Most Recent Articles

Elementary Teachers’ Approach to Responsive Teaching in a Self-Regulated Mathematics Environment

by Anne Estapa , Denise Schmidt-Crawford , Andrea Ash & Ercin Sahin
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Self-regulated learning (SRL) environments provide the context for students to have more control over their own learning and have the potential to greatly benefit students. However, more research is needed to understand how teachers approach their interactions with students in these settings and how teachers actualize effective teaching practices in SRL environments. This study was focused on responsive teaching as one type of effective practice. The researchers utilized teachers’ use of questioning as an indicator of responsiveness. Using content analysis, the researchers documented instances of questioning teachers used to build dialogic interaction. Focus was placed on understanding the extent to which teachers’ questions were responsive to students’ thinking within a blended SRL context. Findings suggest that teachers’ use of responsive questioning varied by person and context and were impacted by several factors: the teacher’s understanding of the goals and affordances of an SRL environment, classroom context and teaching approach, and lesson format (e.g., large group vs. individual). Based on the findings, the authors suggest that teachers’ understanding of SRL impacts the extent to which they use responsive teaching to interact with student’s self-paced instruction. In particular, teachers’ focus on conceptual (rather than procedural) goals in the SRL environment supports student thinking and agency.

Re-Mediating and Transmediating Middle-School Students’ Writing Through Teacher Professional Development

by Vicki Stewart Collet
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instructional shifts to include new literacies. Ten teachers and 892 students participated, with a matched control group.  Participating teachers received a classroom set of laptops and up to 46 hours of training. Analyses indicate that professional learning opportunities that fostered conceptual understandings included the opportunity to observe in classrooms that were using new literacies and provided opportunities for hands-on practice and social construction of knowledge appear to have supported instructional changes. Students whose teachers were minimally trained did not have significant increases in writing achievement; however, students whose teachers received sustained training significantly increased their scores on high-stakes assessments. Increased scores were more pronounced for students who had been previously labeled as underachieving, a finding that fosters conceptualization of new literacies as transmediational and re-mediational.

Exploring Reflective Practices of Beginning Science Teachers in an Online Induction Program

by Gillian Roehrig, Tasneem Anwar, Joshua Ellis & Justin McFadden
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Induction programs are an important component of teacher education aimed at developing teachers as lifelong learners who can make use of reflective and self-regulatory learning practices. The online induction program in this study uses reflective learning cycles to promote the development of reflective practice. A multiple case study of three beginning science teachers was used to explore their self-regulatory processes in developing reflective practice. The authors contend that beginning teacher education programs must engage beginning teachers in self-regulatory learning in order to become reflective practitioners.

Editorial: The Metaphor Is the Message: Limitations of the Media Literacy Metaphor for Social Studies

by Lance E. Mason, Daniel G. Krutka & Marie K. Heath
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In this editorial the authors drew upon metaphor studies to identify limitations of the literacy metaphor, which has become a master metaphor for competency in education, particularly through discussions of media literacy. It considers how the literacy metaphor ignores media forms within media literacy education. Building on the authors’ initial editorial as CITE—Social Studies Education editors and drawing on the work of media ecologists, the authors suggest different avenues for media and technology education that view media as environments.

Preservice Elementary Teachers’ Use of Text on Slides to Support Planned Instruction

by Christy Pettis
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This study describes the ways in which 36 preservice elementary teachers (PSETs) incorporated text into slides (n = 158) they designed for use with K-5 students during whole-group mathematics instruction. A qualitative content analysis was conducted to determine the extent and purposes for which the PSETs used slide text. Overall, 80% of slides contained text, which was closely aligned with what the PSETs planned to say during instruction. Text was used for three primary purposes: to convey information, to prompt student engagement, and to prompt teacher action. Study findings indicate that instruction in visual literacy skills should be incorporated into teacher education coursework if teacher educators expect PSETs to use slides effectively in their teaching. The findings also highlight the potential utility of slide text as a tool to support novice teachers as they learn to enact cognitively demanding teaching practices, such as engaging students in discussion during lessons. Collectively, the results suggest that slides designed for teaching should be viewed as shared spaces, to be used by and useful to both students and their teachers. Recommendations for ways PSETs may be taught to use slides as a shared space are included.

Can You Picture This? Preservice Teachers’ Drawings and Pedagogical Beliefs About Teaching With Technology

by Denise Lindstrom, Gwen Jones & Jeremy Price
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This study was conducted in the context of an introductory three-credit course in a master of arts and teacher certification program offered at a large land grant public university in the U.S. Mid-Atlantic region. Researchers examined preservice teacher drawings of teaching with technology and their reflection on their drawings to identify their pedagogical beliefs. Unlike prior research that shows classroom technology is mainly used by the teacher, most of the drawings in this study depicted students using handheld technology, an indication of more student-centered teaching. However, analysis of preservice teacher descriptions of the drawings shows that change in preservice teacher depictions of teaching with technology is likely the result of more ubiquitous access to handheld technology in K-12 schools rather than a change in pedagogical beliefs. The researchers suggest that teacher educators should work to develop preservice teachers’ technological pedagogical content knowledge to facilitate technology integration to support constructivist teaching practices.

Establishing a Peer Review System for Open-Source Educational CAD Models

by Glen Bull, Ryan Novitski & Jason Trumble
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Since the advent of affordable fabrication technologies such as 3D printers, many schools have established maker spaces. The educational effectiveness of fabrication tools in K-12 maker spaces is facilitated by access to useful Computer-Assisted Design (CAD) models and associated instructional supports. The launch of Educational Fabrication & Design provides a site for peer review and publication of CAD models designed for K-12 education. Upon acceptance, articles will be published with a link to a corresponding model in an educational CAD Model Repository.

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