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Resource | Measuring Knowledge Integration: Validation of Four-Year Assessments
Liu, O.L., Lee, H.S., & Linn, M.C. (2011b). Measuring knowledge integration: Validation of four-year assessments. Journal of Research in Science Teaching, 48(9), 1079-1107. ABSTRACT: Science education needs valid, authentic, and efficient assessments. Many typical science assessments primarily measure recall of isolated information. This paper reports on the validation of assessments that…
Posted: Tuesday, February 14
Resource | Measuring Knowledge Integration: Validation of Four-Year Assessments
Liu, O.L., Lee, H.S., & Linn, M.C. (2011b). Measuring knowledge integration: Validation of four-year assessments. Journal of Research in Science Teaching, 48(9), 1079-1107. ABSTRACT: Science education needs valid, authentic, and efficient assessments. Many typical science assessments primarily measure recall of isolated information. This paper reports on the validation of assessments that…
Posted: Tuesday, February 14
Resource | Measuring Knowledge Integration: Validation of Four-Year Assessments
Liu, O.L., Lee, H.S., & Linn, M.C. (2011b). Measuring knowledge integration: Validation of four-year assessments. Journal of Research in Science Teaching, 48(9), 1079-1107. ABSTRACT: Science education needs valid, authentic, and efficient assessments. Many typical science assessments primarily measure recall of isolated information. This paper reports on the validation of assessments that…
Posted: Tuesday, February 14
Resource | An Investigation of Explanation Multiple-Choice Items in Science Assessment
Liu, O. L., Lee, H.S. & Linn, M.C. (2011a). An investigation of explanation multiple-choice items in science assessment. Educational Assessment, 16, 164-184. ABSTRACT: Both multiple-choice and constructed-response items have known advantages and disadvantages in measuring scientific inquiry. In this article we explore the function of explanation multiple-choice (EMC) items and examine how EMC…
Posted: Tuesday, February 14
Resource | An Investigation of Explanation Multiple-Choice Items in Science Assessment
Liu, O. L., Lee, H.S. & Linn, M.C. (2011a). An investigation of explanation multiple-choice items in science assessment. Educational Assessment, 16, 164-184. ABSTRACT: Both multiple-choice and constructed-response items have known advantages and disadvantages in measuring scientific inquiry. In this article we explore the function of explanation multiple-choice (EMC) items and examine how EMC…
Posted: Tuesday, February 14
Resource | An Investigation of Explanation Multiple-Choice Items in Science Assessment
Liu, O. L., Lee, H.S. & Linn, M.C. (2011a). An investigation of explanation multiple-choice items in science assessment. Educational Assessment, 16, 164-184. ABSTRACT: Both multiple-choice and constructed-response items have known advantages and disadvantages in measuring scientific inquiry. In this article we explore the function of explanation multiple-choice (EMC) items and examine how EMC…
Posted: Tuesday, February 14
Resource | An Investigation of Explanation Multiple-Choice Items in Science Assessment
Liu, O. L., Lee, H.S. & Linn, M.C. (2011a). An investigation of explanation multiple-choice items in science assessment. Educational Assessment, 16, 164-184. ABSTRACT: Both multiple-choice and constructed-response items have known advantages and disadvantages in measuring scientific inquiry. In this article we explore the function of explanation multiple-choice (EMC) items and examine how EMC…
Posted: Tuesday, February 14
Resource | Combining Learning and Assessment to Improve Science Education
Linn, M. C., & Chiu, J. (2011). Combining learning and assessment to improve science education. Research and Practice in Assessment, 5(Winter 2011), 4-13. High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors…
Posted: Tuesday, February 14
Resource | Combining Learning and Assessment to Improve Science Education
Linn, M. C., & Chiu, J. (2011). Combining learning and assessment to improve science education. Research and Practice in Assessment, 5(Winter 2011), 4-13. High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors…
Posted: Tuesday, February 14
Resource | Combining Learning and Assessment to Improve Science Education
Linn, M. C., & Chiu, J. (2011). Combining learning and assessment to improve science education. Research and Practice in Assessment, 5(Winter 2011), 4-13. High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors…
Posted: Tuesday, February 14
Resource | Combining Learning and Assessment to Improve Science Education
Linn, M. C., & Chiu, J. (2011). Combining learning and assessment to improve science education. Research and Practice in Assessment, 5(Winter 2011), 4-13. High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors…
Posted: Tuesday, February 14
Resource | College Students’ Temporal-Magnitude Recognition Ability Associated With Durations of Scientific Changes
Lee, H. –S., Liu, O. L., Price, C. A., & Kendall, A. (2011). College students’ temporal magnitude recognition ability associated with durations of scientific change. Journal of Research in Science Teaching, 48(3), 317-335. ABSTRACT: The purpose of this study was to explore college students’ recognition of temporal magnitudes associated with durations of scientific changes through construct…
Posted: Tuesday, February 14
Resource | College Students’ Temporal-Magnitude Recognition Ability Associated With Durations of Scientific Changes
Lee, H. –S., Liu, O. L., Price, C. A., & Kendall, A. (2011). College students’ temporal magnitude recognition ability associated with durations of scientific change. Journal of Research in Science Teaching, 48(3), 317-335. ABSTRACT: The purpose of this study was to explore college students’ recognition of temporal magnitudes associated with durations of scientific changes through construct…
