Search results for author:"Libby Gerard"
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International Electronic Journal of Elementary Education Vol. 5, No. 1 (2012) pp. 79–92
Openers, or brief activities that initiate a class, routinely take up classroom time each day yet little is known about how to design these activities so they contribute to student learning. This study uses technology-enhanced learning environments...
Journal of Science Teacher Education Vol. 27, No. 1 (2016) pp. 79–110
Technology can enhance teachers' practice in multiple ways. It can help them better understand patterns in their students' thinking, manage class progress at individual and group levels, and obtain evidence to inform modifications to curriculum and...
Educational Research Review Vol. 15, No. 1 (June 2015) pp. 41–58
This paper distinguishes features of automated adaptive guidance used in K-12 instructional settings and recommends directions for design. We use meta-analysis to synthesize 24 independent comparisons between automated adaptive guidance and guidance ...
Journal of Science Education and Technology Vol. 17, No. 1 (February 2008) pp. 1–18
Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this...
International Journal of Artificial Intelligence in Education Vol. 27, No. 4 (2017) pp. 729–757
Supporting students to revise their written explanations in science can help students to integrate disparate ideas and develop a coherent, generative account of complex scientific topics. Using natural language processing to analyze student written...
Review of Educational Research Vol. 81, No. 3 (September 2011) pp. 408–448
The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional development enhances teachers'...
Journal of Educational Psychology Vol. 108, No. 1 (2016) pp. 60–81
In 4 classroom experiments we investigated uses for technologies that automatically score student generated essays, concept diagrams, and drawings in inquiry curricula. We used the automatic scores to assign typical and research-based guidance and...