TY - CONF TI - Effectiveness of digital visual literacy in computer literacy Curriculum AU - Martin, F. AU - Friesen, O. T2 - National Science Foundation, ATE conference C2 - 2007/10// C3 - National Science Foundation, ATE conference CY - Washington D.C DA - 2007/10// PY - 2007/10// ER - TY - CONF TI - Effect of practice in a linear and non-linear web-based learning environment AU - Martin, F. AU - Tutty, J. T2 - Association for Educational Communications and Technology conference C2 - 2007/10// C3 - Proceeding of Association for Educational Communications and Technology conference CY - Anaheim, CA DA - 2007/10// PY - 2007/10// ER - TY - JOUR TI - A Methodical Formative Evaluation of Computer Literacy Course: What and How to Teach AU - Martin, Florence AU - Dunsworth, Qi T2 - Journal of Information Technology Education: Research AB - An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science. DA - 2007/// PY - 2007/// DO - 10.28945/205 VL - 6 SP - 123-134 J2 - JITE:Research LA - en OP - SN - 1547-9714 1539-3585 UR - http://dx.doi.org/10.28945/205 DB - Crossref ER - TY - JOUR TI - The impact of instructional elements in computer-based instruction AU - Martin, F. AU - Klein, J.D. AU - Sullivan, H. T2 - British Journal of Educational Technology AB - Abstract This study investigated the effects of several elements of instruction (objectives, information, practice, examples and review) when they were combined in a systematic manner. College students enrolled in a computer literacy course used one of six different versions of a computer‐based lesson delivered on the web to learn about input, processing, storage and output of a computer. The six versions of the program consisted of (1) a full version that contained information plus objectives, practice with feedback, examples and review, (2) a version without objectives, (3) one without examples, (4) one without practice, (5) one without review and (6) a lean version containing information only. Results indicated participants who used one of the four versions of the computer program that included practice performed significantly better on the posttest and had consistently more positive attitudes than those who did not receive practice. Implications for the development of computer‐based instruction are explored. DA - 2007/// PY - 2007/// DO - 10.1111/j.1467-8535.2006.00670.x VL - 38 IS - 4 SP - 623-636 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-34250005492&partnerID=MN8TOARS ER - TY - JOUR TI - Using the "Documenting the American South" Digital Library in the social studies: A case study of the experiences of teachers in the field AU - McGlinn, M. T2 - Contemporary Issues in Technology and Teacher Education DA - 2007/// PY - 2007/// VL - 7 IS - 1 SP - 529–553 ER - TY - JOUR TI - The course of the republic: American responses to technology in the nineteenth century AU - Manfra, M.M. T2 - Social Education DA - 2007/// PY - 2007/// VL - 71 IS - 3 SP - 146–152 ER - TY - CHAP TI - Teaching and learning in directed environments AU - Sharma, P. AU - Oliver, K. AU - Hannafin, M. T2 - The Handbook of Distance Education A2 - Moore, M.G. PY - 2007/// ET - 2nd SP - 259–270 PB - Erlbaum ER - TY - JOUR TI - Design and development of a faculty technology practices directory AU - Oliver, K. T2 - Educause Quarterly DA - 2007/// PY - 2007/// VL - 30 IS - 4 SP - 38–47 ER - TY - CONF TI - What are they doing: The technology practices directory AU - Oliver, K. T2 - ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications A2 - Montgomerie, C. A2 - Seale, J. C2 - 2007/6// C3 - Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications CY - Vancouver, British Columbia, Canada DA - 2007/6// PY - 2007/6/25/ SP - 505–508 PB - Association for the Advancement of Computing in Education ER - TY - CONF TI - Web-based concept mapping activities in distance teacher education AU - Oliver, K. T2 - ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications A2 - Montgomerie, C. A2 - Seale, J. C2 - 2007/6// C3 - Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications CY - Vancouver, British Columbia, Canada DA - 2007/6// PY - 2007/6/25/ SP - 3380–3384 