BACKGROUND: Pedagogical approaches that support young people's well-being and maximize th... more BACKGROUND: Pedagogical approaches that support young people's well-being and maximize their potential are among the Journal of School Health research priorities. A unique form of observational learning called biblioguidance could be a pedagogical approach. METHODS: We, a team of researchers and teachers, implemented biblioguidance book clubs with 10th-grade health education students. While the initial focus was health literacy skills, we also aimed to generate psychosocial benefits. Those benefits are the focus of the current descriptive phenomenological research. A final book club reflection captured the benefits students received and documented their transformation. We randomly selected 42 reflections from the sample pool (n = 168) and coded them via descriptive document analysis. RESULTS: The results indicate that the book clubs provided psychosocial benefits. Students identified with the stories and characters, gained insight into others' perspectives, lived experiences, and ''ways of the world,'' and were, in many ways, transformed. Some students even experienced catharsis, citing hope, validation, and feeling less alone.
Teaching the components of health advocacy is straightforward, but fostering young people&#39... more Teaching the components of health advocacy is straightforward, but fostering young people's self-efficacy to be health advocates for themselves, others, and their community is more complex. This complexity sometimes renders advocating for health, the basis of National Health Education Standard (NHES) #8, challenging to teach. We utilized a pedagogical approach called biblioguidance to teach this skill to 10th-grade students. The premise of biblioguidance, also called bibliotherapy, is that information, guidance, and even solace can be found through reading and vicariously living story events. To implement this approach, we consulted the literature and created a six-step framework to guide the design, development, and evaluation of a health advocacy curriculum, including young adult novels, guided reading prompts, electronic journals, and small group discussions. Our pre/post-assessment, rooted in NHES #8, evaluated the impact on students' (N = 168) self-efficacy to health advocate for themselves, others, and the community. Results revealed a significant change (p < .001), particularly in advocating for community health. Further, the teachers found that the curriculum facilitated the discussion of health-related topics in subsequent units. We will continue using the curriculum but expand it to include opportunities for authentic application and qualitative data evaluation techniques.
The Clearing house/The clearing house, May 23, 2024
Nationally recognized social justice standards guide educators in developing social justice educa... more Nationally recognized social justice standards guide educators in developing social justice education. Absent from the guidance are tools to conduct initial formative assessment or to measure the impact of related instruction. To fill that gap, an academic researcher and 10th-grade teacher used a 3-phased, 9-step process to develop, pilot test, and evaluate a self-assessment tool called the Social Justice Educational Assessment Scale (SJEAS). In Phase 1, the team created the SJEAS items, aligning each with the Learning for Justice 9th–12th-grade social justice learning outcomes to ensure content validity. In Phase 2, they pretested the questions, revised the scale, and administered it to 322 student participants. Next, they conducted inter-item and total-item correlation tests and principal component analysis to ensure internal consistency. In Phase 3, they evaluated the SJEAS. Preliminary results indicate the SJEAS could provide educators and curriculum coordinators with a practical formative assessment and impact evaluation tool for social justice education aligned with nationally recognized learning outcomes. Complementary data, including classroom assignments and student discussions, would further enhance its value.
Nationally recognized social justice standards guide educators in developing social justice educa... more Nationally recognized social justice standards guide educators in developing social justice education. Absent from the guidance are tools to conduct initial formative assessment or to measure the impact of related instruction. To fill that gap, an academic researcher and 10th-grade teacher used a 3-phased, 9-step process to develop, pilot test, and evaluate a self-assessment tool called the Social Justice Educational Assessment Scale (SJEAS). In Phase 1, the team created the SJEAS items, aligning each with the Learning for Justice 9th–12th-grade social justice learning outcomes to ensure content validity. In Phase 2, they pretested the questions, revised the scale, and administered it to 322 student participants. Next, they conducted inter-item and total-item correlation tests and principal component analysis to ensure internal consistency. In Phase 3, they evaluated the SJEAS. Preliminary results indicate the SJEAS could provide educators and curriculum coordinators with a practical formative assessment and impact evaluation tool for social justice education aligned with nationally recognized learning outcomes. Complementary data, including classroom assignments and student discussions, would further enhance its value.