Posted: Tuesday, February 14
Resource | College Students’ Temporal-Magnitude Recognition Ability Associated With Durations of Scientific Changes
Lee, H. –S., Liu, O. L., Price, C. A., & Kendall, A. (2011). College students’ temporal magnitude recognition ability associated with durations of scientific change. Journal of Research in Science Teaching, 48(3), 317-335. ABSTRACT: The purpose of this study was to explore college students’ recognition of temporal magnitudes associated with durations of scientific changes through construct…
Posted: Tuesday, February 14
Resource | College Students’ Temporal-Magnitude Recognition Ability Associated With Durations of Scientific Changes
Lee, H. –S., Liu, O. L., Price, C. A., & Kendall, A. (2011). College students’ temporal magnitude recognition ability associated with durations of scientific change. Journal of Research in Science Teaching, 48(3), 317-335. ABSTRACT: The purpose of this study was to explore college students’ recognition of temporal magnitudes associated with durations of scientific changes through construct…
Posted: Tuesday, February 14
Resource | Teaching to design educational technologies
Kali, Y., & Ronen-Fuhrmann, T., (2011). Teaching to design educational technologies. The International Journal of Learning Technology (IJLT). 6(1), 4-23 ABSTRACT: Finding ways to support novice educational technology designers is of high importance in many design fields. In this research we examined three courses in which graduate students learned to design technology-based curriculum modules…
Posted: Tuesday, February 14
Resource | Teaching to design educational technologies
Kali, Y., & Ronen-Fuhrmann, T., (2011). Teaching to design educational technologies. The International Journal of Learning Technology (IJLT). 6(1), 4-23 ABSTRACT: Finding ways to support novice educational technology designers is of high importance in many design fields. In this research we examined three courses in which graduate students learned to design technology-based curriculum modules…
Posted: Tuesday, February 14
Resource | Teaching to design educational technologies
Kali, Y., & Ronen-Fuhrmann, T., (2011). Teaching to design educational technologies. The International Journal of Learning Technology (IJLT). 6(1), 4-23 ABSTRACT: Finding ways to support novice educational technology designers is of high importance in many design fields. In this research we examined three courses in which graduate students learned to design technology-based curriculum modules…
Posted: Tuesday, February 14
Resource | Teaching to design educational technologies
Kali, Y., & Ronen-Fuhrmann, T., (2011). Teaching to design educational technologies. The International Journal of Learning Technology (IJLT). 6(1), 4-23 ABSTRACT: Finding ways to support novice educational technology designers is of high importance in many design fields. In this research we examined three courses in which graduate students learned to design technology-based curriculum modules…
Posted: Tuesday, February 14
Resource | Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning
Kali, Y., Markauskaite, L.,  Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS. ABSTRACT: Designing technology-enhanced learning requires merging technological, pedagogical, and content knowledge domains, and thus often…
Posted: Tuesday, February 14
Resource | Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning
Kali, Y., Markauskaite, L.,  Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS. ABSTRACT: Designing technology-enhanced learning requires merging technological, pedagogical, and content knowledge domains, and thus often…
Posted: Tuesday, February 14
Resource | Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning
Kali, Y., Markauskaite, L.,  Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS. ABSTRACT: Designing technology-enhanced learning requires merging technological, pedagogical, and content knowledge domains, and thus often…
Posted: Tuesday, February 14
Resource | Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning
Kali, Y., Markauskaite, L.,  Goodyear, P., & Ward, M-H. (2011). Bridging multiple expertise in collaborative design for technology-enhanced learning. Proceedings of the Computer Supported Collaborative Learning (CSCL) conference (pp. 831-835). ISLS. ABSTRACT: Designing technology-enhanced learning requires merging technological, pedagogical, and content knowledge domains, and thus often…
Posted: Tuesday, February 14
Resource | Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Posted: Tuesday, February 14
Resource | Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Posted: Tuesday, February 14
Resource | Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Posted: Tuesday, February 14
Resource | Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.
Kali, Y., Markauskaite, L., & Goodyear, P. (2011). Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media, & Technology. 36(2), 129-149.
Posted: Tuesday, February 14
Resource | Professional Development for Technology- Enhanced Inquiry Science
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: 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…
Posted: Tuesday, February 14
Resource | Professional Development for Technology- Enhanced Inquiry Science
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: 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…
Posted: Tuesday, February 14
Resource | Professional Development for Technology- Enhanced Inquiry Science
Gerard, L.F., Varma, K., Corliss, S., & Linn, M.C (2011). Professional development in technology-enhanced science. Review of Educational Research. 81(3), 408 – 448 ABSTRACT: 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…
Posted: Tuesday, February 14