PB - Association for the Advancement of Computing in Education ER - TY - CONF TI - An investigation of student thinking from concept mapping of reading material AU - Oliver, K. T2 - ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications A2 - Montgomerie, C. A2 - Seale, J. C2 - 2007/6// C3 - Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications CY - Vancouver, British Columbia, Canada DA - 2007/6// PY - 2007/6/25/ SP - 2593–2602 PB - Association for the Advancement of Computing in Education ER - TY - CONF TI - Culturally relevant pedagogy and CGI mathematics: Possibilities for connections in the primary grades AU - Marshall, P. AU - DeCuir-Gunby, J.T. AU - Meyers, M. T2 - National Association of Multicultural Education annual meeting C2 - 2007/11// CY - Baltimore, MD DA - 2007/11// PY - 2007/11// ER - TY - CONF TI - A study of k-2 teachers’ professional development toward integrating cultural relevance in early mathematics instruction AU - Marshall, P. AU - DeCuir-Gunby, J.T. T2 - National Association of Multicultural Education annual meeting C2 - 2007/11// CY - Baltimore, MD DA - 2007/11// PY - 2007/11// ER - TY - CONF TI - Nurturing mathematics dreamkeepers AU - Marshall, P.L. AU - DeCuir-Gunby, J.T. T2 - National Science Foundation TPC Principal Investigators Conference C2 - 2007/9// CY - Reston, VA DA - 2007/9// PY - 2007/9// ER - TY - CONF TI - Attending to culture in k-2 mathematics teaching and learning: Insights from the NMD project AU - Marshall, P. AU - DeCuir-Gunby, J.T. AU - Meyers, M. T2 - International Cognitively Guided Instruction Conference annual meeting C2 - 2007/3// CY - Raleigh, NC DA - 2007/3// PY - 2007/3// ER - TY - JOUR TI - The Impact of Race and Racism on Students' Emotions AU - Decuir-Gunby, Jessica T. AU - Williams, Meca R. T2 - Emotion in Education AB - Race-related differences are highly documented in educational research. Most of these studies examine how race and racism play a critical role in educational practices. However, few studies examine the impact of race-related issues on students' emotions. The dialogue on race and racism elicits many emotions, especially unpleasant emotions. In public settings, people of color who attend gatherings where negative stereotypes regarding people of color are discussed, may feel annoyed, angry, powerless, and pained. In addition, it has been found that raising questions about racism are uncomfortable to Whites and considered divisive. This discomfort creates unpleasant emotions for both, people of color and Whites. To understand the impact of race and racism, it is imperative to understand the emotions that are frequently associated with such topics. Research suggests that researchers, counselors, and educators must do significant work to reach a better understanding of the impact of race and racism on emotions. Schools should begin to encourage constructive dialogues among racial groups regarding race and racism, instead of shrinking away from such difficult conversations. Thus, schools need to recognize the issues of race and racism that exist in their respective school environments and society. DA - 2007/// PY - 2007/// DO - 10.1016/b978-012372545-5/50013-7 SP - 205-219 ER - TY - JOUR TI - Negotiating Identity in a Bubble: A Critical Race Analysis of African American High School Students' Experiences in an Elite, Independent School AU - DeCuir-Gunby, Jessica T. T2 - Equity & Excellence in Education AB - This study used critical race theory to examine how African American adolescents negotiated race and class identity at Wells Academy, a predominately white, independent school. Interviews were conducted, exploring the experiences of six African American high school students. Their counterstories were analyzed focusing on the critique of liberalism, including meritocracy and colorblindness. Several common themes emerged from the students' counterstories regarding their experiences, including Wells' reputation, problems with the elite context, and the difficulty of negotiating African American identity in a “bubble.” Recommendations are made regarding African American identity in the independent