BACKGROUND: Pedagogical approaches that support young people's well-being and maximize their pote... more BACKGROUND: Pedagogical approaches that support young people's well-being and maximize their potential are among the Journal of School Health research priorities. A unique form of observational learning called biblioguidance could be a pedagogical approach. METHODS: We, a team of researchers and teachers, implemented biblioguidance book clubs with 10th-grade health education students. While the initial focus was health literacy skills, we also aimed to generate psychosocial benefits. Those benefits are the focus of the current descriptive phenomenological research. A final book club reflection captured the benefits students received and documented their transformation. We randomly selected 42 reflections from the sample pool (n = 168) and coded them via descriptive document analysis. RESULTS: The results indicate that the book clubs provided psychosocial benefits. Students identified with the stories and characters, gained insight into others' perspectives, lived experiences, and ''ways of the world,'' and were, in many ways, transformed. Some students even experienced catharsis, citing hope, validation, and feeling less alone.
Teaching the components of health advocacy is straightforward, but fostering young people's self-... more Teaching the components of health advocacy is straightforward, but fostering young people's self-efficacy to be health advocates for themselves, others, and their community is more complex. This complexity sometimes renders advocating for health, the basis of National Health Education Standard (NHES) #8, challenging to teach. We utilized a pedagogical approach called biblioguidance to teach this skill to 10th-grade students. The premise of biblioguidance, also called bibliotherapy, is that information, guidance, and even solace can be found through reading and vicariously living story events. To implement this approach, we consulted the literature and created a six-step framework to guide the design, development, and evaluation of a health advocacy curriculum, including young adult novels, guided reading prompts, electronic journals, and small group discussions. Our pre/post-assessment, rooted in NHES #8, evaluated the impact on students' (N = 168) self-efficacy to health advocate for themselves, others, and the community. Results revealed a significant change (p < .001), particularly in advocating for community health. Further, the teachers found that the curriculum facilitated the discussion of health-related topics in subsequent units. We will continue using the curriculum but expand it to include opportunities for authentic application and qualitative data evaluation techniques.
In this issue of Library Technology Reports (vol. 55, no. 4), "Librarians as Online Course Design... more In this issue of Library Technology Reports (vol. 55, no. 4), "Librarians as Online Course Designers and Instructors," the authors explore how librarians can apply research-based practices for instructional design and online pedagogy when designing and delivering instruction for fully online learning settings. This report explains the role of librarians in online learning-as designers, instructors, or coteachers. Throughout this report, the contributing authors address various considerations of online learning-ranging from fostering community and integrating social media to dealing with issues specific to online K-12 learning and to assessment and evaluation. Throughout, resources and recommended readings are provided.
Twenty-first century learners' learning experiences require vastly different instructional opport... more Twenty-first century learners' learning experiences require vastly different instructional opportunities than the generation before. These electronically bred learners have become "wired" to learn best from and to prefer instructional activities that allow them to manipulate their learning environment. With this understanding, educators should respond with instructional practices that not only support learners' fundamental and preferred learning behaviors but also provide environments that foster creative and critical thinking experiences. New Web 2.0 educational technologies can help educators to deliver rich instruction that is relevant, appropriate, and that affords a "playground" in which generative learning can take place. This chapter introduces readers to a category of interactive technology instruments called visualization tools and how these tools can be used to stimulate generative learning. Examples are provided and criticisms of text visualization tools are also carefully considered. Readers are challenged to explore new uses for and the impact of visualization tools.
There are 56.7 million people with disabilities (PWD) living in the United States; yet, PWD are s... more There are 56.7 million people with disabilities (PWD) living in the United States; yet, PWD are significantly underrepresented in health research. Even when researchers purposively seek to include PWD in studies, challenges emerge related to recruitment and retention, leading to inadequate representation and surface understandings of this population. This in turn contributes to the perpetuation of implicit and explicit health disparities that are already experienced by this population. Grounded within a qualitative, community-based participatory health research framework, we highlight challenges associated with recruiting and retaining PWD in health research, including a critical analysis of the research enterprise structure, how this disables accessible research practices for PWD, and leads to continued skepticism among PWD regarding the value of participating in research. Finally, we propose solutions to create and maintain a culture of access and inclusion as well as long-term collaborative and equity-focused partnerships.
