Search results for author:"Thomas J. Smith"
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Journal of Educational Computing Research Vol. 42, No. 4 (2010) pp. 407–422
The present study examined data from a large, nationally representative sample--the National Assessment of Adult Literacy (NCES, 2007)--to examine how computer use and Internet-based literacy practices (use of e-mail, searching for information on...
The Digital Social Interactions of Students with Visual Impairments: Findings from Two National Surveys
Journal of Visual Impairment & Blindness Vol. 102, No. 9 (September 2008) pp. 528–539
This study compared the use of computers and telephones by preadolescent and adolescent students with visual impairments and those with other disabilities using data from the Special Education Elementary Longitudinal Study and the National...
Design and usability assessment of a dialogue-based cognitive tutoring system to model expert problem solving in research design
British Journal of Educational Technology Vol. 46, No. 1 (Jan 30, 2015) pp. 82–97
Technology provides the means to create useful learning and practice environments for learners. Well-designed cognitive tutor systems, for example, can provide appropriate learning environments that feature cognitive supports (ie, scaffolding) for...
Effects of Video Feedback on Early Coercive Parent-Child Interactions: The Intervening Role of Caregivers' Relational Schemas
Journal of Clinical Child and Adolescent Psychology Vol. 42, No. 3 (2013) pp. 405–417
We examined the effect of adding a video feedback intervention component to the assessment feedback session of the Family Check-Up (FCU) intervention (Dishion & Stormshak, 2007). We hypothesized that the addition of video feedback procedures...
Promoting Self-Determination and Transition Planning Using Technology: Student and Parent Perspectives
Career Development and Transition for Exceptional Individuals Vol. 39, No. 2 (2016) pp. 99–110
Despite the Individuals With Disabilities Education Act's (IDEA) mandates for student involvement in the Individualized Education Program (IEP) process, several researchers have demonstrated limited student participation. One method for encouraging...
Argue Like a Scientist with Technology: The Effect of Within-Gender versus Cross-Gender Team Argumentation on Science Knowledge and Argumentation Skills among Middle-Level Students
Educational Technology Research and Development Vol. 66, No. 3 (2018) pp. 733–766
The purpose of this mixed-methods study was to explore the effect of within-gender and cross-gender team argumentation on seventh graders' science knowledge and argumentation skills in a computer-assisted learning environment in the United States. A ...
Development Research of a Teachers' Educational Performance Support System: The Practices of Design, Development, and Evaluation
Educational Technology Research and Development Vol. 58, No. 1 (February 2010) pp. 61–80
This study adopted design and development research methodology (Richey & Klein, "Design and development research: Methods, strategies, and issues," 2007) to systematically investigate the process of applying instructional design principles, human...
Cathy Newman-Thomas; Cindy Ann Smith; Xinting Zhao; Caroline I. Kethley; Herbert J. Rieth; Elizabeth A. Swanson; Yusung Heo
Journal of Special Education Technology Vol. 27, No. 1 (2012) pp. 15–32
Technology is used widely in teacher education for a variety of purposes, including skill development.Recent research on technology in teacher education is investigating the potential of technology to provide high-quality learning experiences that...
Nick L. Smith; Paul R. Brandon; Melanie Hwalek; Susan J. Kistler; Susan N. Labin; Jim Rugh; Veronica Thomas; Louise Yarnall
American Journal of Evaluation Vol. 32, No. 4 (December 2011) pp. 565–599
2011 is the 25th anniversary of the American Evaluation Association. Such occasions are often recognized both by looking back to assess and celebrate accomplishments of the past and by looking ahead to anticipate the problems and potential of the...
Earth surface modeling for education: How effective is it? Four semesters of classroom tests with WILSIM‐GC
Wei Luo; Thomas J. Smith; Kyle Whalley; Andrew Darling; Carol Ormand; Wei‐Chen Hung; Jui‐Ling Chiang; Jon Pelletier; Kirk Duffin
British Journal of Educational Technology Vol. 50, No. 3 (May 2019) pp. 1462–1481
This paper presents results from a randomized experimental design replicated over four semesters that compared students’ performance in understanding landform evolution processes as measured by the pretest to posttest score growth between two...