018/11/15/ ER - TY - CONF TI - Navigating disability in intensive instruction: Learning complexity and small environments AU - Hunt, J.H. T2 - International Society of the Learning Sciences, Part of the London Festival of Learning in London C2 - 2018/6/23/ C3 - International Society of the Learning Sciences CY - London, United Kingdom DA - 2018/6/23/ PY - 2018/6/23/ DO - 10.22318/cscl2018.1469 ER - TY - CONF TI - Widening the lens: Exceptionality, knowing and learning, and multiple perspectives AU - Hunt, J.H. T2 - American Educational Research Association Annual Meeting C2 - 2018/4/13/ C3 - American Educational Research Association Annual Meeting CY - New York, N.Y DA - 2018/4/13/ PY - 2018/4/13/ ER - TY - CONF TI - Reframing intervention: From “fixing” learners to deepening engagement for students with disabilities AU - Lambert, R. AU - de Freitas, E. AU - Sinclair, N. AU - Hunt, J.H. AU - Tan, P. T2 - American Educational Research Association Annual Meeting C2 - 2018/4/13/ C3 - American Educational Research Association Annual Meeting CY - New York, N.Y DA - 2018/4/13/ PY - 2018/4/13/ ER - TY - CONF TI - Increasing access to mathematical discussion for students with disabilities: Designing intervention in student participation AU - Lambert, R. AU - Yeh, C. AU - Hunt, J.H. T2 - American Educational Research Association. C2 - 2018/// C3 - American Educational Research Association CY - New York, N.Y DA - 2018/// PY - 2018/// ER - TY - JOUR TI - Navigating “disability”: Complexity and small environments AU - Hunt, J.H. T2 - Proceedings of International Conference of the Learning Sciences, ICLS DA - 2018/// PY - 2018/// VL - 3 IS - 2018-June SP - 1469-1470 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85053816218&partnerID=MN8TOARS ER - TY - JOUR TI - Think-Pair-Show-Share to Increase Classroom Discourse AU - Hunt, Jessica H. AU - MacDonald, Beth AU - Lambert, Rachel AU - Sugita, Trisha AU - Silva, Juanita T2 - Teaching Children Mathematics AB - Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations. DA - 2018/10// PY - 2018/10// DO - 10.5951/teacchilmath.25.2.0078 VL - 25 IS - 2 SP - 78-84 J2 - TCM OP - SN - 1073-5836 2327-0780 UR - http://dx.doi.org/10.5951/teacchilmath.25.2.0078 DB - Crossref ER - TY - JOUR TI - Productive Struggle for All: Differentiated Instruction AU - Lynch, Sararose D. AU - Hunt, Jessica H. AU - Lewis, Katherine E. T2 - Mathematics Teaching in the Middle School AB - Consider strategies that create access while maintaining the cognitive demand of a mathematics task. DA - 2018/1// PY - 2018/1// DO - 10.5951/mathteacmiddscho.23.4.0194 VL - 23 IS - 4 SP - 194-201 UR - http://dx.doi.org/10.5951/mathteacmiddscho.23.4.0194 ER - TY - CONF TI - Implementing a Cyber Safety Curriculum with Middle School Students AU - Petty, M. AU - Martin, F. AU - Wang, C. AU - Wang, W. T2 - Society for Information Technology & Teacher Education International Conference C2 - 2018/3// C3 - Proceedings of Society for Information Technology & Teacher Education International Conference DA - 2018/3// PY - 2018/3// ER - TY - CONF TI - Predictive Factors for Student Success in a Hybrid Learning Course AU - Park, E. AU - Martin, F. AU - Lambert, R. T2 - Elearn Conference, Association for the Advancement for Computing in Education C2 - 2018/10// C3 - Elearn Conference, Association for the Advancement for Computing in Education CY - Las Vegas, NV DA - 2018/10// PY - 2018/10// ER - TY - CONF TI - Student Perceptions of the impact of "Quality Matters" Certified Online Courses on their Learning and Engagement AU - Sadaf, A. AU - Martin, F. AU - Ahlgrim-Delzell, L. T2 - Association of Educational Communications and Technology C2 - 2018/10// C3 - Association of Educational Communications and Technology CY - Kansas City, MO DA - 2018/10// PY - 2018/10// ER - TY - CONF TI - Award-Winning Faculty Online Teaching: Defining the Competencies AU - Martin, F. AU - Kumar, S. AU - Budhrani, K. AU - Ritzhaupt, A. T2 - Association of Educational Communications and Technology C2 - 2018/10// C3 - Association of Educational Communications and Technology CY - Kansas City, MO DA - 2018/10// PY - 2018/10// ER - TY - CONF TI - Faculty Perceptions on Importance and Self-Efficacy Towards Online Teaching Competencies AU - Martin, F. AU - Budhrani, K. AU - Wang, C. T2 - Association of Educational Communications and Technology C2 - 2018/10// C3 - Association of Educational Communications and Technology CY - Kansas City, MO DA - 2018/10// PY - 2018/10// ER - TY - CONF TI - Systematic Reviews of the Research on Emerging Online Technologies: What’s Been Done; What’s To Come AU - Bonk, C. AU - Lin, J. AU - Zhang, K. AU - Gao, F. AU - Dennen, V. AU - Hilton, J. AU - Wiley, D. AU - Zhu, M. AU - Sari, A.R. AU - Martin, F. AU - Budhrani, K. T2 - 2018 Association for Educational Communications and Technology (AECT) Annual Meeting C2 - 2018/10/24/ C3 - 2018 Association for Educational Communications and Technology (AECT) Annual Meeting CY - Kansas, MO DA - 2018/10/24/ PY - 2018/10/24/ ER - TY - CONF TI - Professional Development Support for Faculty to Teach Online: A Comparison of US and German Educators AU - Martin, F. AU - Wang, C. AU - Jokiaho, A. T2 - 24th German-American Symposium C2 - 2018/7// C3 - 24th German-American Symposium CY - Charlotte, NC DA - 2018/7// PY - 2018/7// ER - TY - CONF TI - Implementing a Cyber Safety Curriculum with Middle School Students AU - Petty, T. AU - Martin, F. AU - Wang, C. AU - Wang, C. A2 - Langran, E. A2 - Borup, J. C2 - 2018/3// C3 - Society for Information Technology & Teacher Education International Conference DA - 2018/3// SP - 2307–2308 PB - Association for the Advancement of Computing in Education (AACE) ER - TY - JOUR TI - Scholarly contributions to twenty-first century multilingualism AU - Coady, Maria R. AU - Olszewska, Aleksandra AU - Lopez, Mark P. T2 - International Journal of Multilingualism AB - Any national leader, educator, or policy-maker with an interest in the intersectionality of language, politics, and economics and who seeks a refreshing epistemic shift in view of multilingualism w... DA - 2018/6/24/ PY - 2018/6/24/ DO - 10.1080/14790718.2018.1490743 VL - 15 IS - 4 SP - 472-474 J2 - International Journal of Multilingualism LA - en OP - SN - 1479-0718 1747-7530 UR - http://dx.doi.org/10.1080/14790718.2018.1490743 DB - Crossref ER - TY - JOUR TI - Instructor and student perceptions of online student engagement strategies AU - Bolliger, D.U. AU - Martin, F. T2 - Distance Education AB - The purpose of this article is to report findings pertaining to faculty members’ perception of the importance of engagement strategies utilized in the online learning environment and to compare them with student perception data that had been previously collected using the same instrument. A validated survey instrument, the online engagement strategies questionnaire, was used to collect data from online instructors who teach in higher education. Email distribution lists of two professional associations were utilized to collect the data. A total of 161 online instructors responded. While instructors and students agreed on the importance of several engagement strategies, results also show that instructors perceive engagement strategies listed on the survey instrument as more important than do students. DA - 2018/// PY - 2018/// DO - 10.1080/01587919.2018.1520041 VL - 39 IS - 4 SP - 568-583 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85053548317&partnerID=MN8TOARS KW - Online education KW - higher education KW - student engagement KW - strategies ER - TY - JOUR TI - Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment AU - Martin, F. AU - Bolliger, D.U. T2 - Online Learning Journal AB - Student engagement increases student satisfaction, enhances student motivation to learn, reduces the sense of isolation, and improves student performance in online courses. This survey-based research study examines student perception on various engagement strategies used in online courses based on Moore’s interaction framework. One hundred and fifty five students completed a 38-item survey on learner-to-learner, learner-to-instructor, and learner-to-content engagement strategies. Learner-to-instructor engagement strategies seemed to be most valued among the three categories. Icebreaker/introduction discussions and working collaboratively using online communication tools was rated the most beneficial engagement strategy in the learner-to-learner category, whereas sending regular announcements or e-mail reminders and providing grading rubrics for all assignments was rated the most beneficial in learner to instructor category. In the student-content category, students mentioned working on real world projects and having discussions with structured or guiding questions were the most beneficial. This study also analyzed age, gender, and online learning years of experience differences on their perception of engagement strategies. The results of the study have implications for online instructors, instructional designers, and administrators who wish to enhance engagement in the online courses. DA - 2018/// PY - 2018/// DO - 10.24059/olj.v22i1.1092 VL - 22 IS - 1 SP - 205-222 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85044141150&partnerID=MN8TOARS KW - online learning KW - asynchronous KW - engagement KW - student perception ER - TY - JOUR TI - Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses AU - Martin, F. AU - Wang, C. AU - Sadaf, A. T2 - Internet and Higher Education AB - Instructors use various strategies to facilitate learning and actively engage students in online courses. In this study, we examine student perception on the helpfulness of the twelve different facilitation strategies used by instructors on establishing instructor presence, instructor connection, engagement and learning. One hundred and eighty eight graduate students taking online courses in Fall 2016 semester in US higher education institutions responded to the survey. Among the 12 facilitation strategies, instructors' timely response to questions and instructors' timely feedback on assignments/projects were rated the highest in all four constructs (instructor presence, instructor connection, engagement and learning). Interactive visual syllabi of the course was rated the lowest, and video based introduction and instructors' use of synchronous sessions to interact were rated lowest among two of the four constructs. Descriptive statistics for each of the construct (instructor presence, instructor connection, engagement and learning) by gender, status, and major of study are presented. Confirmative factor analysis of the data provided aspects of construct validity of the survey. Analysis of variance failed to detect differences between gender and discipline (education major versus non-education major) on all four constructs measured. However, undergraduate students rated significantly lower on engagement and learning in comparison to post-doctoral and other post graduate students. DA - 2018/// PY - 2018/// DO - 10.1016/j.iheduc.2018.01.003 VL - 37 SP - 52-65 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85041392073&partnerID=MN8TOARS KW - Facilitation strategies KW - Instructor presence KW - Online learning KW - Student perception KW - Instructor connection ER - TY - JOUR TI - Development and validation of the educational technologist competencies survey (ETCS): knowledge, skills, and abilities AU - Ritzhaupt, A.D. AU - Martin, F. AU - Pastore, R. AU - Kang, Y. T2 - Journal of Computing in Higher Education DA - 2018/// PY - 2018/// DO - 10.1007/s12528-017-9163-z VL - 30 IS - 1 SP - 3-33 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85045375021&partnerID=MN8TOARS KW - Educational technology KW - KSA KW - Instrument KW - Validation KW - Competencies KW - Professionals ER - TY - JOUR TI - Middle school students' social media use AU - Martin, F. AU - Wang, C. AU - Petty, T. AU - Wang, W. AU - Wilkins, P. T2 - Educational Technology and Society DA - 2018/// PY - 2018/// VL - 21 IS - 1 SP - 213-224 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85040615746&partnerID=MN8TOARS ER - TY - BOOK TI - When loss gets personal: discussing death through literature in the secondary ELA classroom A3 - Falter, Michelle M. A3 - Bickmore, Steven T. DA - 2018/// PY - 2018/// PB - Rowman & Littlefield ER - TY - CONF TI - A Thousand Cuts: Racial Microaggressions Are Related to Lower Self-Image Over Time AU - Byrd, C.M. T2 - 30th Annual Convention of the Association for Psychological Science C2 - 2018/5// CY - San