school context. DA - 2007/4// PY - 2007/4// DO - 10.1080/10665680601093507 VL - 40 IS - 1 SP - 26-35 J2 - Equity & Excellence in Education LA - en OP - SN - 1066-5684 1547-3457 UR - http://dx.doi.org/10.1080/10665680601093507 DB - Crossref ER - TY - JOUR TI - "It's about the Kids": Transforming Teacher-Student Relationships through Action Research AU - Rogers, Dwight AU - Bolick, Cheryl Mason AU - Anderson, Amy AU - Gordon, Evelyn AU - Manfra, Meghan McGlinn AU - Yow, Jan T2 - The Clearing House: A Journal of Educational Strategies, Issues and Ideas AB - Action research is often included in teacher education programs to improve teacher reflection and practice; however, there is little indication of its impact on students. In this article, the authors examine action research conducted by 114 experienced teachers enrolled in a masters of education program. The teachers came from a range of disciplines and grade levels. Based on their investigation, the authors determined that action research provided a vehicle for teachers to (a) establish more personal relationships with students, (b) develop a better understanding of students as learners, and (c) give students a voice in the classroom. The authors illustrate these themes with three portraits of exemplar teachers. DA - 2007/5// PY - 2007/5// DO - 10.3200/tchs.80.5.217-222 VL - 80 IS - 5 SP - 217-222 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/10.3200/tchs.80.5.217-222 DB - Crossref ER - TY - JOUR TI - Improving Middle School Professional Development by Examining Middle School Teachers' Application of Literacy Strategies and Instructional Design AU - Nichols, William Dee AU - Young, Carl A. AU - Rickelman, Robert J. T2 - Reading Psychology AB - The goal of this article is to explore the effects of professional development on middle school teachers' understanding and application of literacy strategies supporting and enhancing instruction across the curriculum. This study investigated the extent to which reading and writing strategies, along with sound instructional design, were implemented by middle school teachers in their content areas based on data collected from self-reports (i.e., strategy and design checklists) and authors' classroom observations. Results from the analysis of the data collected suggest that the sampled middle school teachers used a wide variety of instructional strategies and instructional designs throughout their teaching. While certain instructional designs (whole-class discussion) and strategies (note-taking and graphic organizers) were used universally throughout the school, perhaps more important was the fact that others were selected dependent upon the unique content area they taught. DA - 2007/3// PY - 2007/3// DO - 10.1080/02702710601115497 VL - 28 IS - 1 SP - 97-130 J2 - Reading Psychology LA - en OP - SN - 0270-2711 1521-0685 UR - http://dx.doi.org/10.1080/02702710601115497 DB - Crossref ER - TY - JOUR TI - A Study of the Effectiveness of the Louisiana Algebra I Online Course AU - O’Dwyer, Laura M. AU - Carey, Rebecca AU - Kleiman, Glenn T2 - Journal of Research on Technology in Education AB - Student enrollment in K–12 online learning programs showed a tenfold expansion in the years between 2002 and 2005. Despite increased implementation to fulfill critical local needs, there is very little evidence-based research available to inform education leaders’ decisions relating to these initiatives. To address the important question of whether online learning can be as effective as traditional face-to-face learning, this research presents the findings from a quasi-experimental design implemented to examine the effect of the Louisiana Algebra I Online initiative on student outcomes. The findings presented suggest that the Louisiana Algebra I Online model is a viable online model for providing effective Algebra I instruction. DA - 2007/3// PY - 2007/3// DO - 10.1080/15391523.2007.10782484 VL - 39 IS - 3 SP - 289-306 J2 - Journal of Research on Technology in Education LA - en OP - SN - 1539-1523 1945-0818 UR - http://dx.doi.org/10.1080/15391523.2007.10782484 DB - Crossref KW - online learning KW - algebra