A public health approach to uncovering the healthrelated needs of teen library patrons. The Journ... more A public health approach to uncovering the healthrelated needs of teen library patrons. The Journal of Research on Libraries and Young Adults 11(1).
To increase the likelihood a preservice teacher would intervene into a bullying situation, it is ... more To increase the likelihood a preservice teacher would intervene into a bullying situation, it is necessary to understand their attitudes towards and beliefs about different types of bullying. Results from this study indicate preservice teachers respond to different types of bullying in different ways. They are more likely to rate bullying directed towards one's sexual orientation as serious and important in which to intervene; however, compared to other types, they are more likely to intervene into physical bullying. The attitudes and beliefs that most greatly predicted the likelihood of intervention included empathy towards the victim, believing it was important to intervene, and having the selfefficacy to do so. Suggestions for how professional preparation programs can use this information to design learning experiences that better prepare preservice teachers' and increase the likelihood they would intervene into bullying are shared.
Visualization can be defined as the conversion of information to a symbolic representation of a p... more Visualization can be defined as the conversion of information to a symbolic representation of a particular idea, concept, or data object. In simplified terms, McCormick (1987) explained visualization as the process of transforming data, information, and knowledge into graphic symbolic presentations. There are advantages in use of tools designed to make the transformation of text possible. First, visualization tools can be used to make information more accessible. Early proponents reported successful use of visualization retrieval tools to present bibliographic displays generated from hugh amounts of digital information. According to Wise, (Wise, et al, 1995) data sources become manageable and information retrieval efficient through organized graphic displays. Secondly, visualization permits perception at a higher level. Tools designed to create visualizations allow users to explore the symbolic structure of a text. Thinking processes are enhanced as users are interactively engaged in the reading process. Users may create images in order to identify relationships, main ideas, and patterns thus facilitating concept attainment and critical analyses of reading materials (Sadoski, & Paivio, 2001). Johnson-Glenberg examined the effects of question-writing and word association with visual imagery. The results of her study showed significant increase in reading comprehension scores for struggling readers (2005). These and other generative strategies suggest visualization tools can be used for ensuring recall and comprehension for readers of all ages (Hook & Borner, 2005; Mills, 2009; Wittrock, 1992). In more simple settings such as elementary school classrooms, concepts maps, pictographs, and word clouds can be used for making connections and predicting themes within expository text (Foote, 2009; Oliver, 2009). Most teachers have used pictographs and other representations for reading lessons however word clouds have only recently been used in K-12 classrooms. The website Wordle.net provides an easy to use tool for creating word clouds by both teachers and K-12 students. In higher education, visualization tools accessible through Many Eyes provide interactive activities that include word clouds, tag clouds, and word trees, but with more complex textual information (
This dissertation explored elements from communication, behavior, and learning theories as a mean... more This dissertation explored elements from communication, behavior, and learning theories as a means of positively affecting motivation and cognitive performance. Little or no research exists to show how these concepts could be collapsed into an instructional design technique that stimulates and sustains situational interest in a task as a means of generating motivation and improving cognitive performance. A behavioral construct, tailored lesson introduction was regarded as a unique way of integrating those elements. In an experimental-control design study, 98 college education majors at a Midwestern university were asked to pre-and postappraise an online lesson about website evaluation, complete a postinstruction cognitive assessment, and attribute their performance to affect-or competence-related factors. Participants in the experimental groups were exposed to tailored lesson introductions designed to make the lesson more personally relevant; participants in the control group were only exposed to the lesson's existing standard introduction. A risk assessment tool was used to identify and sort the experimental group participants into one of three message categories based on their perceptions about the lesson's topic. These participants, then, were exposed to an appropriate tailored introduction prior to beginning the lesson. It was hypothesized that students exposed to the tailored lesson introduction would report being more motivated to learn. Consequentially, it was also hypothesized that those students would perform significantly better on a postinstruction cognitive Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
ORIGINAL RESEARCH significantly impact a person's health-related quality of life, including physi... more ORIGINAL RESEARCH significantly impact a person's health-related quality of life, including physical, emotional, cognitive, social, functional, and spiritual well-being. 5,6 Cancer and its treatment has been called a "double whammy" for PWD and can lead to the development of secondary medical conditions as well as the exacerbation of the disabling condition itself. 7-9 Notwithstanding, PWD are an "unrecognized health disparity population" 10 and are largely absent from the cancer disparities agenda.
