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Developing middle grades students' abilities to be civically engaged and approach their world through a lens of civic-mindedness is an essential component of democratic citizens taking informed action. Leveraging an agency-centered, technology enabled approach, the authors of this article explore the influence authentic civic engagement projects have on the civic perspectives of young students. Eighty-three seventh-grade students participated in this mixed-method study. The researchers utlilized observational data, informal interviews, surveys, field notes, and document analysis; key assertions and findings are presented. Limitations and future research, including the necessity of developing students with a sense of civic-mindedness and the influence of technology, are discussed.

Student evaluations of college teaching have been endorsed and criticized for as long as they have been used as part of important decision-making practices in higher education. With the growth of distance education, the need for alternative approaches for these assessments has increased. We were interested in the extent to which outcomes were comparable across in-class and on-line course evaluations. We conducted a randomized controlled trial across 7 colleges, 25 departments, and 41 instructors at a large urban research university in the southeastern part of the United States. The distribution of ratings across demographic and comparison groups was similar. Response rates were lower for students participating online; however, none of the scale score differences between groups exceeded an effect size 0.21 and the estimated benefits were large. We discuss the advantages and disadvantages of alternative approaches for evaluating instruction in the context of past, current, and future research and practice.

Although technology-mediated learning has its advantages, it does not come without operational tradeoffs. Thus, consideration of the effectiveness of new modes of teacher preparation in comparison to traditional, longstanding, research-proven methods is necessary. In this study, we evaluated one large southern urban university's implementation of synchronous remote observations of teacher education candidates using live classroom software. We compared remote and face-to-face observations to determine if the modes of observation were equivalent in supporting professional growth and evaluating quality instruction. Results suggest that both modes of observation are not equal but are comparable in supporting graduate interns' professional growth and in measuring teaching effectiveness. The implications of this study shed light on the advantages and limitations of emergent technologies as teacher education programs explore alternative forms of Web-based evaluations of teacher candidates. (Contains 3 tables and 5 figures.)

While the importance of Science, Technology, Engineering, and Mathematics (STEM) education to address complex world problems, such as global warming, disease, and an increasingly interdependent world economy has led to many educational reform efforts in recent years, other content areas, such as social studies, have unnecessarily become marginalized. As STEM is not a standalone subject area, it serves as a tool to facilitate the learning of a variety of topics and is best served when integrated into all content areas, establishing a collaborative, rather than competitive, culture of content throughout the academic environment. To date, though, this integrated culture has not been realized.

The Group Learning At Significant Scale (GLASS) approach was developed to increase the scalability and efficacy of student design teams during large class sessions. GLASS utilizes freely available technology-mediated collaboration tools to facilitate instructional delivery, autograded assessment, and review of teams, alongside an innovative problem-based pedagogical approach. This immersive collaborative design experience is interwoven on a weekly basis with the technical content provided via video during the preceding week. Throughout the team design activity, the instructor monitors assignment progress in real-time for each team, examining solution drafts as they are constructed, and providing feedback via designated chat channels. This process affords students with varied opportunities to develop vital STEM knowledge and skills, such as designing a system/component/ process within specified constraints to meet desired needs, proficiency in working on multidisciplinary teams and communicating effectively, and the ability to formulate solutions to complex engineering problems. This paper discusses the rationale and components of GLASS, as well as results of a limited application study designed to examine student perceptions of the GLASS approach. GLASS was implemented within a Flipped Classroom format Electrical & Computer Engineering (ECE) course titled Computer Organization, with an enrollment of 116 students, and within the courses Software Engineering and Healthcare Systems Engineering, having enrollments of 140 students each. Student perceptions indicated that 71%, 70.1%, and 60.3% of respondents agreed or strongly agreed that the GLASS tools/procedures were sufficiently easy to learn, that group sessions promoted useful interactions, and that the collaboration mechanisms enhanced abilities to solve engineering problems, respectively. Results of this study inform the design of instructional settings in large enrollment STEM courses, while simultaneously addressing pedagogical and logistical challenges commonly seen in STEM and other education areas.