I KW - virtual learning KW - distance learning ER - TY - CHAP TI - Teaching Frameworks for Context-Rich Instruction AU - Oliver, Kevin T2 - Learning Objects for Instruction AB - This chapter proposes a category of tools called design objects that can be used by instructors to integrate existing content sources, including but not limited to learning objects, within teaching frameworks that engage learners with content in meaningful ways. Emphasis is on tools to support the K-12 instructor, although related issues are applicable across educational levels. Examples of teaching-oriented design objects are provided along with related development systems, however it is argued the former represent more viable options for teachers given limitations in the learning object economy, conceptualizations of teachers regarding objects, complexity in packaging objects, and classroom control issues. The possibility of design objects and development systems working in tandem is discussed, with development systems prescribing effective educational strategies for novice teachers and design objects supporting more personalized content development. Various sources for new design objects are suggested to encourage further development and research. PY - 2007/// DO - 10.4018/978-1-59904-334-0.ch008 SP - 119-139 OP - PB - IGI Global SN - 9781599043340 9781599043364 UR - http://dx.doi.org/10.4018/978-1-59904-334-0.ch008 DB - Crossref ER - TY - JOUR TI - Gender Differences in Attitudes toward Environmental Science AU - Carrier, Sarah J. T2 - School Science and Mathematics AB - This study examined the role of gender in the areas of environmental education that included environmental knowledge, attitudes, behaviors, and comfort levels in the outdoors. The current study was part of a larger study designed to explore the effects of a treatment that consisted of 14 weeks of outdoor lessons conducted in the schoolyard as compared with a control group of students who had 14 weeks of traditional classroom environmental education lessons. This follow‐up study focused on gender and its effect on each of the areas studied. Researchers found significance in boys' and girls' attitudes toward the environment. Quantitative and qualitative data were used to offer an in‐depth view of students' environmental attitudes. The results from this study can have implications for science educators in an effort to capitalize on boys' and girls' interests in science to help them learn about environmental issues and to recruit both boys and girls into science careers. DA - 2007/11// PY - 2007/11// DO - 10.1111/j.1949-8594.2007.tb17788.x VL - 107 IS - 7 SP - 271-278 LA - en OP - SN - 0036-6803 1949-8594 UR - http://dx.doi.org/10.1111/j.1949-8594.2007.tb17788.x DB - Crossref ER - TY - JOUR TI - Veterinary students and their reported academic and personal experiences during the first year of veterinary school AU - Sutton, Rhonda C. T2 - JOURNAL OF VETERINARY MEDICAL EDUCATION AB - Veterinary students completed an online survey regarding personal and academic concerns they experienced during their first year of veterinary school. Quantitative results showed a high degree of stress and anxiety among the study participants as well as concerns about time management and study skills. Quantitative analysis using chi-square tests revealed significant associations between concerns about study skills and the independent variables of relationship status and time since obtaining an undergraduate degree. Results of a thematic analysis undertaken with the qualitative data provide further insight into first-year experiences, indicating concerns about the intensity of the program and especially about time commitment, the amount of information students were expected to learn, and the amount of material they were expected to memorize. Another theme revealed that students did not feel academically prepared for some of their first-year courses, which led to their not liking those courses for which they lacked appropriate groundwork. Other themes highlighted the students’ desire for more clinically relevant experiences during their first year as well as surprises