Australasian Journal of Educational Technology, Dec 15, 2014
This study explored the impact of authentic learning exercises, as an instructional strategy, on ... more This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers' technology integration self-efficacy and intentions to integrate technology. Also explored was the predictive relationship between change in preservice teachers' technology integration self-efficacy and change in intentions to integrate technology. Participants included 104 preservice teachers enrolled into a professional preparation methods course. Technology integration self-efficacy was measured as perceived technological knowledge (TK), pedagogical knowledge (PK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), and technological pedagogical content knowledge (TPACK). A paired samples t-test revealed a significant increase in self-efficacy for all TPACK constructs, as well as intentions to integrate technology. The effect was greatest for PCK. Also, multiple regression analysis revealed change in technology integration self-efficacy as a model, predicted change in intentions to integrate. Particularly change in perceived technology knowledge, predicted change in intentions. Implications for professional preparation programs are shared.
American journal of health education, Jun 23, 2014
A quasi-experimental study explored the impact of authentic learning exercises on preservice teac... more A quasi-experimental study explored the impact of authentic learning exercises on preservice teachers' motivational beliefs and intentions to integrate technology, as well as the ability of those beliefs to predict intentions. A questionnaire was used to assess 104 preservice teachers' expectancy-value related motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly selfefficacy and intrinsic goal-orientation. Also, motivational beliefs predicted intentions to integrate, with task value predicting significantly.
BACKGROUND: Pedagogical approaches that support young people&#39;s well-being and maximize th... more BACKGROUND: Pedagogical approaches that support young people&#39;s well-being and maximize their potential are among the Journal of School Health research priorities. A unique form of observational learning called biblioguidance could be a pedagogical approach. METHODS: We, a team of researchers and teachers, implemented biblioguidance book clubs with 10th-grade health education students. While the initial focus was health literacy skills, we also aimed to generate psychosocial benefits. Those benefits are the focus of the current descriptive phenomenological research. A final book club reflection captured the benefits students received and documented their transformation. We randomly selected 42 reflections from the sample pool (n = 168) and coded them via descriptive document analysis. RESULTS: The results indicate that the book clubs provided psychosocial benefits. Students identified with the stories and characters, gained insight into others&#39; perspectives, lived experiences, and &#39;&#39;ways of the world,&#39;&#39; and were, in many ways, transformed. Some students even experienced catharsis, citing hope, validation, and feeling less alone.
Teaching the components of health advocacy is straightforward, but fostering young people&#39... more Teaching the components of health advocacy is straightforward, but fostering young people&#39;s self-efficacy to be health advocates for themselves, others, and their community is more complex. This complexity sometimes renders advocating for health, the basis of National Health Education Standard (NHES) #8, challenging to teach. We utilized a pedagogical approach called biblioguidance to teach this skill to 10th-grade students. The premise of biblioguidance, also called bibliotherapy, is that information, guidance, and even solace can be found through reading and vicariously living story events. To implement this approach, we consulted the literature and created a six-step framework to guide the design, development, and evaluation of a health advocacy curriculum, including young adult novels, guided reading prompts, electronic journals, and small group discussions. Our pre/post-assessment, rooted in NHES #8, evaluated the impact on students&#39; (N = 168) self-efficacy to health advocate for themselves, others, and the community. Results revealed a significant change (p &lt; .001), particularly in advocating for community health. Further, the teachers found that the curriculum facilitated the discussion of health-related topics in subsequent units. We will continue using the curriculum but expand it to include opportunities for authentic application and qualitative data evaluation techniques.