Francisco, California DA - 2018/5// PY - 2018/5/24/ ER - TY - CONF TI - School Racial Socialization and Diversity in STEM AU - Byrd, C.M. T2 - University of California Adolescence Science Consortium Summer Institute C2 - 2018/8// CY - Los Angeles, California DA - 2018/8// PY - 2018/8// ER - TY - SOUND TI - The Importance of School Climate for Diversity AU - Byrd, C.M. DA - 2018/// PY - 2018/// ER - TY - SOUND TI - Take Action: Publishing in STEM AU - Byrd, C.M. DA - 2018/// PY - 2018/// ER - TY - CONF TI - Responding Effectively to Microaggressions: A Research-Based Workshop AU - Byrd, C.M. T2 - 30th Annual Convention of the Association for Psychological Science C2 - 2018/4// CY - San Francisco, California DA - 2018/4// PY - 2018/5/24/ ER - TY - RPRT TI - MicroReport: An Android and iOS app for reporting microaggressions on a college campus AU - Byrd, C.M. DA - 2018/// PY - 2018/// M3 - Software UR - https://byrdlab.wordpress.ncsu.edu/microreport/) ER - TY - JOUR TI - The Relationships of School-Based Discrimination and Ethnic-Racial Socialization to African American Adolescents’ Achievement Outcomes AU - Banerjee, Meeta AU - Byrd, Christy AU - Rowley, Stephanie T2 - Social Sciences AB - Schools provide a place of learning for adolescents and can be considered safe havens. However, in some cases, African American adolescents are subjected to discrimination by peers and teachers, which can impact their own academic engagement and abilities. Applying a risk and resilience framework, the present study examined the relationship between adolescents’ perceptions of school-based discrimination and academic outcomes in a sample of African American middle school students. Adolescents’ reports of perceived school-based discrimination and racial socialization were identified as predictors of academic outcomes (i.e., academic persistence, academic self-efficacy, and academic self-concept). The study also investigated whether racial socialization moderated the relationship between school-based discrimination and achievement outcomes. The study sample comprised 74 African American adolescents (49% female) and one of their parents. Hierarchical regressions showed that racial discrimination by peers was negatively related to academic outcomes. Furthermore, we found that dimensions of racial socialization buffered the effects of school-based discrimination on academic outcomes. Implications for the importance of investigating race-related factors in the academic outcomes of African American youth will be discussed. DA - 2018/10/22/ PY - 2018/10/22/ DO - 10.3390/socsci7100208 VL - 7 IS - 10 UR - https://doi.org/10.3390/socsci7100208 ER - TY - JOUR TI - Microaggressions Self-Defense: A Role-Playing Workshop for Responding to Microaggressions AU - Byrd, Christy T2 - Social Sciences AB - Microaggressions are subtle verbal and non-verbal slights based on group membership, and they are ubiquitous in the lives of racial minorities, women, and LGBTQ individuals. The goal of the current paper is to introduce a role-playing based exercise on effective responses to microaggressions. The workshop draws on two previous prejudice responding workshops but integrates research-based strategies. DA - 2018/6/12/ PY - 2018/6/12/ DO - 10.3390/socsci7060096 VL - 7 IS - 6 SP - 96 J2 - Social Sciences LA - en OP - SN - 2076-0760 UR - http://dx.doi.org/10.3390/socsci7060096 DB - Crossref ER - TY - CONF TI - Partnering to Improve Leadership Development: Collaboration Across Universities, Districts, and States AU - Drake, T.A. T2 - University Council for Educational Administration Symposium C2 - 2018/// CY - Houston, TX DA - 2018/// PY - 2018/11/16/ ER - TY - CHAP TI - Using Data and Supporting Data Use: The Case of POWER Block AU - Drake, T.A. AU - Price, E. AU - Jernigan, D. AU - Jones, T.B. AU - Johnson, K. AU - Fusarelli, B.C. T2 - Research-based Instructional Practices of Effective Principals A2 - Bingham, S.A. A2 - Egelson, P. A2 - Sanzo, K.L. PY - 2018/// SP - 195–206 PB - Information Age Publishing ER - TY - CONF TI - Opening the Black Box on University Council for Educational Administration’s Exemplary Educational Leadership Preparation Programs AU - Drake, T.A. T2 - University Council for Educational Administration C2 - 2018/// CY - Houston, TX DA - 2018/// PY - 2018/11/16/ ER - TY - SOUND TI - Chronic Teacher Absenteeism in North Carolina: Final Results AU - Tomberlin, T. AU - Drake, T.A. DA - 2018/// PY - 2018/// ER - TY - SOUND TI - Lessons Learned from the University Principal Preparation Initiative (UPPI) AU - Drake, T.A. AU - Anthony-McGeachy, S. DA - 2018/// PY - 2018/// ER - TY - BLOG TI - Three questions about education leadership research AU - Egalite, A.J. AU - Drake, T.A. T2 - Education Week - Rick Hess Straight Up blog DA - 2018/8/20/ PY - 2018/8/20/ UR - https://web.archive.org/web/20191016000134/http://blogs.edweek.org/edweek/rick_hess_straight_up/2018/08/three_questions_about_education_leadership_research.html ER - TY - RPRT TI - Examining the Relationship Between Masters’ Degree Attainment and Student Outcomes AU - Drake, T.A. A3 - North Carolina State School Board, North Carolina Department of Public Instruction, and the North Carolina General Assembly DA - 2018/// PY - 2018/// PB - North Carolina State School Board, North Carolina Department of Public Instruction, and the North Carolina General Assembly ER - TY - JOUR TI - NC State’s Principal Leadership Academies: Context, Challenges, and Promising Practices AU - Fusarelli, Bonnie C. AU - Fusarelli, Lance D. AU - Drake, Timothy A. T2 - Journal of Research on Leadership Education AB - Developing effective educational leaders is fundamentally and irrevocably an interpersonal, relational process—one that requires face-to-face contact, deep thought, deliberation, reflection, engagement, and interaction. It requires cultivation of the habits of heart, mind, and soul. For nearly a decade, the faculty at North Carolina State University (NCSU) have focused on dramatically improving principal preparation. This article explores the initial design of the program, its key features and how they have evolved, processes established for continuous improvement, major challenges faced and approaches to addressing these challenges, and recent program initiatives. DA - 2018/12/22/ PY - 2018/12/22/ DO - 10.1177/1942775118819678 VL - 14 IS - 1 SP - 11-30 J2 - Journal of Research on Leadership Education LA - en OP - SN - 1942-7751 1942-7751 UR - http://dx.doi.org/10.1177/1942775118819678 DB - Crossref KW - principal preparation KW - leadership knowledge and skills KW - leadership development KW - leadership curriculum KW - leadership program design KW - leadership program resources ER - TY - SOUND TI - Accelerating Reading Growth of Linguistically Diverse Students in the U.S AU - Relyea, J.E. DA - 2018/1// PY - 2018/1// ER - TY - SOUND TI - Contribution of Home Language and Literacy Environment to English Reading Comprehension for Emergent Bilinguals: Sequential Mediation Model Analyses AU - Relyea, J.E. DA - 2018/8// PY - 2018/8// ER - TY - CONF TI - The effectiveness of discussion-based vocabulary instruction in sixth-grade science class on academic vocabulary development AU - Relyea, J.E. AU - Zhang, J. AU - Wui, G. AU - Wong, S. AU - Donze, J. T2 - Annual Meeting of the Society for Text & Discourse (ST&D) C2 - 2018/7/17/ CY - Brighton, United Kingdom DA - 2018/7/17/ PY - 2018/7/17/ ER - TY - CONF TI - Domain-specific academic vocabulary development in elementary grades core disciplinary textbooks AU - Fitzgerald, J. AU - Elmore, J. AU - Relyea, J. AU - Kung, M. T2 - Twenty-fifth Annual Society for Scientific Studies of Reading (SSSR) Meeting C2 - 2018/7/18/ CY - Brighton, United Kingdom DA - 2018/7/18/ PY - 2018/7/18/ ER - TY - CONF TI - Transactional relations among working memory, cognitive flexibility, and reading ability for language-minority and monolingual students: A cross-lagged path analysis AU - Relyea, J.E. AU - Kung, M. T2 - Twenty-fifth Annual Society for Scientific Studies of Reading (SSSR) Meeting C2 - 2018/7/18/ CY - Brighton, United Kingdom DA - 2018/7/18/ PY - 2018/7/18/ ER - TY - CONF TI - Effects of home literacy environment on reading comprehension: A bifactor sequential mediation model AU - Relyea, J.E. AU - Zhang, J. AU - Liu, Y. T2 - Twenty-fifth Annual Society for Scientific Studies of Reading (SSSR) Meeting C2 - 2018/7/18/ CY - Brighton, United Kingdom DA - 2018/7/18/ PY - 2018/7/18/ ER - TY - CONF TI - Direct and indirect effects of home literacy environment on reading comprehension in monolinguals and English learners AU - Relyea, J.E. AU - Zhang, J. AU - Liu, Y. AU - Wui, G. AU - Yan, Y. AU - Ho, T. T2 - American Education Research Association (AERA) Annual Meeting C2 - 2018/4/13/ CY - New York City, NY DA - 2018/4/13/ PY - 2018/4/13/ ER - TY - CHAP TI - Modeling as an example of representation AU - McGrew, S. AU - Alston, C.L. AU - Fogo, B. T2 - Teaching Core Practices in Teacher Education A2 - Grossman, P. PY - 2018/// SP - 35–55 PB - Harvard Education Press SN - 9781682531884 9781682531877 ER - TY - CONF TI - Writing the methods chapter of the dissertation proposal AU - Ivankova, N. AU - DeCuir-Gunby, J.T. AU - Moss, P. T2 - American Educational Research Association for the annual meeting C2 - 2018/4// CY - New York DA - 2018/4// PY - 2018/4// ER - TY - CONF TI - I am psyched! Women of color psychologists discuss their successes and lessons learned AU - DeCuir-Gunby, J.T. T2 - Society for the Psychological Study of Social Issues annual meeting C2 - 2018/6// CY - Pittsburgh, PA DA - 2018/6// PY - 2018/6// ER - TY - CONF TI - ADVANCE-ENG success at the intersection of formal and informal networks for Women of Color engineering faculty AU - Grant, C. AU - Smith, B.E. AU - Ivy, J.E. AU - DeCuir-Gunby, J.T. AU - Carrigan, C. AU - Tanguay, S.K. T2 - 1st annual Conference of Collaborative Network for Engineering and Computing Diversity C2 - 2018/5// CY - Arlington, Virginia DA - 2018/5// PY - 2018/5// ER - TY - CONF TI - Angry sistas with PhD’s”: Experiencing gendered racial microaggressions in the higher education workplace AU - Johnson, O.T. AU - White, A.M. AU - Womble, C. AU - McCoy, W.N. AU - DeCuir-Gunby, J.T. T2 - NC State University Gender and Equity Research Symposium C2 - 2018/4// CY - Raleigh, NC DA - 2018/4// PY - 2018/4// ER - TY - CONF TI - African American college students’ experiences with racial microaggressions AU - DeCuir-Gunby, J.T. AU - McCoy, W. AU - Gibson, S. T2 - Society for the Psychological Study of Social Issues annual meeting C2 - 2018/6// CY - Pittsburgh, PA DA - 2018/6// PY - 2018/6// ER - TY - CONF TI - Video-based formative feedback: Supporting in-service teachers’ learning AU - Garner, B. AU - Horn, I.S. AU - Chen, G.A. AU - Marshall, S.A. T2 - Twenty-Second Annual Conference of the Association of Mathematics Teacher Educators C2 - 2018/2/8/ C3 - Proceedings of the Twenty-second Annual Conference of the Association of Mathematics Teacher Educators CY - Houston, TX DA - 2018/2/8/ PY - 2018/2/8/ ER - TY - CONF TI - I AM: Intersectionality as methodology and Black women as possibility models for educational research AU - Davison, C.H. AU - Joseph, N.M. AU - Allen, E.V. AU - Patton, D.L. AU - Stewart, S.N. AU - Marshall, S.A. AU - Chen, G.A. T2 - American Educational Research Association annual meeting C2 - 2018/4/13/ C3 - American Educational Research Association Conference Proceedings CY - New York, NY DA - 2018/4/13/ PY - 2018/4/13/ ER - TY - CONF TI - Adaptations and innovations: Teachers’ agency and goals in learning from professional development AU - Marshall, S.A. T2 - American Educational Research Association annual meeting C2 - 2018/4/13/ C3 - American Educational Research Association annual meeting CY - New York, NY DA - 2018/4/13/ PY - 2018/4/13/ ER - TY - CONF TI - Teachers’ recontextualization of practices learned in professional development: The importance of professional learning goals in context AU - Marshall, S.A. AU - Horn, I.S. T2 - American Educational Research Association annual meeting C2 - 2018/4/13/ C3 - American Educational Research Association annual meeting CY - New York, NY DA - 2018/4/13/ PY - 2018/4/13/ ER - TY - CONF TI - Finding our role in the system: The co-construction of a mathematics teacher axiology AU - Marshall, S.A. AU - Chen, G.A. T2 - Working Conference on Discourse Analysis in Educational Research C2 - 2018/5// CY - Columbus, OH DA - 2018/5// PY - 2018/5/18/ ER - TY - CONF TI - "That makes me a really great teacher”: Logics of White Christian womanhood in teaching AU - Chen, G.A. AU - Marshall, S.A. T2 - Race & Pedagogy National Conference C2 - 2018/9/27/ C3 - Proceedings of the Race & Pedagogy National Conference CY - Tacoma, WA DA - 2018/9/27/ PY - 2018/9/27/ ER - TY - CONF TI - Divining affordances: How do teachers find and capitalize onopportunities to disrupt oppressive schooling? AU - Marshall, S.A. AU - Chen, G.A. T2 - International Conference on Education and Social Justice C2 - 2018/10// C3 - Proceedings of the 8th International Conference on Education and Social Justice CY - Honolulu, HI. DA - 2018/10// PY - 2018/10// ER - TY - CONF TI - Ambassadors and advocacy: A workshop on positionality AU - Vogelstein, L.E. AU - Jackson, A. AU - Marshall, S.A. T2 - Learning Sciences Graduate Student Conference A2 - Pierson, A. A2 - Vogelstein, L. C2 - 2018/10/12/ C3 - Designing the learning sciences: Thinking deeply about the relationship between theory and design CY - Nashville, TN DA - 2018/10/12/ PY - 2018/10/12/ SP - 197–198 ER - TY - CONF TI - "When am I going to use this in the real world?”: Supporting teachers in their quest for authentic mathematical learning experiences AU - Marshall, S.A. AU - Buenrostro, P.M. T2 - Learning Sciences Graduate Student Conference A2 - Pierson, A. A2 - Vogelstein, L. C2 - 2018/// C3 - Designing the learning sciences: Thinking deeply about the relationship between theory and design CY - Nashville, TN DA - 2018/// PY - 2018/10/12/ SP - 114–115 ER - TY - CONF TI - Mathematics teachers’ learning to enact change in oppressive systems AU - Chen, G.A. AU - Marshall, S.A. T2 - International Conference on Urban Education A2 - Richardson, S. A2 - Davis, A. A2 - Lewis, C.W. C2 - 2018/// C3 - Proceedings of the International Conference on Urban Education CY - Nassau, the Bahamas DA - 2018/// PY - 2018/11/8/ SP - 52–64 PB - Urban Education Collaborative ER - TY - JOUR TI - Does a discussion by any other name sound the same? teaching discussion in three ELA methods courses AU - Alston, Chandra L AU - Danielson, Katie A AU - Dutro, Elizabeth AU - Cartun, Ashley T2 - Journal of Teacher Education DA - 2018/// PY - 2018/// VL - 69 IS - 3 SP - 225-238 ER - TY - JOUR TI - To sustain tribal nations: Striving for Indigenous sovereignty in mathematics education AU - Marshall, S.A. T2 - The Journal of Educational Foundations DA - 2018/// PY - 2018/// VL - 31 IS - 1 & 2 SP - 9–37 ER - TY - JOUR TI - Critical Race Theory, Racial Justice, and Education AU - DeCuir-Gunby, Jessica T. AU - Chapman, Thandeka K. AU - Schutz, Paul A. T2 - Understanding Critical Race Research Methods and Methodologies AB - In this chapter, the authors introduce the book, authors, and issues related to the various research methods informed by Critical Race Theory and related research methodologies. The goal of the chapter is to provide the groundwork for the organization of the content and issues that are discussed in the book. DA - 2018/// PY - 2018/// DO - 10.4324/9781315100944-1 SP - 3-10 ER - TY - JOUR TI - Critical Race Mixed Methodology AU - DeCuir-Gunby, Jessica T. AU - Schutz, Paul A. T2 - Understanding Critical Race Research Methods and Methodologies AB - The use of mixed methods research has seen considerable growth in education. In addition, as racism-related issues continue to increase and are more recognized in schools, Critical Race Theory (CRT) has become frequently utilized. Because both mixed methods and CRT have gained popularity in education research, their combination is inevitable. As such, the purpose of this chapter is to discuss the combining of CRT and mixed methods research using as an example a study on African American college students’ experiences with racial microaggressions. In the study, the research team uses CRT to help frame the explanatory sequential mixed methods design (QUANT → qual), including the creation of the research questions, the instrumentation, data collection, and data analysis. In the chapter, we explain our approach to combining CRT and mixed methods research, as well as the steps we take in maintaining the fidelity of the mixed methods design/analysis process while adhering to a critical race theory framework. DA - 2018/// PY - 2018/// DO - 10.4324/9781315100944-14 SP - 166-179 ER - TY - JOUR TI - "Where do we go from Here?" AU - Chapman, Thandeka K. AU - DeCuir-Gunby, Jessica T. T2 - Understanding Critical Race Research Methods and Methodologies DA - 2018/// PY - 2018/// DO - 10.4324/9781315100944-15 SP - 183-191 ER - TY - BOOK TI - Understanding Critical Race Research Methods and Methodologies A3 - DeCuir-Gunby, Jessica T. A3 - Chapman, Thandeka K. A3 - Schutz, Paul A. DA - 2018/// PY - 2018/// DO - 10.4324/9781315100944 PB - Routledge ER - TY - JOUR TI - Secondary Social Studies Teachers’ Experiences Planning and Implementing Inquiry Using the Inquiry Design Model AU - Thacker, Emma S. AU - Lee, John K. AU - Fitchett, Paul G. AU - Journell, Wayne T2 - The Clearing House: A Journal of Educational Strategies, Issues and Ideas AB - While the use of inquiry-based instruction has been encouraged for many years, it continues to be the exception rather than the norm. The publication of the College, Career, and Civic Life (C3) Framework, as well as the Inquiry Design Model that provides structure for its implementation, offer support for teachers to use inquiry in their social studies classrooms. This phenomenological study used semi-structured interviews, classroom observations, and document analyses to explore three secondary social studies teachers’ pedagogical content knowledge as they planned and implemented inquiries. Findings indicate that teachers found a structured method of designing inquiries useful and that their approaches to planning and implementing those inquiries varied with individual context and personal pedagogical stances. There is no one-size-fits-all inquiry, even when teachers used the same support tool. DA - 2018/9/3/ PY - 2018/9/3/ DO - 10.1080/00098655.2018.1490129 VL - 91 IS - 4-5 SP - 193-200 J2 - The Clearing House: A Journal of Educational Strategies, Issues and Ideas LA - en OP - SN - 0009-8655 1939-912X UR - http://dx.doi.org/10.1080/00098655.2018.1490129 DB - Crossref ER - TY - JOUR TI - Exploring How an Elementary Teacher Plans and Implements Social Studies Inquiry AU - Thacker, Emma S. AU - Friedman, Adam M. AU - Fitchett, Paul G. AU - Journell, Wayne AU - Lee, John K. T2 - The Social Studies AB - Social studies continues to be marginalized in elementary grades, yet the C3 Framework and its Inquiry Arc offer possibilities for high-quality elementary social studies instruction. However, the C3 Framework requires that teachers possess an adequate understanding of how to implement inquiry within the various social studies disciplines, which we argue is an aspect of the pedagogical content knowledge necessary for effective elementary social studies instruction. This single-case study follows an elementary teacher through her use of the C3 Framework, Inquiry Arc, and a related curriculum approach called the Inquiry Design Model as she conceptualized, planned, and implemented inquiries in her fifth-grade classroom. By incorporating this new knowledge into her existing understanding of social studies pedagogy, as well as her knowledge of her students and specific educational context, the teacher was able to successfully navigate some of the challenges associated with implementing social studies inquiry in elementary classrooms. DA - 2018/3/4/ PY - 2018/3/4/ DO - 10.1080/00377996.2018.1451983 VL - 109 IS - 2 SP - 85-100 J2 - The Social Studies LA - en OP - SN - 0037-7996 2152-405X UR - http://dx.doi.org/10.1080/00377996.2018.1451983 DB - Crossref ER - TY - CHAP TI - Philosophy of education: What’s it good for? AU - McAvoy, P. T2 - Philosophy of Education Society Yearbook 2016 A2 - Levinson, N. PY - 2018/// SP - 470-472 PB - Philosophy of Education Society ER - TY - JOUR TI - Between Extraordinary and Marginalized: Negotiating Tensions in Becoming Special Education-Certified Teachers AU - Roegman, Rachel AU - Pratt, Suzanne AU - Sanchez, Sabrina AU - Chen, Crystal T2 - The New Educator AB - The field of special education is in flux, with high shortages and attrition and increasing requirements around quality teachers and teaching contexts. In this study, we explore how preservice teachers develop identities as special education-certified teachers within this context. Data include focus groups, admissions essays, and class assignments from 3 years of a masters-level preparation program. Analysis began with open coding, and initial themes included positioning, power, and marginalization. Iterative analysis led to findings around negotiation—how preservice teachers negotiated what it meant to be a teacher in diverse teaching contexts while both maintaining a view of special education-certified teachers as extraordinary and also experiencing marginalization within their roles. Implications include supporting teacher candidates in managing these tensions, as well as a need for programs to partner with schools as a whole and not just individual cooperating teachers. DA - 2018/10/2/ PY - 2018/10/2/ DO - 10.1080/1547688X.2017.1287317 VL - 14 IS - 4 SP - 293–314 SN - 1547-688X 1549-9243 UR - http://dx.doi.org/10.1080/1547688X.2017.1287317 ER - TY - JOUR TI - Rehumanizing the Mathematics Education of Students with Disabilities; Critical Perspectives on Research and Practice AU - Lambert, Rachel AU - Tan, Paulo AU - Hunt, Jessica AU - Candela, Amber G. T2 - Investigations in Mathematics Learning AB - This special issue was inspired by the Critical Approaches to Disability in Mathematics Education working group, founded at the Psychology of Mathematics Education North America conference in Tucso... DA - 2018/5/8/ PY - 2018/5/8/ DO - 10.1080/19477503.2018.1463006 VL - 10 IS - 3 SP - 129-132 J2 - Investigations in Mathematics Learning LA - en OP - SN - 1947-7503 2472-7466 UR - http://dx.doi.org/10.1080/19477503.2018.1463006 DB - Crossref ER - TY - CHAP TI - When effective instruction is not enough: A critical look at the emergent understandings of liberatory pedagogy by teachers in a master's program AU - Sailors, M. AU - Martinez, M. AU - Manning, L. AU - Davis, D.S. AU - Stortz, R. AU - Sellers, T. T2 - Transformative pedagogies for teacher education: Moving towards critical praxis in an era of change A2 - Lopez, A.E. A2 - Olan, E.L. PY - 2018/// SP - 15–30 PB - Information Age Publishers ER - TY - JOUR TI - First chapters: Invitations to step into story worlds AU - Harmon, J. AU - Martinez, M. AU - Davis, D.S. AU - Stortz, R. T2 - SIGNAL Journal DA - 2018/// PY - 2018/// VL - 43 IS - 2 SP - 32–35 ER - TY - JOUR TI - Media literacy and fake news in the social studies AU - Manfra, M.M. AU - Holmes, C. T2 - Social Education DA - 2018/// PY - 2018/// VL - 82 IS - 2 SP - 91–95 ER - TY - CHAP TI - Statistics Learning Trajectories AU - Arnold, P. AU - Confrey, J. AU - Jones, S. AU - Lee, H.S. AU - Pfannkuch, M. T2 - International Handbook of Research in Statistics Education A2 - Ben-Zvi, D. A2 - Makar, K. A2 - Garfield, J. AB - Statistics curricula and pedagogy are changing rapidly in response to a growing body of research findings involving students’ reasoning processes, technology capability, attention to underpinning conceptual infrastructure, and new ways of statistical practice. Because many of the statistical ideas being considered are currently not in the curriculum, many researchers in statistics education have investigated students’ reasoning processes through the use of learning trajectories in conjunction with design-based research methods. In this chapter, we outline the characteristics of learning trajectories and exemplify how learning trajectories have been used in three case studies in statistics education. Commonalities and differences across the learning trajectories are discussed as well as recommendations for future research. PY - 2018/// DO - 10.1007/978-3-319-66195-7_9 SP - 295–326 PB - Springer ER - TY - JOUR TI - Teacher implementation of Self-Regulated Strategy Development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students AU - Palermo, Corey AU - Thomson, Margareta Maria T2 - Contemporary Educational Psychology AB - This study examined the effects of teacher implementation of (1) Self-Regulated Strategy Development (SRSD) instruction or (2) traditional writing instruction, combined with an Automated Writing Evaluation (AWE) system called NC Write, on students’ argumentative writing performance. The SRSD model was adapted to a lower-intensity format with the goal of supporting teacher