regarding the maturity level of classmates and the level of support offered by professors. Given the results of this study, suggestions for counselors and others who work with veterinary students are provided. DA - 2007/// PY - 2007/// DO - 10.3138/jvme.34.5.645 VL - 34 IS - 5 SP - 645-651 SN - 1943-7218 ER - TY - JOUR TI - Comparative reactivity of TpRu(L)(NCMe)Ph (L = CO or PMe3): Impact of ancillary ligand L on activation of carbon-hydrogen bonds including catalytic hydroarylation and hydrovinylation/oligomerization of ethylene AU - Foley, Nicholas A. AU - Lail, Marty AU - Lee, John P. AU - Gunnoe, T. Brent AU - Cundari, Thomas R. AU - Petersen, Jeffrey L. T2 - JOURNAL OF THE AMERICAN CHEMICAL SOCIETY AB - Complexes of the type TpRu(L)(NCMe)R [L = CO or PMe3; R = Ph or Me; Tp = hydridotris(pyrazolyl)borate] initiate C−H activation of benzene. Kinetic studies, isotopic labeling, and other experimental evidence suggest that the mechanism of benzene C−H activation involves reversible dissociation of acetonitrile, reversible benzene coordination, and rate-determining C−H activation of coordinated benzene. TpRu(PMe3)(NCMe)Ph initiates C−D activation of C6D6 at rates that are approximately 2−3 times more rapid than that for TpRu(CO)(NCMe)Ph (depending on substrate concentration); however, the catalytic hydrophenylation of ethylene using TpRu(PMe3)(NCMe)Ph is substantially less efficient than catalysis with TpRu(CO)(NCMe)Ph. For TpRu(PMe3)(NCMe)Ph, C−H activation of ethylene, to ultimately produce TpRu(PMe3)(η3-C4H7), is found to kinetically compete with catalytic ethylene hydrophenylation. In THF solutions containing ethylene, TpRu(PMe3)(NCMe)Ph and TpRu(CO)(NCMe)Ph separately convert to TpRu(L)(η3-C4H7) (L = PMe3 or CO, respectively) via initial Ru-mediated ethylene C−H activation. Heating mesitylene solutions of TpRu(L)(η3-C4H7) under ethylene pressure results in the catalytic production of butenes (i.e., ethylene hydrovinylation) and hexenes. DA - 2007/5/30/ PY - 2007/5/30/ DO - 10.1021/ja068542p VL - 129 IS - 21 SP - 6765-6781 SN - 1520-5126 ER - TY - JOUR TI - An evolution of virtual reality training designs for children with autism and fetal alcohol spectrum disorders AU - Strickland, Dorothy C. AU - McAllister, David AU - Coles, Claire D. AU - Osborne, Susan T2 - TOPICS IN LANGUAGE DISORDERS AB - This article describes an evolution of training programs to use first-person interaction in virtual reality (VR) situations to teach safety skills to children with autism spectrum disorder (ASD) and fetal alcohol spectrum disorder (FASD). Multiple VR programs for children aged 2 to 9 were built and tested between 1992 and 2007. Based on these results, a learning design evolved that uses practice in virtual space with guidance and correction by an animated character, strategic limitations on allowed actions to force correct patterning, and customization of worlds and responses to simplify user controls. This article describes program evolution by comparing design details and results as variations in behavioral responses between disorders, differences in skill set complexity between different safety skills being taught, and improved technology required changes in the virtual training methodology. A series of research projects are summarized in which the VR programs proved effective for teaching children with ASD and FASD new skills in the virtual space and, where measured, most children generalized the actions to the real world. DA - 2007/// PY - 2007/// DO - 10.1097/01.TLD.0000285357.95426.72 VL - 27 IS - 3 SP - 226-241 SN - 1550-3259 ER - TY - JOUR TI - Beginning teacher disposition: Examining the moral/ethical domain AU - Johnson, Lisa E. AU - Reiman, Alan J. T2 - TEACHING AND TEACHER EDUCATION AB - As the push for high-quality teachers continues, many colleges of education, teacher induction programs, and professional development supervisors are left wondering about the role dispositions play in effective teaching. This study seeks to explore the definition of dispositions as teacher professional judgment and professional action in the moral/ethical domain of adult cognition. By