The Clearing house/The clearing house, May 23, 2024
Nationally recognized social justice standards guide educators in developing social justice educa... more Nationally recognized social justice standards guide educators in developing social justice education. Absent from the guidance are tools to conduct initial formative assessment or to measure the impact of related instruction. To fill that gap, an academic researcher and 10th-grade teacher used a 3-phased, 9-step process to develop, pilot test, and evaluate a self-assessment tool called the Social Justice Educational Assessment Scale (SJEAS). In Phase 1, the team created the SJEAS items, aligning each with the Learning for Justice 9th–12th-grade social justice learning outcomes to ensure content validity. In Phase 2, they pretested the questions, revised the scale, and administered it to 322 student participants. Next, they conducted inter-item and total-item correlation tests and principal component analysis to ensure internal consistency. In Phase 3, they evaluated the SJEAS. Preliminary results indicate the SJEAS could provide educators and curriculum coordinators with a practical formative assessment and impact evaluation tool for social justice education aligned with nationally recognized learning outcomes. Complementary data, including classroom assignments and student discussions, would further enhance its value.
Nationally recognized social justice standards guide educators in developing social justice educa... more Nationally recognized social justice standards guide educators in developing social justice education. Absent from the guidance are tools to conduct initial formative assessment or to measure the impact of related instruction. To fill that gap, an academic researcher and 10th-grade teacher used a 3-phased, 9-step process to develop, pilot test, and evaluate a self-assessment tool called the Social Justice Educational Assessment Scale (SJEAS). In Phase 1, the team created the SJEAS items, aligning each with the Learning for Justice 9th–12th-grade social justice learning outcomes to ensure content validity. In Phase 2, they pretested the questions, revised the scale, and administered it to 322 student participants. Next, they conducted inter-item and total-item correlation tests and principal component analysis to ensure internal consistency. In Phase 3, they evaluated the SJEAS. Preliminary results indicate the SJEAS could provide educators and curriculum coordinators with a practical formative assessment and impact evaluation tool for social justice education aligned with nationally recognized learning outcomes. Complementary data, including classroom assignments and student discussions, would further enhance its value.
BACKGROUND: Pedagogical approaches that support young people's well-being and maximize their pote... more BACKGROUND: Pedagogical approaches that support young people's well-being and maximize their potential are among the Journal of School Health research priorities. A unique form of observational learning called biblioguidance could be a pedagogical approach. METHODS: We, a team of researchers and teachers, implemented biblioguidance book clubs with 10th-grade health education students. While the initial focus was health literacy skills, we also aimed to generate psychosocial benefits. Those benefits are the focus of the current descriptive phenomenological research. A final book club reflection captured the benefits students received and documented their transformation. We randomly selected 42 reflections from the sample pool (n = 168) and coded them via descriptive document analysis. RESULTS: The results indicate that the book clubs provided psychosocial benefits. Students identified with the stories and characters, gained insight into others' perspectives, lived experiences, and ''ways of the world,'' and were, in many ways, transformed. Some students even experienced catharsis, citing hope, validation, and feeling less alone.
Teaching the components of health advocacy is straightforward, but fostering young people's self-... more Teaching the components of health advocacy is straightforward, but fostering young people's self-efficacy to be health advocates for themselves, others, and their community is more complex. This complexity sometimes renders advocating for health, the basis of National Health Education Standard (NHES) #8, challenging to teach. We utilized a pedagogical approach called biblioguidance to teach this skill to 10th-grade students. The premise of biblioguidance, also called bibliotherapy, is that information, guidance, and even solace can be found through reading and vicariously living story events. To implement this approach, we consulted the literature and created a six-step framework to guide the design, development, and evaluation of a health advocacy curriculum, including young adult novels, guided reading prompts, electronic journals, and small group discussions. Our pre/post-assessment, rooted in NHES #8, evaluated the impact on students' (N = 168) self-efficacy to health advocate for themselves, others, and the community. Results revealed a significant change (p < .001), particularly in advocating for community health. Further, the teachers found that the curriculum facilitated the discussion of health-related topics in subsequent units. We will continue using the curriculum but expand it to include opportunities for authentic application and qualitative data evaluation techniques.
In this issue of Library Technology Reports (vol. 55, no. 4), "Librarians as Online Course Design... more In this issue of Library Technology Reports (vol. 55, no. 4), "Librarians as Online Course Designers and Instructors," the authors explore how librarians can apply research-based practices for instructional design and online pedagogy when designing and delivering instruction for fully online learning settings. This report explains the role of librarians in online learning-as designers, instructors, or coteachers. Throughout this report, the contributing authors address various considerations of online learning-ranging from fostering community and integrating social media to dealing with issues specific to online K-12 learning and to assessment and evaluation. Throughout, resources and recommended readings are provided.
