From Manuscript to Article: Publishing Educational Technology Research

by Dale S. Niederhauser, Keith Wetzel & Denise L. Lindstrom
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The publishing process is often challenging for new educational technology scholars. This article provides insights into the publication process to help them understand and to increase the chances that their work will be accepted for publication in high-quality peer-reviewed journals. Suggestions for developing a program of research, a description of the peer-review process, a table of potential publication outlets, and examples of correspondence with editors are included to help demystify the process.

English/Language Arts Education

The Power of a Network Organization: A Model for School-University Collaboration

by Alyson Whyte & Nancy Ellis
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An English language arts methods course developed through a professional teacher network offers many advantages of a professional development school (PDS) but is easier for individual teachers and university instructors to initiate than a PDS. This report describes a writing methods course that an expert National Writing Project (NWP) teacher helped the university course instructor design. It helps preservice teachers synthesize knowledge of school practice from their prior school experience, the system of classroom organization known as Complex Instruction, and NWP knowledge. The designers of the course concluded, on reflection, that elements of the NWP summer invitational institute and the nature of annual review of NWP sites supported ongoing dialogue among the participating secondary school teachers, preservice teachers, and course instructor. Videotaped discussion among a participating preservice teacher, the NWP teacher consultant, and the course instructor; written and graphic work by this preservice teacher; and video and Internet information about Complex Instruction and the NWP are linked to this online article.

Mathematics Education

The Graphing Calculator as an Aid to Teaching Algebra

by Robert M. Horton, Judy Storm & William H. Leonard
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Graphing calculators have been used in the mathematics classroom for speed, to leap hurdles, to make connections among representations, and to permit realism through the use of authentic data. In this study, a graphing calculator tutorial provided on the Casio FX1.0 and FX2.0 PLUS models was found to serve a fifth purpose, improving manipulative skills. Specifically, after using the tutorial, students in a beginning college algebra course scored significantly higher on a test on solving linear equations. Results concerning a change in attitudes were tentative, although they suggest that the tutorial also may contribute to improved attitudes.

Science Education

Social Studies Education

Who Will Use Our Electronic Teacher’s Guide? A Preliminary Analysis of Preservice Teachers’ Knowledge of and Attitudes Toward Issues Surrounding the Holocaust

by Brendan Calandra, Thomas R. Lang & Ann E. Barron
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To ascertain the current status of Holocaust knowledge and attitudes of prospective teachers and to inform the development of a web-based educational resource for teachers of the Holocaust, an exploratory analysis was conducted at a public university in Florida. Data were obtained from prospective teachers (N = 464) who completed a knowledge test, a survey related to bias toward traditionally marginalized groups, and a multicultural affinity scale. Statistical analyses were conducted to examine potential group differences for gender, race, age, and college major. No statistically significant differences were found for the knowledge test or students’ bias toward marginalized groups. On the multicultural affinity scale, statistically significant results were obtained for gender and race. Results from this study can serve to guide the curriculum of teacher education programs as well as the development of resources such as the website, Teacher’s Guide to the Holocaust.



A Comparison of Online and Face-To-Face Instruction in an Undergraduate Foundations of American Education Course

by Barbara Slater Stern
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This article examines the similarities and differences for one course, Foundations of American Education, when offered in traditional face-to-face and online formats. The data analysis used both qualitative and quantitative measures. Several conclusions were reached: (a) for the course to be effective, the time that must be allotted for online teaching will remain an issue that instructors may struggle with as the workload is significantly higher; (b) for students, a familiarity with their own learning styles and the desire and motivation to shoulder responsibility for online learning will be major factors in their success; (c) while the instructor can, and should, design and monitor the course to ensure that all students are kept on track and participating, student time management and organizational skills will remain of paramount importance; and (d) students with more proficient reading and writing skills will perform better in online classes. Suggestions for further research include focusing on whether or not certain types of courses are more appropriate for online instruction and developing a repertoire of instructional strategies to accommodate a range of learning styles.

The Use of Metaphor and Technology to Enhance the Instructional Planning of Constructivist Lessons

by A. Keith Dils
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This paper describes how a teacher educator used a Computer Applications for Educator’s preservice education course to teach constructivist lesson planning to students who were in the process of planning lessons. It was hypothesized that by providing scaffolding and coaching during the planning process, preservice teachers could be guided to learn to produce constructivist lessons. This type of learning experience follows Vygotsky’s (1978) suggestion that constructivist teaching can be a social activity that involves “problem solving under [teacher] guidance” (p. 86). Because constructivist lesson planning requires creative thought that novice lesson planners often find difficult to do on the spot, the “Interactive Lesson Planner” was developed to provide scaffolding so that students would have speedy access to lesson resources via the Internet ( Holt, 2000; Klein, 1997; Mintrop, 2001). Students were also taught how to post their resulting lessons to the Internet. By doing so, students preserved their efforts so that they may be applied in the future to the student-teaching experience and as a way to market themselves online to potential employers. Because this approach follows John Dewey’s suggestion that the teaching and learning process should attempt to solve real-world problems, it was hypothesized that this would enhance motivation (Dewey, 1916). Seventy-five percent of students taught with this approach successfully applied constructivist lerning theory by completing a constructivist lesson on their own.

Current Practice

Seminal Articles