Using Video Modeling Via iPads to Teach Multiplication to Struggling Learners
Journal of Special Education Technology
There is a growing body of research that suggests that video-based interventions, such as video m... more There is a growing body of research that suggests that video-based interventions, such as video modeling and video prompting, are effective tools for teaching academic skills to struggling learners. This study used a single subject, multiple-baseline-across-subjects design to evaluate whether a video-prompting intervention could effectively assist five second grade students who had been identified by their teachers as “struggling” in mathematics to better solve multiplication story problems. Five second grade students (one female and four males) ages 7 to 8 viewed the intervention videos on an iPad that modeled how to solve multiplication word problems. To evaluate the effectiveness of the videos, a rubric was used as the primary measure to assess the domains of problem-solving, communicating, and representing with numbers. Based on visual analysis between baseline and intervention, there was a functional relationship between the introduction of the intervention and the performance ...
Enhancing access to general education mathematics instruction through special education preteaching: special education-general education teacher collaboration
Preventing School Failure: Alternative Education for Children and Youth
A team of three third grade teachers utilized a modified approach to Professional Learning Commun... more A team of three third grade teachers utilized a modified approach to Professional Learning Communities (PLCs) based on principles and procedures that characterize Lesson Study to collaborate about their mathematics instruction. They gathered to design mathematical tasks and anticipate the thinking those tasks might elicit. Subsequent to facilitating lessons based on those tasks, they gathered again to compare the thinking they observed to the thinking they anticipated they would see, and then designed additional tasks informed by their observations. This paper reports on an investigation conducted by one of the teachers who assumed the role of a native, participant researcher as she qualitatively studied the nature of the teachers’ reflections as they collaborated on five occasions. The six domains of Mathematical Knowledge for Teaching (MKT) were used as a conceptual framework for analysis, particularly in looking for connections the teachers were making between or among MKT domain...
Preparing Tomorrow's Teachers to Use Technology: Learning and Attitudinal Impacts on Elementary Students
Journal of Instructional Psychology, 2002
The research discussed in this manuscript was supported by a capacity building grant funded by th... more The research discussed in this manuscript was supported by a capacity building grant funded by the Department of Education as a Preparing Tomorrow's Teachers to use Technology Grant (PT3). The problem was to determine which instruction provided by teacher candidates provided the greatest learning and attitudinal gains for elementary school students. Pairs of teacher candidates were divided into three groups to provide instruction in one of three ways, (1) multimedia (HyperStudio), (2) Internet, and (3) control which didn't use technology to instruct elementary school students. Pre- and posttests designed to measure the learning and attitudinal gains were administered to all participating elementary school students. The instruction provided was focused on levers for one session and simple machines for the second session. A statistical analysis was made of the pre and posttests. Findings revealed significant differences between groups. ********** In the fall of 1980, five fift...
This article synthesizes the literature on what it means to teach mathematics and science to ELLs... more This article synthesizes the literature on what it means to teach mathematics and science to ELLs and abstract from it a set of knowledge and skills teachers might need to teach ELLs effectively. To this end, the article brings together the sociocultural and linguistic perspectives identifying three areas of effective teaching practice. One argument is that collaborative learning conditions are beneficial in teaching mathematics and science to ELLs. A second contention is that teachers should be able to engage ELLs in mathematics ‘talk’ and the discourse of scientific concepts by bridging the divide between students’ background experiences and the content of mathematics and science lessons. The third area of effective teaching practice forwards the claim that teachers should engage ELLs in talking and writing the language of mathematics and science. To support this point, the linguistic perspective identifies the shared and distinctive features of the academic languages of mathemati...
The NCTM Principles and Standards for School Mathematics calls for a balance between conceptual u... more The NCTM Principles and Standards for School Mathematics calls for a balance between conceptual understanding and procedural knowledge. This study reports the results of a survey distributed to AMTE members in order to discover the opinions and practices of mathematics teacher educators regarding this balance. The authors conclude that there is wide disparity of views regarding the meaning of the terms "conceptual" and "procedural" as well as the meaning "balance" between the two, in terms of what constitutes mathematics, the learning and teaching of mathematics, and the assessment of mathematical proficiency.