assessing beginning teacher judgment both quantitatively and qualitatively, convergence between predicted and observed patterns was found in addition to congruence between teacher judgment and action. Based on the findings of convergence and congruence, implications for teacher education and development are made. DA - 2007/7// PY - 2007/7// DO - 10.1016/j.tate.2006.12.006 VL - 23 IS - 5 SP - 676-687 SN - 0742-051X KW - disposition KW - moral judgement KW - teacher induction ER - TY - JOUR TI - A test of theoretical models that account for information processing demands AU - Nietfeld, John L. AU - Finney, Sara J. AU - Schraw, Gregg AU - McCrudden, Matthew T. T2 - CONTEMPORARY EDUCATIONAL PSYCHOLOGY AB - This study tested four theoretical models in terms of their fit with demands placed on our cognitive system by traditional tests of cognitive ability. We did so by administering seven tests of cognitive ability known to require varying types of processing demands to a large group of college undergraduates ( N = 193). We compared the models using confirmatory factor analyses, including those based upon a unitary factor, speed and capacity, crystallized and fluid intelligence, and verbal and spatial ability. The crystallized/fluid model provided the best fit with the data. This finding is consistent with previous research. Implications for education and future research are discussed. DA - 2007/7// PY - 2007/7// DO - 10.1016/j.cedpsych.2006.07.004 VL - 32 IS - 3 SP - 499-515 SN - 1090-2384 KW - information processing KW - cognition KW - crystallized ability KW - fluid ability ER - TY - JOUR TI - Career counseling is personal counseling: A constructivist approach to nurturing the development of gifted female adolescents AU - Maxwell, Millie T2 - CAREER DEVELOPMENT QUARTERLY AB - Gifted individuals face many concerns when contemplating their futures. Often hindered by career indecision; perfectionism; and multiple personal, familial, and societal pressures, some gifted young people flounder when they have the ability to flourish. Many counselors and educators trust that a wealth of talents will propel these adolescents to automatic life success, and the unique needs of this population can go unmet. This article considers the complexity of challenges facing gifted young women, presents current and potential interventions, and encourages integrating developmental and constructivist theories with objectivist techniques. Implications for practitioners and future research suggestions are highlighted. DA - 2007/3// PY - 2007/3// DO - 10.1002/j.2161-0045.2007.tb00078.x VL - 55 IS - 3 SP - 206-224 SN - 2161-0045 ER - TY - JOUR TI - Reactivity of TpRu(L)(NCMe)R (L = CO, PMe3; R = Me, Ph) systems with isonitriles: Experimental and computational studies toward the intra- and intermolecular hydroarylation of isonitriles AU - Lee, John P. AU - Jimenez-Halla, Oscar C. AU - Cundari, Thomas R. AU - Gunnoe, T. Brent T2 - JOURNAL OF ORGANOMETALLIC CHEMISTRY AB - The Ru(II) phenyl complex TpRu(PMe3)(NCMe)Ph {Tp = hydridotris(pyrazolyl)borate} reacts with isonitriles to form complexes of the type TpRu(PMe3)(CNR)Ph (R = tBu, CH2Ph, CH2CH2Ph). Neither thermal nor photolytic reactions of these systems with excess isonitrile and benzene resulted in the production of corresponding imines. DFT studies that probed the energetics of the desired catalytic transformations revealed that (Tab)Ru(PH3)(CNCH2CH2Ph)Ph {Tab = tris(azo)borate} is the most stable species in a proposed catalytic cycle. Exclusive of calculated transition states, the highest points on the calculated free energy surface are 34 kcal/mol, for (Tab)Ru(PH3)(o,η2-C,C-CNCH2CH2Ph)Ph {relative to the starting material (Tab)Ru(PH3)(CNCH2CH2Ph)Ph}, and 27 kcal/mol for the C–H activation product (Tab)Ru(PH3)(o-C6H4CH2CH2NC) and benzene. The substantial increases in free energy result primarily from the loss of the stable ruthenium–η1-isonitrile interaction. DA - 2007/5/1/ PY - 2007/5/1/ DO - 10.1016/j.jorganchem.2007.01.037 VL - 692 IS - 11 SP - 2175-2186 SN - 1872-8561 KW - ruthenium KW - hydroarylation KW - isonitrile KW - density functional theory studies ER -