Search results for author:"J_d_Walker"
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Millennial Learners and Net-Savvy Teens? Examining Internet Use among Low-Income Students
Christine Greenhow; J D. Walker; Seongdok Kim
Journal of Computing in Teacher Education Vol. 26, No. 2 (2010) pp. 63–68
This paper discusses access and use of information and communication technologies among urban high school students from low-income families, a topic of great interest to teacher educators, educational policymakers, and others concerned with digital...
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The Scholarship of Teaching and Learning Paradox: Results without Rewards
J D. Walker; Paul Baepler; Brad Cohen
College Teaching Vol. 56, No. 3 (2008) pp. 183–190
The Scholarship of Teaching and Learning (SoTL) arose, in part, out of a need to rebalance the triadic mission of large academic institutions that have traditionally emphasized research over teaching and service. But how do you encourage SoTL when...
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Research and Teaching: "It's Not You, It's the Room"--Are the High-Tech, Active Learning Classrooms Worth It?
Sehoya Cotner; Jessica Loper; J D. Walker; D Christopher Brooks
Journal of College Science Teaching Vol. 42, No. 6 (July 2013) pp. 82–88
Several institutions have redesigned traditional learning spaces to better realize the potential of active, experiential learning. We compare student performance in traditional and active learning classrooms in a large, introductory biology course...
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The TA Web Certification Program
Bradley A. Cohen; William Rozaitis; J D. Walker
Educause Quarterly Vol. 26, No. 4 (2003) pp. 34–40
The University of Minnesota's TA Web Certification program is designed to give teaching assistants (TAs) the skills needed to create course Web sites that are technically robust and pedagogically useful. Provides an overview of successes and...
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Hitting Reply: A Qualitative Study to Understand Student Decisions to Respond to Online Discussion Postings
Diane D. Chapman; Julia Storberg-Walker; Sophia J. Stone
E-Learning Vol. 5, No. 1 (2008) pp. 29–39
Providing tools for dialogue exchange does not ensure that students will respond to team mate postings or that online groups will grow in cohesiveness. Students decide whether or not to reply, and it is increasingly important to understand how...
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Hitting Reply: A Qualitative Study to Understand Student Decisions to Respond to Online Discussion Postings
Diane D. Chapman; Julia Storberg-Walker; Sophia J. Stone
International Research Conference in the Americas of the Academy of Human Resource Development 2007 (2007)
Providing tools for dialogue exchange does not ensure that students will respond to teammate postings or that online groups will grow in cohesiveness (Murphy, 2004). Students decide whether or not to reply, and it is increasingly important to...
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A Delicate Balance: Integrating Active Learning into a Large Lecture Course
J D. Walker; Sehoya H. Cotner; Paul M. Baepler; Mark D. Decker
CBE - Life Sciences Education Vol. 7, No. 4 (2008) pp. 361–367
A lecture section of introductory biology that historically enrolled more than 500 students was split into two smaller sections of approximately 250 students each. A traditional lecture format was followed in the "traditional" section; lecture time...
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A Monte Carlo Simulation Investigating the Validity and Reliability of Ability Estimation in Item Response Theory with Speeded Computer Adaptive Tests
T A. Schmitt; D A. Sass; J R. Sullivan; C M. Walker
International Journal of Testing Vol. 10, No. 3 (2010) pp. 230–261
Imposed time limits on computer adaptive tests (CATs) can result in examinees having difficulty completing all items, thus compromising the validity and reliability of ability estimates. In this study, the effects of speededness were explored in a...
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Rapid Feedback Assessment Methods: Can We Improve Engagement and Preparation for Exams in Large-Enrollment Courses?
Sehoya H. Cotner; Bruce A. Fall; Susan M. Wick; J D. Walker; Paul M. Baepler
Journal of Science Education and Technology Vol. 17, No. 5 (October 2008) pp. 437–443
Scratch-off immediate feedback assessment technique (IF-AT) forms and classroom response systems (clickers) can increase student engagement and interaction and help students prepare for exams by indicating the type and level of questions they will...
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Teachers as researchers in a major research project: Experience of input and output
C. Smith; A. Blake; K. Curwen; D. Dodds; L. Easton; J. McNally; P. Swierczek; L. Walker
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 25, No. 7 (October 2009) pp. 959–965
Teachers have long participated in collaborative research. However, they have generally had direct stakes in the outcomes. Teachers in the Early Professional Learning (EPL) Project used their insider status to gather data not directly related to...
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