implementation and reducing professional development. This study is the first to examine the effectiveness of an intervention that combined SRSD for writing with an AWE system. Middle school students (N = 829) participated in one of three conditions: NC Write + SRSD instruction, NC Write + traditional writing instruction, or a comparison condition. Results of multilevel models showed that students in the NC Write + traditional writing instruction condition produced higher-quality essays than comparison students at posttest. Students in the NC Write + SRSD instruction condition produced posttest essays that were of a higher quality, longer, and included more basic elements of argumentative essays than students in the other two conditions. Social validity data from surveys and interviews showed that students and teachers rated NC Write and SRSD instruction favorably. Overall study results suggest that incorporating AWE into a program of writing instruction supports improvements in students’ writing quality. Findings provide initial evidence that when supported by AWE, SRSD may be implemented by teachers at a lower than normal treatment intensity and still have a strong, positive impact on students’ writing quality. DA - 2018/7// PY - 2018/7// DO - 10.1016/J.CEDPSYCH.2018.07.002 VL - 54 SP - 255-270 J2 - Contemporary Educational Psychology LA - en OP - SN - 0361-476X UR - http://dx.doi.org/10.1016/J.CEDPSYCH.2018.07.002 DB - Crossref KW - SRSD KW - Automated writing evaluation KW - Writing KW - Self-regulated strategy development ER - TY - CONF TI - Designing e-modules to support preservice mathematics teachers’ statistical thinking AU - Hudson, R. AU - Lee, H.S. AU - Casey, S. AU - Finzer, B. AU - Mojica, G.M. AU - Azmy, C. AU - Eide, A. T2 - Tenth International Conference on Teaching Statistics A2 - Sorto, M.A. A2 - White, A. A2 - Guyot, L. C2 - 2018/// C3 - Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10 CY - Kyoto, Japan DA - 2018/// PY - 2018/7// PB - International Statistical Institute UR - https://iase-web.org/icots/10/proceedings/pdfs/ICOTS10_9A2.pdf ER - TY - CONF TI - Impacts of a Teaching Statistics MOOC on educators’ perspectives and practice AU - Mojica, G.M. AU - Lee, H.S. AU - Lovett, J.N. AU - Azmy, C.A. T2 - Tenth International Conference on Teaching Statistics A2 - Sorto, M.A. A2 - White, A. A2 - Guyot, L. C2 - 2018/// C3 - Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10 CY - Kyoto, Japan DA - 2018/// PY - 2018/7// PB - International Statistical Institute UR - https://icots.info/10/proceedings/pdfs/ICOTS10_C159.pdf ER - TY - CONF TI - Designing for educators in a Teaching Statistics MOOC: Design principles and use of multimedia to support participant engagement AU - Lee, H.S. AU - Lovett, J.N. AU - Mojica, G.M. T2 - Tenth International Conference on Teaching Statistics A2 - Sorto, M.A. A2 - White, A. A2 - Guyot, L. C2 - 2018/// C3 - Looking back, looking forward. Proceedings of the Tenth International Conference on Teaching Statistics (ICOTS10 CY - Kyoto, Japan DA - 2018/// PY - 2018/7// PB - International Statistical Institute UR - https://icots.info/10/proceedings/pdfs/ICOTS10_9G3.pdf ER - TY - CONF TI - Online learning experiences and impact on statistics education perspectives AU - Harrison, T. AU - Azmy, C. AU - Lee, H.S. A2 - Hodges, T.E. A2 - Roy, G.J. A2 - Tyminski, A.M. C2 - 2018/// C3 - Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education DA - 2018/// SP - 751–754 PB - University of South Carolina & Clemson University ER - TY - CONF TI - Designing spaces to support teacher learning about teaching statistics AU - Mojica, G. AU - Lee, H.S. AU - Lovett, J. A2 - Hodges, T.E. A2 - Roy, G.J. A2 - Tyminski, A.M. C2 - 2018/// C3 - Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education DA - 2018/// SP - 410–413 PB - University of South Carolina & Clemson University ER - TY - JOUR TI - Classroom implementation strategy for statistical investigation activities - Introduction to the SASI Framework AU - He, R. AU - Lee, H.S. T2 - Foreign Primary and Secondary Education DA - 2018/// PY - 2018/// VL - 11 SP - 62–70 UR - http://kns.cnki.net. ER - TY - JOUR TI - Teachers' analysis of student thinking in a Teaching Mathematics with Technology Massive Open Online Course for Educators AU - Hollebrands, K. AU - Mojica, G. AU - Outlaw, B. T2 - Journal of Technology and Teacher Education DA - 2018/// PY - 2018/// VL - 26 IS - 4 SP - 587–612 ER - TY - CONF TI - Data Visualization AU - Brown Parker, K. AU - Fogle, L. AU - Davis, R.S. T2 - Workshop at WCPSS Convergence Symposium C2 - 2018/4// CY - Raleigh, NC DA - 2018/4// PY - 2018/4// ER - TY - BOOK TI - Speak up! - Students engage and succeed through VoiceThread AU - Fogle, L. DA - 2018/8// PY - 2018/8// ER - TY - CONF TI - Science 3.0 - Engaging Students with Virtual Reality in the Classroom AU - Fogle, L.B. AU - Brown Parker, K. AU - Schreiner, P. AU - Pinder, H. T2 - Triangle High Five Summit C2 - 2018/8// CY - Raleigh, NC DA - 2018/8// PY - 2018/8// ER - TY - CONF TI - Virtual Reality Super Powers - Leap Tall Interdisciplinary Challenges with a Single Virtual Bound AU - Brown Parker, K. AU - Fogle, L.B. T2 - Coaching Digital Learning Institute conference C2 - 2018/11// CY - Raleigh, NC DA - 2018/11// PY - 2018/11// ER - TY - JOUR TI - Analyzing historical primary source open educational resources: A blended pedagogical approach AU - Oliver, K. AU - Purichia, H. T2 - Contemporary Issues in Technology and Teacher Education DA - 2018/// PY - 2018/// VL - 18 IS - 2 SP - 392–415 UR - https://www.learntechlib.org/primary/p/172907/ ER - TY - CONF TI - Evidence of computational thinking in the after-school makerspace from written project documentation AU - Oliver, K. AU - Houchins, J. T2 - EdMedia + Innovate Learning A2 - Bastiaens, T. A2 - Van Braak, J. A2 - Brown, M. A2 - Cantoni, L. A2 - Castro, M. A2 - Christensen, R. A2 - Davidson-Shivers, G. A2 - DePryck, K. A2 - Ebner, M. A2 - Fominykh, M. A2 - Fulford, C. A2 - Hatzipanagos, S. A2 - Knezek, G. A2 - Kreijns, K. A2 - Marks, G. A2 - Sointu, E. A2 - Korsgaard Sorenson, E. A2 - Viteli, J. A2 - Voogt, J. A2 - Weber, P. A2 - Weippl, E. A2 - Zawacki-Richter, O. C2 - 2018/6// C3 - Proceedings of EdMedia: World Conference on Educational Media and Technology CY - Amsterdam, Netherlands DA - 2018/6// PY - 2018/6/25/ SP - 402–407 PB - Association for the Advancement of Computing in Education (AACE) UR - https://www.learntechlib.org/primary/p/184222/ ER - TY - CONF TI - Supporting cultural connections, collections, and reflections through technology in short-term study abroad AU - Oliver, K. AU - Wiseman, A. AU - Cook, M. T2 - EdMedia + Innovate Learning A2 - Bastiaens, T. A2 - Van Braak, J. A2 - Brown, M. A2 - Cantoni, L. A2 - Castro, M. A2 - Christensen, R. A2 - Davidson-Shivers, G. A2 - DePryck, K. A2 - Ebner, M. A2 - Fominykh, M. A2 - Fulford, C. A2 - Hatzipanagos, S. A2 - Knezek, G. A2 - Kreijns, K. A2 - Marks, G. A2 - Sointu, E. A2 - Korsgaard Sorensen, E. A2 - Viteli, J. A2 - Voogt, J. A2 - Weber, P. A2 - Weippl, E. A2 - Zawacki-Richter, O. C2 - 2018/6// C3 - Proceedings of EdMedia: World Conference on Educational Media and Technology CY - Amsterdam, Netherlands DA - 2018/6// PY - 2018/6/25/ SP - 769–776 PB - Association for the Advancement of Computing in Education (AACE) UR - https://www.learntechlib.org/primary/p/184276/ ER - TY - CHAP TI - Project-Based Inquiry: Professional Development With Chinese EFL Elementary Teachers AU - Spires, H. AU - Paul, C. AU - Yuan, C. T2 - Inquiries Into Literacy Learning and Cultural Competencies in a World of Borders A2 - Roberson, P. A2 - Huber, T. PY - 2018/// SP - 183-198 PB - Information Age Publishing SN - 9781641132053 ER - TY - CHAP TI - Community of Inquiry as Teacher Professional Development in China: New Literacies, New Complexities AU - Spires, H. AU - Kerkhoff, S. AU - Zheng, M. T2 - Digital transformation and innovation in Chinese education A2 - Spires, H. AB - Over the past decades, improving teacher instructional quality has been a top priority in the Chinese government's K-12 educational reform agenda. Within this reform context, the purposes of this chapter are to share: (a) a community of inquiry model of professional development on new literacies that is being used with teachers in China; and (b) qualitative data from three teachers' perceptions of the professional development, their classroom practices, and challenges they are confronting as they implement changes in their educational system. Emerging themes indicated that teachers embraced pedagogical change along a continuum, from resistant to completely open, within the context of their school culture. Challenges to pedagogical change included teacher cultural identity and lack of time and commitment needed for implementation. Future research will include more in-depth analysis of the change process that Chinese teachers embrace as they conceptualize and apply new literacies and innovative pedagogies in their classrooms. PY - 2018/// DO - 10.4018/978-1-5225-2924-8.ch006 SP - 100–118 PB - IGI-Global Publishing ER - TY - RPRT TI - Project ATOMS AU - Walkowiak, T.A. A3 - National Science Foundation DA - 2018/8// PY - 2018/8// M3 - Annual Report PB - National Science Foundation ER - TY - JOUR TI - The nature of feedback given to elementary student teachers from university supervisors after observations of mathematics lessons AU - Schwartz, C. AU - Walkowiak, T.A. AU - Poling, L. AU - Richardson, K. AU - Polly, D. T2 - Mathematics Teacher Education & Development DA - 2018/// PY - 2018/// VL - 20 IS - 1 SP - 62–85 UR - https://mted.merga.net.au/index.php/mted/article/view/331/313 ER - TY - JOUR TI - Changes in teaching efficacy beliefs among elementary preservice teachers from a STEM-focused program: Case study analysis AU - Thomson, M.M. AU - DiFrancesca, D. AU - Carrier, S.J. AU - Lee, C.W. AU - Walkowiak, T.A. T2 - Journal of Interdisciplinary Teacher Leadership DA - 2018/// PY - 2018/// VL - 2 IS - 1 SP - 29–43 UR - https://kenanfellows.org/journals/archives/joitl-vol-2-no-1-2018/ ER - TY - CHAP TI - Probability Concepts Needed for Teaching a Repeated Sampling Approach to Inference AU - Lee, Hollylynne S. T2 - Teaching and Learning Stochastics AB - This paper uses theoretical and empirical perspectives to articulate what learners should understand about a repeated sampling approach to inference that emphasizes a process of randomizing data, repeating through simulation, and rejecting any model with observed data in the extreme of a distribution that does not fit the model. Key probability concepts, such as a probability model and data distributions, are identified and discussed as to why and how they can assist learners in developing richer understandings and capabilities to a repeated sampling approach to inference. PY - 2018/// DO - 10.1007/978-3-319-72871-1_6 SP - 89-101 OP - PB - Springer International Publishing SN - 9783319728704 9783319728711 UR - http://dx.doi.org/10.1007/978-3-319-72871-1_6 DB - Crossref ER - TY - CHAP TI - Design and Impact of MOOCs for Mathematics Teachers AU - Avineri, Tamar AU - Lee, Hollylynne S. AU - Tran, Dung AU - Lovett, Jennifer N. AU - Gibson, Theresa T2 - Distance Learning, E-Learning and Blended Learning in Mathematics Education AB - With online learning becoming a more viable and attractive option for students and teachers around the world, we discuss how one effort in the U.S. is focused on designing, implementing, and evaluating MOOCs designed for professional development of mathematics teachers. We share design principles and learning opportunities, as well as discuss specific impacts participants report for changes to teaching practices and how these MOOCs have impacted engagement of educators. PY - 2018/// DO - 10.1007/978-3-319-90790-1_11 SP - 185-200 OP - PB - Springer International Publishing SN - 9783319907895 9783319907901 UR - http://dx.doi.org/10.1007/978-3-319-90790-1_11 DB - Crossref ER - TY - JOUR TI - “We Saw Our Son Blossom” A Guide for Fostering Culturally Responsive Partnerships to Support African American Autistic Children and Their Families AU - Pearson, Jamie N. AU - Hamilton, Megan-Brette AU - Meadan, Hedda T2 - Perspectives of the ASHA Special Interest Groups AB - Findings related to racial and ethnic disparities in autism research indicate that there are broad socioeconomic, cultural, and language barriers that limit African American families' navigation of... DA - 2018/1// PY - 2018/1// DO - 10.1044/PERSP3.SIG1.84 VL - 3 IS - 1 SP - 84-97 J2 - Perspect ASHA SIGs LA - en OP - SN - 