A laboratory pedagogy interweaving weekly student portfolios with onsite formative electronic laboratory assessments (ELAs) is developed and assessed within the laboratory component of a required core course of the electrical and computer engineering (ECE) undergraduate curriculum. The approach acts to promote student outcomes, and neutralize academic integrity violations, while refocusing instructor and teaching assistant roles toward high-gain instructional activities, such as personalized student tutoring. A mixed-method study evaluated the learning effectiveness and student satisfaction using biweekly ELAs versus traditional laboratory reports in a large-enrollment (N = 68) undergraduate computer engineering laboratory course. The results of the evaluation indicate statistically significant effects on both learning outcomes and student satisfaction from the use of formative assessments in laboratory delivery, which were corroborated by the instructor's reflections. Students in the ELA with tutoring enabled delivery cohort performed better on the post-test and were more satisfied with the laboratory assessment design and assistance received in laboratory than those in the control cohort. The findings offer a promising alternative for ECE and engineering laboratory instruction that fosters gains in practical skills and content mastery.

Recent research as well as local, state, and national mandates promote an increased role of technology in teaching and learning. In response to this call, K-12 institutions and colleges of education are faced with preparing current and future teachers to teach with technology. The current models of inservice and preservice teacher preparation with technology, although sometimes effective in developing technology skills, often fail to address numerous other issues related to integrating technology into the curriculum. One solution to these issues is for schools and universities to collaborate and improve teacher preparation simultaneously. This paper discusses issues with current technology and teacher preparation models, reasons for school-university collaborations, various models of school-university collaborations, and the positive results of these collaborations. This paper also provides a much needed categorization system that enables teacher educators to explore matters related to various types of school-university collaborations as well as acts as a catalyst for conversation and a tool for developing collaboration models that work in a local context. (Contains 1 table.)

In Hicks, Lee, Berson, Bolick, and Diem (2014), the authors revisited and revised a series of principles focusing on the preparation of social studies teachers for using digital technologies in the classroom, originally presented in the inaugural issue of "Contemporary Issues in Technology and Teacher Education" (Mason et al., 2000). This commentary aims to extend dialog associated with the updated guidelines, through an enhanced discussion of each of the four revisioned principles within the context of time, technology, and teacher education. The authors' efforts to more effectively guide the preparation of social studies educators in the utilization of technological applications in more useful, efficient, and appropriate ways is readily apparent and appreciated.

Purpose: The purpose of this research was to identify factors that influence the use of project management in higher education research projects by investigating the project management practices of assistant professors. Design/methodology/approach: Using a grounded theory approach that included in-depth, semi-structured interviews with 22 assistant professors across 13 US states, this study uncovered how participants used project management processes and tools and factors that enabled, motivated, and/or inhibited the use of project management in research projects. Findings: From the nearly 200 codes that were documented, 11 major categories emerged that led to the development of a grounded theory appropriate for participants of this study. Research limitations/implications: The primary limitation of this study was the sampling strategy (purposive and convenience sampling), which may limit broad generalizability. To ensure that the sampling strategy enabled a grounded theory to emerge from the data, theoretical sampling was used. Additional research is needed to describe the experiences of professors in other disciplines as well as others who are directly involved in research projects. Originality/value: While a single study of this topic cannot provide a universal basis for explaining how project management is used in higher education, this study suggests that there are several ways that professors and universities can increase the likelihood of research project success. Training in project management, broader and deeper research support services, and systematic processes to engage assistant professors in research support services are three recommendations for improving how professors manage their research projects. (Contains 1 figure and 2 tables.)

