Search results for author:"Heather Leary"
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University of Colorado Boulder
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...
British Journal of Educational Technology Vol. 50, No. 1 (January 2019) pp. 64–79
Using the online Scopus database, we retrieved all instructional design and technology (IDT) scholarship between 2007 and 2017 across 65 journals. In this paper, we analyzed the research and trends in this corpus of IDT scholarship and investigated...
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...
Adopting an Online Curriculum Planning Tool: Facilitation for Teachers’ Thinking about Student-Centered Pedagogy and Technology Integration
Journal of Technology and Teacher Education Vol. 22, No. 4 (October 2014) pp. 423–447
The current study analyzed the impact of a year-long adoption of an online curriculum planning tool on teachers’ thinking about content and pedagogy, as well as their use of technology in the classroom. The online planning tool was adopted district...
The Role of School District Science Coordinators in the District-Wide Appropriation of an Online Resource Discovery and Sharing Tool for Teachers
Journal of Science Education and Technology Vol. 23, No. 3 (June 2014) pp. 309–323
When introducing and implementing a new technology for science teachers within a school district, we must consider not only the end users but also the roles and influence district personnel have on the eventual appropriation of that technology....
Journal of the Learning Sciences Vol. 25, No. 4 (2016) pp. 531–564
Cultural-historical activity theory (CHAT) approaches to intervention aim for transformative agency, that is, collective actions that expand and bring about new possibilities for activity. In this article, we draw on CHAT as a resource for...
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...
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) ...
Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizing Technologies
Journal of Science Teacher Education Vol. 27, No. 1 (2016) pp. 61–77
This paper examines the impacts of technology (e.g., Chromebooks, Google Drive) on teacher learning and student activity in the development and implementation of a deeply digital high school biology unit. Using design-based implementation research,...