2381-4764 2381-473X UR - http://dx.doi.org/10.1044/PERSP3.SIG1.84 DB - Crossref ER - TY - JOUR TI - Getting Connected: Speech and Language Pathologists’ Perceptions of Building Rapport via Telepractice AU - Akamoglu, Yusuf AU - Meadan, Hedda AU - Pearson, Jamie N. AU - Cummings, Katrina T2 - Journal of Developmental and Physical Disabilities DA - 2018/5/17/ PY - 2018/5/17/ DO - 10.1007/S10882-018-9603-3 VL - 30 IS - 4 SP - 569-585 J2 - J Dev Phys Disabil LA - en OP - SN - 1056-263X 1573-3580 UR - http://dx.doi.org/10.1007/S10882-018-9603-3 DB - Crossref KW - Telepractice KW - Rapport KW - Speech therapy KW - Disabilities ER - TY - JOUR TI - Novice Elementary Teachers’ Developing Visions of Effective Science Teaching AU - Carrier, Sarah J. AU - Whitehead, Ashley N. AU - Minogue, James AU - Corsi-Kimble, Becca S. T2 - Research in Science Education DA - 2018/6/16/ PY - 2018/6/16/ DO - 10.1007/S11165-018-9742-7 J2 - Res Sci Educ LA - en OP - SN - 0157-244X 1573-1898 UR - http://dx.doi.org/10.1007/S11165-018-9742-7 DB - Crossref KW - Visions of effective science teaching KW - Elementary pre-service teacher preparation KW - Longitudinal ER - TY - JOUR TI - Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal AU - Neumerski, Christine M. AU - Grissom, Jason A. AU - Goldring, Ellen AU - Drake, Timothy A. AU - Rubin, Mollie AU - Cannata, Marisa AU - Schuermann, Patrick T2 - The Elementary School Journal AB - Teacher evaluation systems that pair measures of teacher observation with measures of student achievement or growth have become widespread. However, little attention has focused on the impact of teacher evaluation systems—and, in particular, the intensive collection and use of data from teacher observations—on principals. Drawing on interviews with approximately 60 principals in 6 urban school districts, we describe how teacher observation policies are reshaping school leadership. Principals report spending time in new ways, citing benefits to teacher evaluation, such as collecting evidence about teacher performance to provide specific, evidence-based, formative feedback to teachers. They navigate new expectations around data use, particularly in the area of teacher “talent management,” such as teacher support. These changes come with substantial challenges, including lack of time to complete duties, deterioration of relationships, and lower visibility in schools, raising the possibility that teacher evaluation systems may be increasing principal stress and burnout. DA - 2018/12// PY - 2018/12// DO - 10.1086/700597 VL - 119 IS - 2 SP - 270-297 J2 - The Elementary School Journal LA - en OP - SN - 0013-5984 1554-8279 UR - http://dx.doi.org/10.1086/700597 DB - Crossref ER - TY - JOUR TI - Muslim Educators in American Communities AU - Egalite, Anna J. AU - Daniela Barriga, M. T2 - Journal of School Choice DA - 2018/10// PY - 2018/10// DO - 10.1080/15582159.2018.1524406 VL - 12 IS - 4 SP - 605-607 J2 - Journal of School Choice LA - en OP - SN - 1558-2159 1558-2167 UR - http://dx.doi.org/10.1080/15582159.2018.1524406 DB - Crossref ER - TY - CHAP TI - Learning Curve Analysis in a Large-Scale, Drill-and-Practice Serious Math Game: Where Is Learning Support Needed? AU - Peddycord-Liu, Zhongxiu AU - Harred, Rachel AU - Karamarkovich, Sarah AU - Barnes, Tiffany AU - Lynch, Collin AU - Rutherford, Teomara T2 - Lecture Notes in Computer Science AB - This paper applies data-driven methods to understand learning and derives game design insights in a large-scale, drill-and-practice game: Spatial Temporal (ST) Math. In order for serious games to thrive we must develop efficient, scalable methods to evaluate games against their educational goals. Learning models have matured in recent years and have been applied across e-learning platforms but they have not been used widely in serious games. We applied empirical learning curve analyses to ST Math under different assumptions of how knowledge components are defined in the game and map to game contents. We derived actionable game design feedback and educational insights regarding fraction learning. Our results revealed cases where students failed to transfer knowledge between math skills, content, and problem representations. This work stresses the importance of designing games that support students’ comprehension of math concepts, rather than the learning of content- and situation-specific skills to pass games. PY - 2018/// DO - 10.1007/978-3-319-93843-1_32 SP - 436-449 OP - PB - Springer International Publishing SN - 9783319938424 9783319938431 UR - http://dx.doi.org/10.1007/978-3-319-93843-1_32 DB - Crossref KW - Learning analytics KW - Serious games KW - Educational data mining KW - Fraction learning ER - TY - JOUR TI - Development and validation of the environmental literacy instrument for adolescents AU - Szczytko, Rachel AU - Stevenson, Kathryn AU - Peterson, M. Nils AU - Nietfeld, John AU - Strnad, Renee L. T2 - Environmental Education Research AB - Environmental education (EE) practitioners struggle to consistently and rigorously evaluate their programs, particularly when little time is available for evaluation. Since environmental literacy (EL) is the goal of environmental education, a very short EL instrument – amenable to use when longer tests are not practical for practitioners – would address an important EE need. We describe the development and validation of the Environmental Literacy Instrument for Adolescents (ELI-A) that is short enough for use in field applications (i.e. 5–15 min) and measures four domains of environmental literacy (ecological knowledge, hope, cognitive skills, behaviour). Factor analysis, item response theory, and concurrent validity tests were used in the validation process. Structural equation modelling supported the fit between the ELI-A and prevailing EL frameworks. The results support a valid and reliable instrument that is short enough for practical use but comprehensive in measuring four primary components of EL. This instrument could help fulfil the call to evaluate EE programming in both formal and informal settings. DA - 2018/6/19/ PY - 2018/6/19/ DO - 10.1080/13504622.2018.1487035 VL - 25 IS - 2 SP - 193-210 J2 - Environmental Education Research LA - en OP - SN - 1350-4622 1469-5871 UR - http://dx.doi.org/10.1080/13504622.2018.1487035 DB - Crossref KW - High school KW - scale development KW - environmental education KW - agriculture education KW - knowledge KW - hope KW - affect KW - dispositions KW - cognitive skills KW - behaviour ER - TY - JOUR TI - The Development of a Framework for Assessing Dynamic Geometry Task Quality AU - Trocki, Aaron AU - Hollebrands, Karen T2 - Digital Experiences in Mathematics Education DA - 2018/5/10/ PY - 2018/5/10/ DO - 10.1007/S40751-018-0041-8 VL - 4 IS - 2-3 SP - 110-138 J2 - Digit Exp Math Educ LA - en OP - SN - 2199-3246 2199-3254 UR - http://dx.doi.org/10.1007/S40751-018-0041-8 DB - Crossref ER - TY - JOUR TI - Factors that influence secondary mathematics teachers' integration of technology in mathematics lessons AU - McCulloch, Allison W. AU - Hollebrands, Karen AU - Lee, Hollylynne AU - Harrison, Taylor AU - Mutlu, Asli T2 - Computers & Education AB - While many studies describe the use of technology in the mathematics classroom, few explore the factors that influence teacher decisions around its use. The participants in this study were 21 early career secondary mathematics teachers who had completed an undergraduate mathematics teacher preparation program in the USA with a strong emphasis on the use of technology to teach mathematics. In this qualitative study, interview data were collected and analyzed with attention toward why teachers choose to use technology to teach mathematics, what tools they chose to use and why, as well as the general factors they consider when selecting particular technology tools. Findings indicate that one of the most important factors when deciding whether to use technology was how well it aligned with the goals of a lesson. The range of technology used spanned mathematical action tools, collaboration tools, assessment tools, and communication tools. When selecting particular tools teachers most heavily considered ease of use for both themselves and their students. These findings suggest that when considering how to infuse technology into teacher education programs we suggest that it is important to focus more broadly on types of tools, ways teachers can position them, and how particular activities align with specific mathematics learning objectives. DA - 2018/8// PY - 2018/8// DO - 10.1016/J.COMPEDU.2018.04.008 VL - 123 SP - 26-40 J2 - Computers & Education LA - en OP - SN - 0360-1315 UR - http://dx.doi.org/10.1016/J.COMPEDU.2018.04.008 DB - Crossref KW - Improving classroom teaching KW - Pedagogical issues KW - Secondary education KW - Teaching/learning strategies ER - TY - BOOK TI - Digital Transformation and Innovation in Chinese Education T2 - Advances in Educational Technologies and Instructional Design A3 - Spires, Hiller A. DA - 2018/// PY - 2018/// DO - 10.4018/978-1-5225-2924-8 PB - IGI Global SN - 9781522529248 9781522529255 UR - http://dx.doi.org/10.4018/978-1-5225-2924-8 ER - TY - JOUR TI - Educational cosmopolitanism and collaborative inquiry with Chinese and US teachers AU - Spires, Hiller A. AU - Kerkhoff, Shea N. AU - Fortune, Nicholas T2 - Teaching Education AB - As the world becomes more interconnected, educators have opportunities to collaborate across cultures. Using the theory of educational cosmopolitanism and the pedagogy of collaborative inquiry, this collective case study explores how Chinese and American teachers perceive the assets and challenges of conducting collaborative inquiry with their students across cultures, and how they collaboratively planned in order to conduct these inquiries. Results demonstrated both assets (i.e. promotion of global citizenship and interpersonal skills) and challenges (i.e. digital access and the need for sustainable external support). Additionally, results on how the teachers collaborated revealed the four dimensions of educational cosmopolitanism (i.e. hospitality, reflexivity, intercultural dialogue, and transactions of perspectives) were in play, although to varying degrees. The research sheds light on how educational cosmopolitanism holds promise as a potential theoretical lens for conducting collaborative inquiry with culturally and geographically diverse teachers and students. DA - 2018/8/13/ PY - 2018/8/13/ DO - 10.1080/10476210.2018.1506431 VL - 30 IS - 4 SP - 437-454 J2 - Teaching Education LA - en OP - SN - 1047-6210 1470-1286 UR - http://dx.doi.org/10.1080/10476210.2018.1506431 DB - Crossref KW - Educational cosmopolitanism KW - project-based inquiry KW - professional development KW - cross-cultural collaboration ER - TY - JOUR TI - Relationship between early word-reading and long-term reading-comprehension growth for language-minority learners compared to native-english-speaking students AU - Relyea, Jackie Eunjung AU - Fitzgerald, Jill T2 - Reading Psychology AB - The present study used data from the Early Childhood Longitudinal Study–Kindergarten Class of 1998–1999 to examine whether the relationship between first-grade word-reading and reading-comprehension growth through eighth grade was different for language-minority learners (LMs) versus native English-speaking students (NEs). Among high word readers, LMs' reading comprehension was lower than NEs, but over time, they closed the gap, exhibiting similar levels at eighth grade. Among low word readers, LMs' reading comprehension was similar to NEs', but over time, a gap between LMs and NEs widened. Therefore, initially high word reading particularly advantaged LMs, and low word reading particularly disadvantaged LMs. DA - 2018/5/31/ PY - 2018/5/31/ DO - 10.1080/02702711.2018.1471162 VL - 39 IS - 6 SP - 499-536 J2 - Reading Psychology LA - en OP - SN - 0270-2711 1521-0685 UR - http://dx.doi.org/10.1080/02702711.2018.1471162 DB - Crossref ER - TY - CONF TI - Recruitment through LinkedIn: Lessons learned from the Fortune 100 companies. AU - Eseryel, U.Y. AU - Booji, R. AU - Eseryel, D. C2 - 2018/4/3/ C3 - International Conference on Information Systems (ICIS) DA - 2018/4/3/ ER - TY - CONF TI - Identifying the critical success factors for low customized ERP system implementations in SMEs. AU - Wolters, J. AU - Eseryel, U.Y.