According to the equating guidelines, a set of common items should be a mini version of the total... more According to the equating guidelines, a set of common items should be a mini version of the total test in terms of content and statistical representation (Kolen & Brennan, 2004). Differences between vertical scaling and equating would suggest that these guidelines may not apply to vertical scaling in the same way that they apply to equating. This study investigated how well the guideline of content and construct representation was maintained while evaluating two stability assessment criteria (Robust z and 0.3-logit difference). The results indicated that linking sets that were not totally representative of the full test forms produced different vertical scales than the linking sets that were most representative of the full test forms. The results also showed that large disparities in the composition of linking sets produced statistically significant differences in the growth patterns of the resulting vertical scales, but small disparities in the composition of linking sets produced ...
Mona Abo-Zena, Tufts University Jonathan Adams, Florida State University Susan Adams, Butler Univ... more Mona Abo-Zena, Tufts University Jonathan Adams, Florida State University Susan Adams, Butler University So-Yeon Ahn, University at Buffalo Lasisi Ajayi, San Diego State University Bob Algozzine, University of North Carolina at Charlotte Ricky Allen, University of New Mexico Richard Allington, University of Tennessee Janet Alsup, Purdue University Ann Amicucci, Indiana University of Pennsylvania Dorothea Anagnostopoulos, Michigan State University Lauren Anderson, University of Southern California Carey Andrzejewski, Auburn University Kenneth Anthony, Mississippi State University Philip Armstrong, Utah State University Becky Atkinson, University of Alabama Kathryn Au, School Rise, Llc William Austin, University of Nebraska–Omaha Mary Avalos, University of Miami Amy Bacevich Bernard Badiali, The Pennsylvania State University Damon Bahr, Brigham Young University Ellen Ballock, Towson University Mary Alice Barksdale, Virginia Tech Reizelie Barreto, Towson University Diane Barrett, University of Hawaii at Hilo Keith Barton, Indiana University Anna Baynum, Hollins University Thomas Bean, University of Nevada, Las Vegas Catherine Beauchamp, Bishop’s University, Canada Linda Behar-Horenstein, University of Florida David Ben-Chaim, Technion Institute, Israel Lisa Bendixen, University of Nevada, Las Vegas Susanna Benko, Ball State University Susan Benner, University of Tennessee Susan Bennett, University of Mississippi Cynthia Benton, SUNY–Cortland Amanda Berry, Monash Univeristy, Australia Barnett Berry, Center for Teaching Quality Lynn Beudert, University of Arizona Kathy Bickmore, Oise-University of Toronto, Canada Steven Bickmore, Louisiana State University Deborah Bieler, University of Delaware Kathleen Bieschke, The Pennsylvania State University Emily Binks-Cantrell, Texas A&M University Mollie Blackburn, Ohio State University Dorothy Blanks, University of Tennessee Sigrid Blömeke, Humboldt University, Germany Timothy Boerst, University of Michigan Gail Boldt, The Pennsylvania State University Gina Borgioli Yoder, Indiana University Purdue Eurydice Bouchereau Bauer, University of Illinois Laura Bower, Southern Connecticut State University Mark Boylan, Sheffield Hallam University, United Kingdom Melissa Braaten, University of Wisconsin–Madison Susan Brookhart, Educational Consultant Alan Brown, University of Alabama Anthony Brown, University of Texas at Austin Elizabeth Brown, University of Louisville Elizabeth Brown, George Mason University Bridget Bunten, Washington College Wendy Burke, Eastern Michigan University Megan Burton, University of South Carolina Gerald Campano, University of Pennsylvania June Canty, Washington State University B. Stephen Carpenter, The Pennsylvania State University Cynthia Carver, Oakland University Alison Castro Superfine, University of Illinois, Chicago Samantha Caughlan, Michigan State University Cynthia Chapel, Lincoln University Christina Chavez, California State Poly University Joseph Check, University of Massachusetts, Boston Jeff Choppin, University of Rochester Kathryn Chval, University of Missouri Jim Cibulka, NCATE and CAEP Sarah Clark, Utah State University Courtney Clayton, University of Mary Washington Karina Clemmons, University of Arkansas at Little Rock Renee Clift, University of Arizona Leonora Cohen, Oregon State University Doyin Coker-Kolo, Millersville University Jamie Colwell, Old Dominion University Barbara Combs, University of North Dakota Hilary Conklin, DePaul University Annamarie Conner, University of Georgia Annamary Consalvo, University of Texas at Austin Jewell Cooper, University of North Carolina at Greensboro Roisin Corcoran, Yale University Cheryl Craig, University of Houston Patricia Cranton, The Pennsylvania State University Brett Criswell, Georgia State University Dionne Cross, Indiana University 505081 JTEXXX10.1177/0022487113505081Journal of Teacher Education research-article2013
The Use of Assessment in Improving Technology-Based Instruction Programs
Journal of Instructional Psychology, Jun 1, 2003