Twenty-first century learners' learning experiences require vastly different instructional opport... more Twenty-first century learners' learning experiences require vastly different instructional opportunities than the generation before. These electronically bred learners have become "wired" to learn best from and to prefer instructional activities that allow them to manipulate their learning environment. With this understanding, educators should respond with instructional practices that not only support learners' fundamental and preferred learning behaviors but also provide environments that foster creative and critical thinking experiences. New Web 2.0 educational technologies can help educators to deliver rich instruction that is relevant, appropriate, and that affords a "playground" in which generative learning can take place. This chapter introduces readers to a category of interactive technology instruments called visualization tools and how these tools can be used to stimulate generative learning. Examples are provided and criticisms of text visualization tools are also carefully considered. Readers are challenged to explore new uses for and the impact of visualization tools.
There are 56.7 million people with disabilities (PWD) living in the United States; yet, PWD are s... more There are 56.7 million people with disabilities (PWD) living in the United States; yet, PWD are significantly underrepresented in health research. Even when researchers purposively seek to include PWD in studies, challenges emerge related to recruitment and retention, leading to inadequate representation and surface understandings of this population. This in turn contributes to the perpetuation of implicit and explicit health disparities that are already experienced by this population. Grounded within a qualitative, community-based participatory health research framework, we highlight challenges associated with recruiting and retaining PWD in health research, including a critical analysis of the research enterprise structure, how this disables accessible research practices for PWD, and leads to continued skepticism among PWD regarding the value of participating in research. Finally, we propose solutions to create and maintain a culture of access and inclusion as well as long-term collaborative and equity-focused partnerships.
A public health approach to uncovering the healthrelated needs of teen library patrons. The Journ... more A public health approach to uncovering the healthrelated needs of teen library patrons. The Journal of Research on Libraries and Young Adults 11(1).
To increase the likelihood a preservice teacher would intervene into a bullying situation, it is ... more To increase the likelihood a preservice teacher would intervene into a bullying situation, it is necessary to understand their attitudes towards and beliefs about different types of bullying. Results from this study indicate preservice teachers respond to different types of bullying in different ways. They are more likely to rate bullying directed towards one's sexual orientation as serious and important in which to intervene; however, compared to other types, they are more likely to intervene into physical bullying. The attitudes and beliefs that most greatly predicted the likelihood of intervention included empathy towards the victim, believing it was important to intervene, and having the selfefficacy to do so. Suggestions for how professional preparation programs can use this information to design learning experiences that better prepare preservice teachers' and increase the likelihood they would intervene into bullying are shared.
Visualization can be defined as the conversion of information to a symbolic representation of a p... more Visualization can be defined as the conversion of information to a symbolic representation of a particular idea, concept, or data object. In simplified terms, McCormick (1987) explained visualization as the process of transforming data, information, and knowledge into graphic symbolic presentations. There are advantages in use of tools designed to make the transformation of text possible. First, visualization tools can be used to make information more accessible. Early proponents reported successful use of visualization retrieval tools to present bibliographic displays generated from hugh amounts of digital information. According to Wise, (Wise, et al, 1995) data sources become manageable and information retrieval efficient through organized graphic displays. Secondly, visualization permits perception at a higher level. Tools designed to create visualizations allow users to explore the symbolic structure of a text. Thinking processes are enhanced as users are interactively engaged in the reading process. Users may create images in order to identify relationships, main ideas, and patterns thus facilitating concept attainment and critical analyses of reading materials (Sadoski, & Paivio, 2001). Johnson-Glenberg examined the effects of question-writing and word association with visual imagery. The results of her study showed significant increase in reading comprehension scores for struggling readers (2005). These and other generative strategies suggest visualization tools can be used for ensuring recall and comprehension for readers of all ages (Hook & Borner, 2005; Mills, 2009; Wittrock, 1992). In more simple settings such as elementary school classrooms, concepts maps, pictographs, and word clouds can be used for making connections and predicting themes within expository text (Foote, 2009; Oliver, 2009). Most teachers have used pictographs and other representations for reading lessons however word clouds have only recently been used in K-12 classrooms. The website Wordle.net provides an easy to use tool for creating word clouds by both teachers and K-12 students. In higher education, visualization tools accessible through Many Eyes provide interactive activities that include word clouds, tag clouds, and word trees, but with more complex textual information (
