Search results for author:"Andrew Heather"
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TechTrends: Linking Research and Practice to Improve Learning Vol. 62, No. 5 (2018) pp. 525–534
For a variety of reasons, education research can be difficult to summarize. Varying contexts, designs, levels of quality, measurement challenges, definition of underlying constructs, and treatments as well as the complexity of research subjects...
(2003) pp. 1–104
The purpose of this study was to determine what steps would be necessary to establish distributed learning in School District 62 (Sooke). Specific to the research question, the researchers looked at sub questions related to the following categories: ...
Exploring the Relationships between Tutor Background, Tutor Training, and Student Learning: A Problem-Based Learning Meta-Analysis
Interdisciplinary Journal of Problem-based Learning Vol. 7, No. 1 (2013) pp. 40–66
Despite years of primary research on problem-based learning and literature reviews, no systematic effort has been made to analyze the relationship between tutor characteristics and student learning outcomes. In an effort to fill that gap the...
Educational Psychology in Practice Vol. 34, No. 2 (2018) pp. 166–174
Precision Teaching (PT) is an evidence-based intervention, which research indicates is frequently not implemented following training, with few teachers using it in schools after training events. The web-based programme in this research focuses on...
Expanding Approaches for Understanding Impact: Integrating Technology, Curriculum, and Open Educational Resources in Science Education
Educational Technology Research and Development Vol. 63, No. 3 (June 2015) pp. 355–380
This article reports results from a scale-up study of the impact of a software tool designed to support teachers in the digital learning era. This tool, the Curriculum Customization Service (CCS), enables teachers to access open educational...
Sueanne McKinney; Linda Irwin-Devitis; Brenda Scanelli; Sharon Thomas; Andrew Casiello; Heather Huling
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 20, 2014) pp. 1312–1315
Teaching and learning mathematics can be a universal language. Our session will focus on the collaborative efforts of Old Dominion University and the Caribbean schools on the islands of St. Kitts, Dominica, Nevis and Anguilla in order to provide...
Providing Formative Feedback to Pre-service Teachers as they Practice Facilitation of High-Quality Discussions in Simulated Mathematics and Science Methods Classrooms
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1570–1575
In this study, we evaluated the on-going feedback needs for both teacher educators and preservice teachers (PSTs) from formative performance-based tasks. Specifically, we used a simulated performance-based task that would be formatively...
Reflecting on care: Using reflective journaling to evaluate interprofessional education and clinical practicum experiences in two urban primary care clinics
Journal of Interprofessional Education & Practice Vol. 8, No. 1 (September 2017) pp. 6–9
This paper presents the findings of a study that integrated reflective journaling into an interprofessional primary care clinical rotation to evaluate student experiences with the Interprofessional Education Collaborative (IPEC) core competencies....
Comparing Technology-Related Teacher Professional Development Designs: A Multilevel Study of Teacher and Student Impacts
Educational Technology Research and Development Vol. 60, No. 3 (June 2012) pp. 421–444
This article presents a quasi-experimental study comparing the impact of two technology-related teacher professional development (TTPD) designs, aimed at helping junior high school science and mathematics teachers design online activities using the...
Journal of Educational Technology & Society Vol. 18, No. 1 pp. 183–197
This paper employs meta-analysis to determine the influence of computer-based scaffolding characteristics and study and test score quality on cognitive outcomes in science, technology, engineering, and mathematics education at the secondary, college,...
Integrating Technology and Problem-Based Learning: A Mixed Methods Study of Two Teacher Professional Development Designs
Interdisciplinary Journal of Problem-based Learning Vol. 5, No. 2 (2011) pp. 70–94
This article describes two consecutive enactments of technology-oriented teacher professional development designs, aimed at helping teachers find high-quality online learning resources and use them in designing effective problem-based learning (PBL) ...