The University of North Carolina at Charlotte's College of Education offers a 100% online teacher licensure program. One component of the licensure program is the Graduate Internship, which involves the observation of graduate interns' teaching. With many current and potential students located in more remote areas of the state, the remote observation of graduate interns (ROGI) was developed. Although a technology-based solution to observation barriers, evaluation of the remote observation process was necessary for larger programmatic expansion. Thus, the purpose of this qualitative study was to describe from the experiences of university supervisors who had conducted remote observations for 1 year. Researchers sought to understand, from an administrative perspective, what was gained or lost in substituting ROGI for traditional face to face observations. Drawing from interview data, researchers explore four university supervisors' feelings about their experiences with ROGI, perceptions of the utility and limitations of ROGI, as well as their comfort in facilitating technology-mediated observations. Additionally, researchers describe university supervisor preferences in comparing face to face observations with ROGI, and examine from university supervisor experiences whether or not they believe the teaching internship semester can be effectively facilitated with technology.

This study evaluated the effectiveness of flexible learning options at a university serving multiple geographic areas (including remote and rural areas) and age groups by teaching an introduction to special education course to three large groups of pre-teacher education majors using three modes of instruction. The university offered sections as (a) a traditional large lecture class, (b) a fully online asynchronous course, and (c) a hybrid course with lecture and asynchronous online instruction. Data analysis centered on course performance, perceptions of instructional effectiveness, and perceptions of preparedness for future role as teachers of students with special needs. The researchers noted no statistically significant differences in students' perceptions of instructional effectiveness; however, the presumed attractiveness of the flexibility of online instruction did not appear to extend to traditional undergraduates who required more support in developing personal responsibility and organizational strategies. Results also indicated that face-to-face interactions with instructors positively impacted perceptions of preparedness for teaching.

With teacher shortages in both general and critical needs areas and constricting operating budgets, it is important for Colleges of Education to develop methods of providing alternative certification programs to reach larger segments of the population. One method of increasing the scope of potential preservice teachers is through the development of an online certification program. However, with such a program, a number of challenges related to effectively monitoring student's classroom teaching experiences exist. This study examined the results of a project providing interns with two forms of a technology-mediated, remote observation program with the objective of overcoming cost-related barriers to geographic dispersion of interns, while maintaining quality controls. In this paper, we will discuss the design, development, and implementation of this program. Specifically, we will compare issues related to intern satisfaction, observer satisfaction, learning effectiveness, and cost-effectiveness for both face-to-face and remote graduate intern observations. In addition, we will explore similarities and differences in two alternatives to remote observations, synchronous and asynchronous, as possible solutions for cost-effective expansion of teacher licensure programs. (Contains 6 tables.)

Ongoing developments in educational technology, including web-based instruction, streaming video, podcasting, video-conferencing, and the use of wikis and blogs to create learning communities, have substantial impact on distance education and preparation of special educators in rural communities. These developments can be overwhelming, however, for teacher educators reluctant to break away from traditional methods. Rather than lamenting the burden of ever-changing technology, the authors highlight technology tools that make the efforts of teacher educators in special education more effective, looking at the positive elements of technology in teaching in higher education and offering a proactive perspective on technology integration.

The purpose of this study was to examine student awareness of the pedagogical benefits of Web 2.0 to supplement in-class learning and to better understand factors that influence student decisions to adopt these tools, using the Decomposed Theory of Planned Behavior (DTPB). Findings indicated that while many students feel that some Web 2.0 applications can be effective at increasing satisfaction with a course, improving their learning and their writing ability, and increasing student interaction with other students and faculty; few choose to use them in educational contexts. Additional results indicated that student attitudes and their subjective norms are strong indicators of their intentions to use Web 2.0.

While researchers have studied the use and value of educational software for many years, study of school Web sites and/or their effectiveness is limited. In this investigation, we identified goals and functions of school Web sites and used the foundations of effective Web site design to develop an evaluation checklist. We then applied these criteria to a random sample of Web sites to identify the extent to which the key features were evident in them. The majority of the elementary school Web sites surveyed provided evidence of basic design principles; however, scores were not as good for structure, design, general components, and general ratings. Based on our findings, we derived and present a set of guidelines for developing and improving elementary school Web sites. We also suggest that future research efforts should examine contextual factors influencing the effectiveness of elementary school Web sites and how various stakeholders use elementary school Web sites. (Contains 1 table.)