This dissertation explored elements from communication, behavior, and learning theories as a mean... more This dissertation explored elements from communication, behavior, and learning theories as a means of positively affecting motivation and cognitive performance. Little or no research exists to show how these concepts could be collapsed into an instructional design technique that stimulates and sustains situational interest in a task as a means of generating motivation and improving cognitive performance. A behavioral construct, tailored lesson introduction was regarded as a unique way of integrating those elements. In an experimental-control design study, 98 college education majors at a Midwestern university were asked to pre-and postappraise an online lesson about website evaluation, complete a postinstruction cognitive assessment, and attribute their performance to affect-or competence-related factors. Participants in the experimental groups were exposed to tailored lesson introductions designed to make the lesson more personally relevant; participants in the control group were only exposed to the lesson's existing standard introduction. A risk assessment tool was used to identify and sort the experimental group participants into one of three message categories based on their perceptions about the lesson's topic. These participants, then, were exposed to an appropriate tailored introduction prior to beginning the lesson. It was hypothesized that students exposed to the tailored lesson introduction would report being more motivated to learn. Consequentially, it was also hypothesized that those students would perform significantly better on a postinstruction cognitive Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
ORIGINAL RESEARCH significantly impact a person's health-related quality of life, including physi... more ORIGINAL RESEARCH significantly impact a person's health-related quality of life, including physical, emotional, cognitive, social, functional, and spiritual well-being. 5,6 Cancer and its treatment has been called a "double whammy" for PWD and can lead to the development of secondary medical conditions as well as the exacerbation of the disabling condition itself. 7-9 Notwithstanding, PWD are an "unrecognized health disparity population" 10 and are largely absent from the cancer disparities agenda.
Australasian Journal of Educational Technology, Dec 15, 2014
This study explored the impact of authentic learning exercises, as an instructional strategy, on ... more This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers' technology integration self-efficacy and intentions to integrate technology. Also explored was the predictive relationship between change in preservice teachers' technology integration self-efficacy and change in intentions to integrate technology. Participants included 104 preservice teachers enrolled into a professional preparation methods course. Technology integration self-efficacy was measured as perceived technological knowledge (TK), pedagogical knowledge (PK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), and technological pedagogical content knowledge (TPACK). A paired samples t-test revealed a significant increase in self-efficacy for all TPACK constructs, as well as intentions to integrate technology. The effect was greatest for PCK. Also, multiple regression analysis revealed change in technology integration self-efficacy as a model, predicted change in intentions to integrate. Particularly change in perceived technology knowledge, predicted change in intentions. Implications for professional preparation programs are shared.
American journal of health education, Jun 23, 2014
A quasi-experimental study explored the impact of authentic learning exercises on preservice teac... more A quasi-experimental study explored the impact of authentic learning exercises on preservice teachers' motivational beliefs and intentions to integrate technology, as well as the ability of those beliefs to predict intentions. A questionnaire was used to assess 104 preservice teachers' expectancy-value related motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly selfefficacy and intrinsic goal-orientation. Also, motivational beliefs predicted intentions to integrate, with task value predicting significantly.
In this quasi-experimental study, the authors explored the impact of authentic learning exercises... more In this quasi-experimental study, the authors explored the impact of authentic learning exercises on pre-service teachers’ motivational beliefs to integrate technology, as well as the ability of those beliefs to predict intentions to integrate. A questionnaire was used to assess 104 pre-service teachers’ motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning in relation to technology integration. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted their intentions to integrate technology into future instruction, with task value predicting significantly. The chapter concludes with implications for practice.
This book provides a descriptive, progressive narrative on the flipped classroom including its hi... more This book provides a descriptive, progressive narrative on the flipped classroom including its history, connection to theory, structure, and strategies for implementation. Important questions to consider when evaluating the purpose and effectiveness of flipping are answered. The book also highlights case studies of flipped higher education classrooms within five different subject areas. Each case study is similarly structured to highlight the reasons behind flipping, principles guiding flipped instructions, strategies used, and lessons learned. An appendix that contains lesson plans, course schedules, and descriptions of specific activities is also included.
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