& Eseryel AU - D. C2 - 2018/1/3/ C3 - Hawaii International Conference on System Sciences (HICCS) DA - 2018/1/3/ SP - 3–6, PB - January ER - TY - JOUR TI - Examining the Learning by Teaching Method in Computer-Aided Design Instruction AU - Peng, Xiaobo AU - Zhang, Diwei AU - Jackson, Malcolm AU - Yalvac, Bugrahan AU - Ketsetzi, Antonia AU - Eseryel, Deniz T2 - Computer-Aided Design and Applications DA - 2018/8/8/ PY - 2018/8/8/ DO - 10.14733/cadaps.2019.129-139 VL - 8 UR - https://doi.org/10.14733/cadaps.2019.129-139 ER - TY - JOUR TI - Computer-Aided Design & Applications AU - Peng, X. AU - Zhang, D. AU - Jackson, M. AU - Yalvac, B. AU - Ketsetzi, A. AU - Eseryel, D. T2 - Examining the learning by teaching method in computer-aided design instruction. DA - 2018/// PY - 2018/// DO - 10.14733/cadaps.2019.129.139 VL - 16 IS - 1 SP - 129–139 ER - TY - JOUR TI - "I Think We Should...": Analyzing Elementary Students' Collaborative Processes for Giving and Taking Suggestions AU - Tsan, Jennifer AU - Rodriguez, Fernando J. AU - Boyer, Kristy Elizabeth AU - Lynch, Collin T2 - SIGCSE'18: PROCEEDINGS OF THE 49TH ACM TECHNICAL SYMPOSIUM ON COMPUTER SCIENCE EDUCATION AB - Collaboration plays an essential role in computer science. While there is growing recognition that learners of all ages can benefit from collaborative learning, little is known about how elementary-age children engage in collaborative problem solving in computer science. This paper reports on the analysis of a dataset of elementary students collaborating on a programming project. We found that children tend to make several different types of suggestions. In turn, their partners address those suggestions in different ways such as by implementing them directly in code or by replying through dialogue. We observe that students regularly accept or reject suggestions without explanation or explicit acknowledgement and that it is often unclear whether they understand the substance of the suggestion. These behaviors may inhibit the development of a shared understanding between the partners and limit the value of the collaborative process. These results can inform instructional practice and the development of new adaptive tools that facilitate productive collaborative problem solving in computer science. DA - 2018/// PY - 2018/// DO - 10.1145/3159450.3159507 SP - 622-627 KW - Elementary school KW - pair programming KW - collaboration KW - dialogue ER - TY - JOUR TI - Preservice Secondary Mathematics Teachers’ Statistical Knowledge: A Snapshot of Strengths and Weaknesses AU - Lovett, Jennifer N. AU - Lee, Hollylynne S. T2 - Journal of Statistics Education AB - Amid the implementation of new curriculum standard regarding statistics and new recommendations for preservice secondary mathematics teachers (PSMTs) to teach statistics, there is a need to examine the current state of PSMTs’ knowledge of the statistical content they will be expected to teach. This study reports on the statistical knowledge of 217 PSMTs from a purposeful sample of 18 universities across the United States. The results show that PSMTs may not have strong Common Statistical Knowledge that is needed to teach statistics to high school students. PSMTs’ strengths include identifying appropriate measures of center, while weaknesses involve issues with variability, sampling distributions, p-values, and confidence intervals. DA - 2018/9/2/ PY - 2018/9/2/ DO - 10.1080/10691898.2018.1496806 VL - 26 IS - 3 SP - 214-222 J2 - Journal of Statistics Education LA - en OP - SN - 1069-1898 UR - http://dx.doi.org/10.1080/10691898.2018.1496806 DB - Crossref KW - Education KW - Other KW - Testing ER - TY - JOUR TI - Highlighting Theory to Connect Research and Practice AU - Sztajn, Paola AU - Tauber, Mona AU - Vargas, Ana Patricia Maroto T2 - Journal for Research in Mathematics Education AB - What role should educational research play in practice and vice versa? What is the role of theory in connecting research and practice? These are some of the questions that readers are invited to consider in Research for Educational Change: Transforming Researchers' Insights Into Improvement in Mathematics Teaching and Learning . Using a novel approach, this book brings these questions to the foreground and examines the links among research, practice, and theory in mathematics education. DA - 2018/// PY - 2018/// DO - 10.5951/jresematheduc.49.5.0614 VL - 49 IS - 5 SP - 614 ER - TY - JOUR TI - Moving Forward With Literacy Research AU - Sailors, Misty AU - Martinez, Miriam AU - Trevino, Christina AU - Davis, Dennis S. AU - Jones, Jill S. AU - Goatley, Virginia J. AU - Van Cura Monaco, Colleen AU - Boyd, Fenice B. AU - Orellana, Pelusa T2 - JOURNAL OF LITERACY RESEARCH DA - 2018/12// PY - 2018/12// DO - 10.1177/1086296X18803834 VL - 50 IS - 4 SP - 395-396 SN - 1554-8430 ER - TY - JOUR TI - Links between achievement, executive functions, and self-regulated learning AU - Rutherford, Teomara AU - Buschkuehl, Martin AU - Jaeggi, Susanne M. AU - Farkas, George T2 - APPLIED COGNITIVE PSYCHOLOGY AB - Summary Student self‐regulated learning (SRL) is theorized to draw upon cognitive resources such as executive functions (EF) in support of planning, monitoring, and control processes in the service of academic goals. Prior work has demonstrated connections between direct measures of EF and reports of regulation behaviors, but this has not been frequently extended using an SRL framework to classroom behaviors and resulting school achievement. We find relations between inhibition and shifting elements of EF and teacher reports of SRL and links between both and student achievement on standardized tests and classroom grades in mathematics and language arts. We also find that links between EF and math achievement are partially mediated through SRL. Our results suggest that aspects of EF can support or may be a bottleneck for SRL and thus academic achievement, and as such, they have implications for cognitive and educational interventions. DA - 2018/// PY - 2018/// DO - 10.1002/acp.3462 VL - 32 IS - 6 SP - 763-774 SN - 1099-0720 KW - achievement KW - executive functions KW - self-regulated learning KW - working memory ER - TY - JOUR TI - Blood from a stone: Where teachers report finding time for computer-based instruction AU - Kunze, Andrea AU - Rutherford, Teomara T2 - COMPUTERS & EDUCATION AB - In an era of accountability, implementation of computer-based instruction (CBI) may be attractive to personalize learning and raise test scores. Although prior work has examined how CBI may serve these purposes, we demonstrate that it also has an unintentional impact on how teachers allocate time in the classroom. The purpose of this study was to investigate the potential collateral damage of implementing CBI in elementary classrooms. Using the implementation of the supplemental CBI, Spatial Temporal (ST) Math as a case study, we analyze how 468 teachers report spending instructional minutes in each subject per week, and which subjects are reported as being limited to accommodate the program. Results reveal teachers vary in time spent across subjects and from where they draw time for ST Math. Most time for ST Math comes from a reduction of non-math core subject time with some variation according to grade. We provide initial evidence of teacher autonomy in subject time allocation within the context of CBI implementation; further study is needed to illuminate drivers of teacher's decisions. DA - 2018/// PY - 2018/// DO - 10.1016/j.compedu.2018.08.022 VL - 127 SP - 165-177 ER - TY - JOUR TI - Cross-Cultural Collaborative Inquiry: A Collective Case Study with Students from China and the US AU - Spires, Hiller A. AU - Paul, Casey Medlock AU - Himes, Marie AU - Yuan, Chang T2 - INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH AB - As our world becomes more connected, globalized education becomes increasingly important. Drawing from educational cosmopolitanism and disciplinary inquiry, this collective case study focused on Chinese and US students’ demonstrations of the four capacities of Wahlström’s (2014) educational cosmopolitanism, i.e., hospitality, self-reflexivity, intercultural dialogue, and transactions of perspectives, throughout the phases of a cross-cultural collaborative inquiry project referred to as Project-Based Inquiry (PBI) Global. Data sources included (a) semi-structured student focus groups (post-PBI Global), (b) our observations and interactions with students throughout the process, (c) the students’ posts and uploads in their shared writing space, Quip, and (d) the students’ PBI Global products. Results shed light on how cross-cultural collaborative disciplinary inquiry fosters students’ demonstration and development of educational cosmopolitan capacities. DA - 2018/// PY - 2018/// DO - 10.1016/j.ijer.2018.07.002 VL - 91 SP - 28-40 SN - 1873-538X UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85051145960&partnerID=MN8TOARS KW - Cross-cultural collaboration KW - Educational cosmopolitanism KW - Inquiry-based learning KW - Project-based learning ER - TY - JOUR TI - Fifty Volumes of Research: Literacy Teacher Education AU - Sailors, Misty AU - Martinez, Miriam AU - Trevino, Christina AU - Davis, Dennis S. AU - Jones, Jill S. AU - Goatley, Virginia J. AU - Monaco, Colleen Van Cura T2 - JOURNAL OF LITERACY RESEARCH DA - 2018/9// PY - 2018/9// DO - 10.1177/1086296X18785325 VL - 50 IS - 3 SP - 275-280 SN - 1554-8430 ER - TY - JOUR TI - Building disciplinary literacy: an analysis of history, science and math teachers' close reading strategies AU - Paul, Casey Medlock T2 - LITERACY AB - Abstract This collective case study explores the strategies history, science and math teachers use to conduct close readings in their disciplines. Through qualitative analysis of forum posts and lesson plans submitted to a Massive Open Online Course (MOOC) designed as professional development (PD), this study examines the strategies history, science and math teachers reported using to conduct close readings in their discipline, as well as how these teachers conduct close readings after receiving professional development on reading strategies for their disciplines. Ultimately, the research showed that while more teachers reported using disciplinary literacy strategies following the PD, they did not necessarily report using the strategies that, according to experts in their fields, are considered to be the most important for their discipline. DA - 2018/9// PY - 2018/9// DO - 10.1111/lit.12127 VL - 52 IS - 3 SP - 161-170 SN - 1741-4369 KW - disciplinary literacy KW - close reading KW - secondary education ER - TY - JOUR TI - Differential Item Functioning Across Race and Ethnicity for the Emotional and Behavioral Screener AU - Lambert, Matthew C. AU - January, Stacy-Ann A. AU - Cress, Cynthia J. AU - Epstein, Michael H. AU - Cullinan, Douglas T2 - SCHOOL PSYCHOLOGY QUARTERLY AB - The objective of this study was to assess the measurement invariance of items from the Emotional and Behavioral Screener (EBS) across racial and ethnic groups and assess the impact of differential item functioning (DIF) on test scores from the EBS. Participants were 4,856 first-grade students (49% female) who were diverse with regard to race and ethnicity (45% African American, 41% Hispanic/Latino, and 14% Caucasian). Classroom teachers rated each student on the EBS during the fall semester screening window. Item response theory modeling was combined with ordinal regression to investigate the presence and impact of differential item functioning across 3 race and ethnicity groups. The findings suggest that items from the EBS exhibit small to negligible levels of DIF, and the limited DIF that was present does not significantly impact overall scores. Researchers and practitioners can have confidence that scores from the EBS are relatively unaffected by test bias when measuring the emotional and behavioral risk of young students from African American, Hispanic/Latino, or Caucasian backgrounds. (PsycINFO Database Record DA - 2018/9// PY - 2018/9// DO - 10.1037/spq0000224 VL - 33 IS - 3 SP - 399-407 SN - 1939-1560 KW - behavior assessment KW - differential item functioning KW - Emotional and Behavioral Screener (EBS) KW - measurement invariance KW - universal screening ER - TY - JOUR TI - Differential Item Functioning of the Emotional and Behavioral Screener for Caucasian and African American Elementary School Students AU - Lambert, Matthew C. AU - Garcia, Allen G. AU - Epstein, Michael H. AU - Cullinan, Douglas T2 - JOURNAL OF APPLIED SCHOOL PSYCHOLOGY AB - The present study examined the psychometric properties of a universal screening instrument called the Emotional and Behavioral Screener (EBS), which is designed to identify students exhibiting emotional