Search results for author:Cassandra author:Scharber
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Society for Information Technology & Teacher Education International Conference Vol. 2003, No. 1 (2003) pp. 44–45
The eTIP Cases develop and assess learners' technology integration decision-making. They present typical classroom technology implementation scenarios to enhance learners' conceptual foundations and decision-making skills on integrating technology....
Journal of Adolescent & Adult Literacy Vol. 52, No. 1 (September 2008) pp. 66–68
Oftentimes it seems that education, as an institution, is populated by persons who work to preserve practices of the past and who do not depend upon or explore the advantages of digital literacies. Digital literacies, however, are here to stay--they ...
Society for Information Technology & Teacher Education International Conference Vol. 2004, No. 1 (2004) pp. 1709–1710
Web-based cases can provide learners opportunities to apply theory in practice. Through a realistic setting and formative feedback on a theory's use, cases are learning environments where users can make their thinking visible and receive input on...
Journal of Adolescent & Adult Literacy Vol. 53, No. 7 (April 2010) pp. 600–603
Today we thrive on an abundance of relatively cheap computing power and have the luxury of wasting most of it. It is quickly becoming not only possible but also financially sound, for educators to significantly complement, supplement, or even...
(2009) pp. 1–189
This dissertation examined online book clubs for youth offered during the summer by a metropolitan public library system. Voluntary reading rates for both boys and girls plummet as they move through adolescence (NEA, 2007, NAEP,...
"Struggling" Middle Schoolers: Engagement and Literate Competence in a Reading Writing Intervention Class
Reading Psychology Vol. 28, No. 1 (January 2007) pp. 51–73
In a report of a two-year study of seventh- and eighth-grade struggling readers, researchers employed a mixed research design to address the following guiding questions: (a) how do students' perceptions of the value and purpose of different media...
Journal of Technology, Learning, and Assessment Vol. 7, No. 1 (September 2008)
The purpose of this research is to analyze preservice teachers' use of and reactions to an automated essay scorer used within an online, case-based learning environment called ETIPS. Data analyzed include post-assignment surveys, a user log of...
ETIPS: Using Cases with Virtual Schools to Prepare for, Extend, and Deepen Preservice Teachers' Field Experiences
Journal of Computing in Teacher Education Vol. 24, No. 3 (2008) pp. 77–84
Field experiences are identified as an important component in the preparation of new teachers. As such, methods to supplement field experiences with pre- and post-activities that ready preservice teachers to effectively learn from them warrant...
Society for Information Technology & Teacher Education International Conference Vol. 2009, No. 1 (Mar 02, 2009) pp. 4056–4061
GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies. The design of this learning environment is grounded in the...
Society for Information Technology & Teacher Education International Conference Vol. 2008, No. 1 (Mar 03, 2008) pp. 2010–2013
In this brief paper we 1) present an overview of three online geography education environments (i.e. MSE, LGGT, and Geothentic) designed to help learners and instructors achieve the aforementioned instructional scenario, 2) use a lens of design...
Journal of Educational Computing Research Vol. 35, No. 3 (2006) pp. 267–287
Research on computer-based writing evaluation has only recently focused on the potential for providing formative feedback rather than summative assessment. This study tests the impact of an automated essay scorer (AES) that provides formative...
Journal of Interactive Learning Research Vol. 21, No. 4 (October 2010) pp. 483–513
Adventure learning (AL) provides learners with opportunities to explore real-world issues through authentic learning experiences within collaborative online learning environments. This paper reports on an AL program, designed using Keller’s ARCS...
Using the Technological, Pedagogical, and Content Knowledge Framework to Design Online Learning Environments and Professional Development
Journal of Educational Computing Research Vol. 41, No. 3 (2009) pp. 319–346
In this article we sought to understand how social studies teachers' metacognitive awareness of their technological, pedagogical, and content knowledge (TPACK) changed after their participation in a program that consisted of: (a) professional...
TPCK in Preservice and Inservice Teacher Education: A Discussion of how Technological Pedaogogical Content Knowledge is Facilitated and Constrained in Teacher Education Contexts
Society for Information Technology & Teacher Education International Conference Vol. 2007, No. 1 (Mar 26, 2007) pp. 2194–2195
Technological pedagogical content knowledge (TPCK) (Mishra & Koehler, 2006) is emerging as one of the field's more important contributions to teacher education. TPCK, a conceptual framework for technology integration, is based upon and extends...
Richard Beach; Martha Bigelow; Deborah Dillon; Jessie Dockter; Lee Galda; Lori Helman; Julie Kalnin; Bic Ngo; David O'Brien; Mistilina Sato; Cassandra Scharber; Karen Jorgensen; Lauren Liang; Martine Braaksma; Tanja Janssen
Research in the Teaching of English Vol. 43, No. 2 (November 2008) pp. 188–235
This article presents an annotated bibliography of research in the teaching of English. This annotated bibliography addresses the following topics: (1) discourse/cultural analysis; (2) literacy; (3) literary response/literature/narrative; (4)...
- Scharber, Cassandra (14)
- Doering, Aaron (6)
- Riedel, Eric (4)
- O'Brien, David (4)
- Miller, Charles (4)
- Veletsianos, George (3)
- Dexter, Sara (2)
- Schmidt, Denise (1)
- Scharber Doering, Cassandra M. (1)
- Sato, Mistilina (1)
- SITE (5)
- ISSN-1081-3004 (2)
- ISSN-0735-6331 (2)
- PQ3366923 (1)
- JILR (1)
- ISSN-1540-2525 (1)
- ISSN-1040-2454 (1)
- ISSN-0270-2711 (1)
- ISSN-0034-527X (1)