A college-based teacher preparation program undertook a grant-supported evaluation of its' cu... more A college-based teacher preparation program undertook a grant-supported evaluation of its' curriculum focused on preparing teacher candidates for integrating technology into instruction. The project employed a pre posttest design, including the use of the 54-item Educator's Knowledge and Implementation of Technology instrument (EKIT), which provides information regarding technology-related capabilities summarized in five area subscores and a total score. Results of the study substantiated the usefulness of such instrumentation in a pre-posttest design for evaluating program impact on students, and for prioritizing areas for continuous program improvement based on low achievement and unsustained growth. Conclusions clearly establish the power of the pre-posttest design for the evaluation and continuous improvement of teacher training programs. ********** Educators struggle with two demands that cause them to lose sleep (Blasik, 2002a, 2002b; Lewis 2002; Shaha, 2002). First is the need to prove that their programs are effective by validating them based on results, and second is the need for continuous program improvement. Sources of educational funding come with the program validation requirements focused on tangible student outcomes. In the age of increasing accountability, program funding and continuity are accompanied by expectations of proof that offerings are beneficial for student learning and meet objectives and requirements. The second demand centers on the need to continuously improve instruction and the impacts it achieves. Continuous improvement reflects a clear focus on identifying where things need to improve, followed by a systematic approach to implementing program changes designed to remediate prioritized weaknesses and thereafter measure impact (Arcaro, 1995; Brown, 2001; Boulmetis, 2000; Ross, 1993). Ongoing program improvement is integral to any project with an evaluation component or that seeks to achieve lasting success (Quinones & Kirshstein, 1998; Smith, 2002). The overall objective is to achieve ever-higher levels in tangible measures of educational success. Assessment, well designed and executed, helps educators resolve the demands for validation and continuous improvement (c.f. Baldrige, 2002; Brown, 2001; Walton, 1986). Through appropriate assessment approaches, educators can make goals and objectives tangible and evaluate whether they have been achieved and to what degree (Daniels, 2002; Shaha, 1997; Smith, 2002). Educators can then identify areas of success and strength, and isolate and prioritize areas for improvement. Clearly validation and improvement are best achieved when outcomes and desired results are clearly identified translated into plans, and then converted into instruments designed to gather the requisite information regarding success (Arcaro, 1995; Baldrige, 2002; Quinones, 1998; Stevens, 2001). To show gains in performance and program improvement, organizations must measure impacts and outcomes, and critically examine the results to achieve excellence (Blasik, 2002a, 2002b; Daniels, 2002; Shaha, 1997). Increases in accountability and the demand for continuous improvement have also affected programs focused on preparing teachers to better use technology and incorporate it into instruction. In 1999, Utah Valley State College (UVSC) received grant funding from the U.S. Department of Education through Preparing Tomorrow's Teachers to Use Technology (PT3). The application required a substantial evaluation component. UVSC's evaluation plan included a quantitative pre-posttest design utilizing a number of assessment tools to measure the impacts of technology instruction on teacher candidates. Findings from the resulting assessment tools were used to determine what was learned and retained, and then to identify and implement program improvements focused on enhancing learning outcomes. The results of the assessments were designed and leveraged to improve the teacher education program (Farnsworth, 2002). …
To examine the relationship between spelling and reading using full graphemic cues, a study admin... more To examine the relationship between spelling and reading using full graphemic cues, a study administered tests of oral reading, verbal IQ, reading comprehension, knowledge of letter-sound correspondences, and spelling achievement to 47 fifth-grade students. In addition, data was collected relative to gender and time spent reading outside the classroom. Analysis of the relationship among these variables was performed using structural analysis. Several hypothetical structural models were teszed for "goodness of fit." Time spent reading out of class was found to have little relationship with any of the other variables, and no significant differences were found relative to these variables with respect to gender. The best fit model suggested that spelling achievement results from knowledge of letter-sound correspondences, which in turn results from verbal IQ and the extent to which reading is carried n using full graphemic cues. Verbal IQ also heavily determined the full graphemic cues tendency and reading comprehension. (One table of data, one figure, and 17 references are attached.) (MM)
Uploads
Papers by Damon Bahr