and behavioral problems. The primary purposes of this study were to assess the measurement invariance of EBS items between Caucasian and African-American students and to assess the impact of differential item functioning (DIF) on EBS scores. The sample consisted of 946 elementary students from throughout the U.S. The findings suggested that EBS items exhibited small to negligible levels of DIF, and that DIF did not significantly impact EBS scores. The results supported the EBS as universal screening instrument that is fair in measuring the emotional and behavioral risk of elementary students. Research limitations and implications for school professionals are discussed. DA - 2018/// PY - 2018/// DO - 10.1080/15377903.2017.1345815 VL - 34 IS - 3 SP - 201-214 SN - 1537-7911 KW - Behavior assessment KW - universal screening KW - Emotional and Behavioral Screener (EBS) KW - measurement invariance KW - differential item functioning ER - TY - JOUR TI - A 50-Year Journey Through an Expanding Landscape of Literacy Research AU - Sailors, Misty AU - Martinez, Miriam AU - Trevino, Christina AU - Stortz, Rebecca AU - Davis, Dennis S. AU - Jones, Jill S. AU - Goatley, Virginia J. AU - Monaco, Colleen Van Cura T2 - JOURNAL OF LITERACY RESEARCH DA - 2018/6// PY - 2018/6// DO - 10.1177/1086296x18767744 VL - 50 IS - 2 SP - 135-140 SN - 1554-8430 ER - TY - JOUR TI - iPads in the Mathematics Classroom: Developing Criteria for Selecting Appropriate Learning Apps AU - Harrison, Taylor R. AU - Lee, Hollylynne S. T2 - INTERNATIONAL JOURNAL OF EDUCATION IN MATHEMATICS SCIENCE AND TECHNOLOGY AB - Over the last several years, iPads have become increasingly popular in the classroom. The number of available apps that could be used in the mathematics classroom are countless, but some make better mathematical learning tools than others. This research presents a set of sixteen criteria that can be used to evaluate the potential of an iPad app to be an effective mathematical learning tool. A review of the existing literature on digital learning objects and on iPads and tablet PCs in the classroom is conducted. The evaluation instrument is presented, along with a discussion of each of the sixteen criteria. The instrument is then applied to seven apps designed for learning algebraic concepts. From this sample of seven apps, common themes are examined. Implications for educators, designers, and for future research are discussed. DA - 2018/// PY - 2018/// DO - 10.18404/ijemst.408939 VL - 6 IS - 2 SP - 155-172 SN - 2147-611X KW - Mathematics education KW - iPads KW - Tablet PCs KW - Digital learning objects ER - TY - JOUR TI - Millennial generation preservice teachers inspiring the design of teacher education AU - Makinen, Marita AU - Linden, Jyri AU - Annala, Johanna AU - Wiseman, Angela T2 - EUROPEAN JOURNAL OF TEACHER EDUCATION AB - The article presents an interpretive phenomenological approach (IPA) to preservice teachers’ experiences of their current secondary teacher education programme (STEP) in Finland. The focus of the study is the millennial generation cohort in which new teachers comprise a key group to be studied because they will contribute to the future of education. Thirteen preservice teachers participated in the study. Their experiences are interpreted through the lenses of generation theory and contemporary teacher education research. The findings include three phenomenological themes that are core elements of STEP: time balance, reciprocal participation and meaningfulness. These themes are discussed and suggestions made for ways to transform teacher education to make it more relevant. DA - 2018/// PY - 2018/// DO - 10.1080/02619768.2018.1448776 VL - 41 IS - 3 SP - 343-359 SN - 1469-5928 KW - Millennial generation KW - preservice teachers KW - teacher education KW - interpretative phenomenological approach (IPA) ER - TY - JOUR TI - Utilizing the M-Scan to measure standards-based mathematics teaching practices: affordances and limitations AU - Walkowiak, Temple A. AU - Berry, Robert Q. AU - Pinter, Holly H. AU - Jacobson, Erik D. T2 - ZDM DA - 2018/4/5/ PY - 2018/4/5/ DO - 10.1007/s11858-018-0931-7 VL - 50 IS - 3 SP - 461-474 J2 - ZDM Mathematics Education LA - en OP - SN - 1863-9690 1863-9704 UR - http://dx.doi.org/10.1007/s11858-018-0931-7 DB - Crossref KW - Mathematics KW - Teaching practices KW - Standards-based KW - M-Scan KW - Observational measure ER - TY - JOUR TI - Perceptions of mainland Chinese students toward obtaining higher education in the United States AU - Bartlett, M. E. AU - Han, W. AU - Bartlett, J. E. T2 - Journal of International Students AB - Since 1978, when the first group of 50 mainland Chinese students came to the United States for education, increasing numbers of mainland Chinese students have come to the United States to get a degree (Lampton, Madancy & Williams, 1986). In 2009, China surpassed India, becoming the largest source country of international students in the United States, and since then, China has the most international students seeking education in the United States (Open Doors Data, 2015). The purpose of this Q methodology study is to explore personal perspectives of mainland Chinese students on the value of getting a degree in the United States. Data analysis grouped similar viewpoints. Based on data from ten mainland Chinese students, we categorized three different groups of mainland Chinese students: job and education group, education group, and migration group. DA - 2018/// PY - 2018/// DO - 10.32674/jis.v8i2.95 VL - 8 IS - 2 SP - 623-637 ER - TY - JOUR TI - Invoking Quantum Physics: Fifty Volumes of Methodological Complexity in Literacy Research AU - Sailors, Misty AU - Martinez, Miriam AU - Stortz, Rebecca AU - Trevino, Christina AU - Davis, Dennis S. AU - Jones, Jill S. AU - Goatley, Virginia J. AU - Monaco, Colleen Van Cura T2 - JOURNAL OF LITERACY RESEARCH DA - 2018/3// PY - 2018/3// DO - 10.1177/1086296x18754892 VL - 50 IS - 1 SP - 3-8 SN - 1554-8430 ER - TY - JOUR TI - Impact of the Affordable Care Act on Use of Covered Contraceptives in Women Ages 20-25 AU - Riddell, Linda AU - Taylor, Raymond AU - Alford, Olivia T2 - POPULATION HEALTH MANAGEMENT AB - Although many impacts of the Affordable Care Act (ACA) have been well studied, less attention has been paid to whether use of contraceptives (especially those covered by health insurance) changed in young adults. The ACA did several things that might influence contraceptive use: allowed children to stay on a parent's health insurance until age 26, required insurers to impose no co-payment for contraceptives beginning in 2012, and increased funding for family planning services. The authors examined data from the National Survey of Family Growth for 3 time periods: 2006-2010 (pre ACA), 2011-2013, and 2013-2015 (post ACA). In the earlier data set, 50% of female respondents ages 20 to 25 were using a prescribed form of birth control; by 2011-2013, the percentage using prescribed birth control rose to 89% (CI 95%: 0.83 - 0.92). However, by 2013-2015, the percentage of women using prescribed birth control had decreased to 55%, a nonsignificant change from 2006-2010. The percentage of respondents ages 20 to 25 reporting health insurance coverage for 6 months or more grew slightly, from 77% in 2006-2010 to 80% in 2013-2015. The ACA encouraged significantly more young adult women to increase their use of prescribed (or otherwise covered by health insurance) birth control methods over non-prescribed methods during 2011-2013; however, use returned to nearly pre-ACA levels by 2015. In a nationally representative sample, the percentage of young women insured increased only slightly after the ACA took effect. DA - 2018/6// PY - 2018/6// DO - 10.1089/pop.2017.0050 VL - 21 IS - 3 SP - 231-234 SN - 1942-7905 KW - Affordable Care Act KW - contraceptives KW - young adults' coverage ER - TY - JOUR TI - Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures AU - Gray, DeLeon L. AU - Hope, Elan C. AU - Matthews, Jamaal S. T2 - EDUCATIONAL PSYCHOLOGIST AB - This article is guided by two goals: (a) to consider how race-based perspectives can serve as theoretical tools for investigating Black adolescents’ opportunities to belong at school, and (b) to describe cultural and political aspects of schooling that can support a sense of belongingness among Black adolescents. We discuss support for the belonging of Black adolescents in terms of interpersonal, instructional, and institutional opportunity structures. We provide a set of guiding questions for scholars seeking to advance educational psychology research at the intersection of race, belonging, and motivation. We end by describing specific research directions for an inclusive examination of school belonging, along with strategies to accomplish this goal. DA - 2018/// PY - 2018/// DO - 10.1080/00461520.2017.1421466 VL - 53 IS - 2 SP - 97-113 SN - 1532-6985 ER - TY - JOUR TI - The Power of the Network: Teach For America's Impact on the Deregulation of Teacher Education AU - Kretchmar, Kerry AU - Sondel, Beth AU - Ferrare, Joseph J. T2 - EDUCATIONAL POLICY AB - In this article, we illustrate the relationships between Teach For America (TFA) and the deregulation of university-based teacher education programs. We use policy network analysis to create a visual representation of TFA’s connections to individuals, organizations, and private corporations who are working to shift the way teachers are prepared. In doing this, we identify human capital dependents, jurisdictional challengers, and legislative supporters who are working independently and collectively to shift our national focus from teacher education to teacher training for those teachers serving students in marginalized communities. DA - 2018/5// PY - 2018/5// DO - 10.1177/0895904816637687 VL - 32 IS - 3 SP - 423-453 SN - 1552-3896 KW - educational policy KW - educational equity KW - teacher education KW - policy networks ER - TY - JOUR TI - Operationalizing and validating disciplinary literacy in secondary education AU - Spires, Hiller A. AU - Kerkhoff, Shea N. AU - Graham, Abbey C. K. AU - Thompson, Isaac AU - Lee, John K. T2 - READING AND WRITING AB - The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF]. Authors, Washington, DC, 2010). After defining disciplinary literacy in the four core disciplines of English language arts, science, history and social studies, and mathematics, scales were developed and administered to a snowball sample of professionals nationwide, with 857 respondents. The data showed evidence of disciplinary literacy as a multidimensional construct with three related factors: source literacy, analytic literacy, and expressive literacy. Based on EFA and CFA results, we can conclude that there are at least three types of literacy in operation among the four core disciplines. The three factors of literacy varied significantly by the four core disciplines of English/language arts (ELA), science, history and social studies, and mathematics, supporting the notion that each discipline uses literacy uniquely. This is the first study of its kind to attempt to define, quantify, and validate the construct of disciplinary literacy. DA - 2018/6// PY - 2018/6// DO - 10.1007/s11145-018-9839-4 VL - 31 IS - 6 SP - 1401-1434 SN - 1573-0905 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85044221988&partnerID=MN8TOARS KW - Disciplinary literacy KW - Secondary education KW - Literacy in science KW - Literacy in mathematics KW - Literacy in history ER - TY - JOUR TI - Investigating sociopedagogical norms: Teachers' discussions about own and others' instruction AU - Dick, Lara K. AU - Sztajn, Paola AU - White, Tracy Foote AU - Heck, Daniel J. T2 - TEACHING AND TEACHER EDUCATION AB - • Sociopedagogical norms are participation patterns when talking about instruction. • Sociopedagogical norms are as important as social or sociomathematical norms. • Sociopedagogical norms should be considered when designing professional development. • Sociopedagogical norms can differ for discussions of own versus others' instruction. DA - 2018/4// PY - 2018/4// DO - 10.1016/j.tate.2018.01.004 VL - 71 SP - 297-307 SN - 0742-051X UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85044624140&partnerID=MN8TOARS ER - TY - JOUR TI - Examining Depictions of Bullying in Children's Picturebooks: A Content Analysis From 1997 to 2017 AU - Wiseman, Angela M. AU - Jones, Jill S. T2 - JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION AB - This article examines how bullying is portrayed within children’s picturebooks published in the