While students are increasing their use of emerging technologies such as text messaging, wikis, social networks, and other Web 2.0 applications, this is not the case with many university faculty. The purpose of this study was to assess faculty's awareness of the benefits of Web 2.0 to supplement in-class learning and better understand faculty's decisions to adopt these tools using the decomposed theory of planned behavior (DTPB) model. Findings indicated that while some faculty members feel that some Web 2.0 technologies could improve students' learning, their interaction with faculty and with other peers, their writing abilities, and their satisfaction with the course; few choose to use them in the classroom. Additional results indicated that faculty's attitude and their perceived behavioral control are strong indicators of their intention to use Web 2.0. A number of implications are drawn highlighting how the use of Web 2.0 could be useful in the classroom. (Contains 2 figures and 5 tables.)

Recent calls for improvements in the teaching of science gave rise to the implementation of numerous reform strategies in the elementary classroom. Although, they have not met with success in all content areas, professional development workshops have been shown to be effective in producing changes in teachers, the teaching process, and ultimately student learning. The integration of hypermedia is one method of improving the effectiveness of elementary science professional development workshops. The purpose of this study was to examine the impact of the integration of hypermedia into professional development opportunities on elementary teachers' attitudes toward science. In this research, integrating hypermedia had a positive influence on elementary teachers' attitudes toward science and was an integral component of increases in their attitudes toward science. The study provides a foundation for future research related to integrating hypermedia into professional development settings. (Contains 1 table.)

The purpose of this study was to identify and analyze the adjustment problems encountered by international graduate students enrolled in American universities. Issues of interest included motives for attending graduate school, factors involved in facilitating and constraining the graduate school experience, personality traits that contribute to successful performance in a graduate program, and suggestions for future international graduate students. Semi-structured interviews of two international students were conducted with four major themes emerging. These were (a) student needs for a successful graduate program experience, (b) initial barriers to the graduate school experience, (c) consistent barriers to the graduate school experience, and (d) factors that facilitate a successful graduate school experience. These themes were further broken down into internal, external, and combined factors in an effort to better understand the graduate experience of international students. The importance of overcoming initial barriers, such as communication problems and culture shock; addressing consistent barriers to adaptation, such as becoming comfortable in a new learning environment and culture; and focusing on the development and enhancement of factors that facilitate adaptation, such as organizational skills, intrinsic motivation, social interaction, balancing time, and others are addressed. This article concludes with a series of recommendations to facilitate a better graduate school experience for international students.

High schools have traditionally focused on the in-depth instruction of specific subject matter and have served as both a preparatory phase for higher education for some students and an institution that prepares others to enter the workforce. One method to help high schools accomplish these goals is through the creation and maintenance of a school Web site. The purpose of this study was to evaluate the extent to which high schools' Web sites reflect the overarching goals of high schools and how well they meet criteria for effectiveness based on the fusion of literature on high schools and effective Web site design and development.

Past research has indicated that a number of problems in the teaching of science in elementary classrooms are rooted in the preparation of inservice teachers. One continuing concern is elementary teachers' lack of science content knowledge. As indicated by numerous research studies reporting positive results, one method of addressing these problems is through inservice teacher professional development workshops. While improved content knowledge has been reported as a positive result of professional development workshops, elementary science workshops have not resulted in the same success levels as other subject areas. One method of addressing some of the deficiencies in elementary science professional development workshops is with the integration of hypermedia into the professional development environment. This study examined whether the integration of hypermedia into elementary science professional development workshops resulted in greater increases in the science content knowledge of elementary teachers of science than traditional methods of elementary science professional development workshops. Workshops that integrated hypermedia into the professional development environment resulted in a significant increase in inservice elementary teachers' science content knowledge, when compared to the control group. However, when compared to the experimental group that participated in workshops without hypermedia, however, there was no significant difference in increases of science content knowledge. Implications of these outcomes are discussed.

Reprint of a presentation to the National Council of Geography Teachers in 1952 stating that a fundamental error in popular thought about geography is that the land masses of the continents are the basic divisions of the world. Analyzes the U.S. world position and claims the United States has a responsibility for the world's future. (NL)