Search results for author:"Jennifer Luebeck"
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Montana State University
Distance-mediated mentoring: A telecommunication-supported model for novice rural mathematics and science teachers
(1998) pp. 1–272
Rural educators face unique professional challenges and limitations. This study investigated the effectiveness of an innovative distance-mediated mentoring program for rural novice mathematics and science teachers. Four purposes were pursued: (1)...
The Journal of Distance Education / Revue de l'ducation Distance Vol. 20, No. 2 (2005) pp. 21–39
This study examines the extent to which conceptual change is stimulated and achieved through online discussion in the context of an online graduate course. Transcripts of discussions among 15 graduate students studying assessment issues in...
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2656–2657
This roundtable discussion will share how STREAM, a U.S. Department of Education Mathematics and Science Partnership (MSP) is bringing Common Core training to Montana’s rural teachers via a blended approach to professional development. Now in its...
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 55–60
A series of online learning modules form the foundation for an innovative and technology-based approach to school-based professional learning for K-8 mathematics teachers, particularly in rural areas. A unique combination of self-paced, asynchronous ...
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 2458–2465
Computer-mediated communication (CMC) is used in a wide array of business and academic contexts. In a unique application, CMC provides a platform for ongoing, content-based mentoring through a multi-state program for beginning science and...
Re-envisioning Professional Learning in Mathematics: Teachers’ Performance, Perceptions, and Practices in Blended Professional Development
Journal of Technology and Teacher Education Vol. 25, No. 3 (July 2017) pp. 273–299
This paper reports findings from a study that followed K-12 mathematics teachers through the components of a blended professional development program, highlighting their engagement in a series of online modules that connect face-to-face gatherings...