last 20 years. Two overarching questions guide this research: (a) How is bullying defined and portrayed in children’s picturebooks published from 1997–2017? (b) What are specific features/qualities in picturebooks about bullying published from 1997–2017? Descriptive statistics and narrative accounts of bullying characteristics are presented. Findings indicate verbal bullying by Caucasian males toward other Caucasian males in the school setting is the most predominant form found in children’s picturebooks. Various responses of victims, bystanders, and adults are further described. DA - 2018/// PY - 2018/// DO - 10.1080/02568543.2017.1419320 VL - 32 IS - 2 SP - 190-201 SN - 2150-2641 KW - Bullying KW - children's literature KW - content analysis ER - TY - JOUR TI - The Dangers of Test Preparation: WhatStudents Learn (and Don't Learn) About Reading Comprehension From Test-Centric Literacy Instruction AU - Davis, Dennis S. AU - Vehabovic, Nermin T2 - READING TEACHER AB - Abstract The authors offer guidance on recognizing and resisting test‐centric instruction in reading comprehension. They posit that five practices indicate a test‐centric view of comprehension: when the tested content is privileged, when the test becomes the text, when annotation requirements replace strategic thinking, when test items frame how students think, and when item‐level data are overinterpreted. The authors express concern that test‐centric literacy instruction has started to replace research‐based instructional practices more and more. Using a sociocultural lens, the authors describe what young readers are likely to learn (and not learn) about reading comprehension when they are immersed in this form of instruction. The article provides talking points that teachers can use to bolster their efforts to resist test preparation pressures that they may experience in their schools. DA - 2018/// PY - 2018/// DO - 10.1002/trtr.1641 VL - 71 IS - 5 SP - 579-588 SN - 1936-2714 KW - Assessment KW - Comprehension KW - Teacher education KW - professional development KW - Policy KW - Standards-based < Assessment KW - Policy KW - In-service < Teacher education KW - professional development KW - Ongoing assessment < Assessment KW - To inform instruction KW - as inquiry < Assessment KW - Standardized < Assessment KW - Depth of (higher level KW - literal level KW - etc KW - ) < Comprehension KW - Comprehension KW - Metacognition < Comprehension KW - Critical analysis < Digital KW - media literacies KW - Accountability < Policy KW - Advocacy < Policy KW - Standards < Policy KW - Strategies KW - methods and materials KW - Instructional strategies KW - teaching strategies < Strategies KW - methods and materials KW - Reading strategies < Strategies KW - methods and materials KW - Self-perception KW - self-concept < Struggling learners KW - Reflection < Teacher education KW - professional development KW - Sociocultural < Theoretical perspectives KW - 2-Childhood KW - 3-Early adolescence ER - TY - JOUR TI - Sustained Delivery of Doxorubicin via Acetalated Dextran Scaffold Prevents Glioblastoma Recurrence after Surgical Resection AU - Graham-Gurysh, Elizabeth AU - Moore, Kathryn M. AU - Satterlee, Andrew B. AU - Sheets, Kevin T. AU - Lin, Feng-Chang AU - Bachelder, Eric M. AU - Miller, C. Ryan AU - Hingtgen, Shawn D. AU - Ainslie, Kristy M. T2 - MOLECULAR PHARMACEUTICS AB - The primary cause of mortality for glioblastoma (GBM) is local tumor recurrence following standard-of-care therapies, including surgical resection. With most tumors recurring near the site of surgical resection, local delivery of chemotherapy at the time of surgery is a promising strategy. Herein drug-loaded polymer scaffolds with two distinct degradation profiles were fabricated to investigate the effect of local drug delivery rate on GBM recurrence following surgical resection. The novel biopolymer, acetalated dextran (Ace-DEX), was compared with commercially available polyester, poly(l-lactide) (PLA). Steady-state doxorubicin (DXR) release from Ace-DEX scaffolds was found to be faster when compared with scaffolds composed of PLA, in vitro. This increased drug release rate translated to improved therapeutic outcomes in a novel surgical model of orthotopic glioblastoma resection and recurrence. Mice treated with DXR-loaded Ace-DEX scaffolds (Ace-DEX/10DXR) resulted in 57% long-term survival out to study completion at 120 days compared with 20% survival following treatment with DXR-loaded PLA scaffolds (PLA/10DXR). Additionally, all mice treated with PLA/10DXR scaffolds exhibited disease progression by day 38, as defined by a 5-fold growth in tumor bioluminescent signal. In contrast, 57% of mice treated with Ace-DEX/10DXR scaffolds displayed a reduction in tumor burden, with 43% exhibiting complete remission. These results underscore the importance of polymer choice and drug release rate when evaluating local drug delivery strategies to improve prognosis for GBM patients undergoing tumor resection. DA - 2018/3// PY - 2018/3// DO - 10.1021/acs.molpharmaceut.7b01114 VL - 15 IS - 3 SP - 1309-1318 SN - 1543-8384 KW - Ace-DEX KW - poly lactide (PLA) KW - polyanhidride KW - carmustine KW - drug delivery KW - nanofiber ER - TY - JOUR TI - Secondary mathematics teachers’ instrumental integration in technology-rich geometry classrooms AU - Hollebrands, Karen AU - Okumuş, Samet T2 - The Journal of Mathematical Behavior AB - Instrumental genesis, a psychological construct that describes the process of how an artifact becomes an instrument, illuminates the ways technological tools support mathematics learning. Teachers have vital roles in designing suitable tasks, assisting students in making connections between their work with the artifact and the mathematics they are learning, and making careful teaching moves in organizing instrumental genesis. The current study examines secondary mathematics teachers’ instrumental integration when they utilize student-created dynamic geometry sketches in technology-rich classrooms. The results demonstrate that some teachers view moments when students experienced technological or mathematical confusion as an opportunity for mathematical learning while other teachers maintained a focus on technology. Implications for future research are provided. DA - 2018/3// PY - 2018/3// DO - 10.1016/j.jmathb.2017.10.003 VL - 49 SP - 82-94 J2 - The Journal of Mathematical Behavior LA - en OP - SN - 0732-3123 UR - http://dx.doi.org/10.1016/j.jmathb.2017.10.003 DB - Crossref KW - Mathematics teachers KW - Dynamic geometry software KW - Instrumental integration KW - Didactical tetrahedron KW - Geometry tasks ER - TY - CONF TI - Promoting life-long learning skills in CAD using the peer-generated screencast tutorials AU - Duan, C. AU - Peng, X. B. AU - Yuan, T. Y. AU - Yalvac, B. AU - Ketsetzi, A. AU - Hing, E. L. AU - Eseryel, Deniz AU - Eyupoglu, T. Fulya AB - To promote life-long learning skills in Computer-Aided Design (CAD) education, authors designed and implemented a student-centered instruction in the CAD courses. A quasi-experimental pre-and-post test research design was implemented. Experimental group students were asked to design screencast tutorials with their verbal explanations recorded. Students shared their screencast tutorials with their peers and provided feedback to each other’s video tutorials. Control group students were asked to review the instructor made screencast tutorials. A life-long learning survey, an engineering attitude survey, an exit project survey, and a CAD modeling exam were used as the study instruments. A total of 147 students participated in this study over three years. Findings indicated that female and first generation college students in the experimental group performed better than their peers in the control group in the CAD modeling exam. Our student-centered instruction was more affective on female students’ and first generation college students’ skills and knowledge than male students’ and not-first generation college students’ skills and knowledge. C2 - 2018/// C3 - Proceedings of the ASME International Mechanical Engineering Congress and Exposition, 2017, vol 5 DA - 2018/// DO - 10.1115/imece2017-71891 ER - TY - JOUR TI - Is the spatial/math connection unique? Associations between mental rotation and elementary mathematics and English achievement AU - Rutherford, Teomara AU - Karamarkovich, Sarah M. AU - Lee, David S. T2 - LEARNING AND INDIVIDUAL DIFFERENCES AB - Abstract It is commonly thought that strong spatial ability enhances mathematics performance and that associations between spatial ability and mathematics may be in part responsible for the gender gap in math performance. We investigated whether this spatial/math link is unique by examining the associations between mental rotation and both math and English/Language Arts (ELA) achievement using three similar samples of upper elementary students and three different measures of mental rotation. In each study, we found that the association between mathematics and mental rotation is no different than the association between ELA and mental rotation. We discuss how additions of prior achievement measures modify these associations and examine gender moderators, for which we find little support. DA - 2018/2// PY - 2018/2// DO - 10.1016/j.lindif.2018.01.014 VL - 62 SP - 180-199 SN - 1873-3425 KW - Spatial ability KW - Mental rotation KW - Mathematics KW - Achievement KW - Gender ER - TY - JOUR TI - How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement AU - Callaghan, M. N. AU - Long, J. J. AU - Es, E. A. AU - Reich, S. M. AU - Rutherford, T. T2 - JOURNAL OF COMPUTER ASSISTED LEARNING AB - Abstract As more attention is placed on designing digital educational games to align with schools' academic aims (e.g., Common Core), questions arise regarding how professional development (PD) may support teachers' using games for instruction and how such integration might impact students' achievement. This study seeks to (a) understand how teachers use PD resources (e.g., technology personnel and game‐use workshops) for integration; (b) determine how teachers integrate games into their instruction; and (c) examine how those teaching practices are associated with student achievement. This mixed method study used survey and interview responses from elementary school teachers ( n = 863) with access to PD resources for implementing a math game intervention and standardized math‐test scores from their second‐ through sixth‐grade students ( n = 10,715). Findings showed few teachers sought PD assistance for integration, but many desired such support. Some reported using integrative practices (i.e., referencing game and using game‐generated progress reports) to identify struggling students, whereas several found integration challenging. Teachers' reordering of game objectives to align with lessons and viewing of game‐based PD videos were associated with increased student math achievement in our OLS‐analysis. However, this result was no longer statistically significant within a school fixed‐effects model, suggesting school differences may influence how strongly teachers' practices are associated with student achievement. DA - 2018/2// PY - 2018/2// DO - 10.1111/jcal.12209 VL - 34 IS - 1 SP - 10-19 SN - 1365-2729 KW - educational games KW - elementary education KW - math learning KW - professional development ER - TY - JOUR TI - Digital Literacy for the 21st Century AU - Spires, Hiller A. AU - Paul, Casey Medlock AU - Kerkhoff, Shea N. AU - KhosrowPour, M T2 - ENCYCLOPEDIA OF INFORMATION SCIENCE AND TECHNOLOGY, 4TH EDITION AB - Before the Internet was an integral part of life, Paul Gilster (1997) defined digital literacy as the “ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers” (p. 1). Thus, digital literacy involves any number of digital reading and writing techniques across multiple media forms. These media include words, texts, visual displays, motion graphics, audio, video, and multimodal forms. There are myriad cognitive processes at play, along a continuum from consumption to production when a reader is immersed with digital content as well as with print text. The purpose of this chapter is to (a) define digital literacy from multiple theoretical viewpoints, (b) illustrate how the definition continues to evolve in light of emerging technologies, and (c) discuss the cognitive, social, and affective dimensions of digital literacy as it is a key requirement in contemporary K-12 education. DA - 2018/// PY - 2018/// DO - 10.4018/978-1-5225-2255-3.ch194 SP - 2235-2242 ER -