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Resource | Collaboration as Scaffolding to Learn from Dynamic, Interactive Scientific Visualizations
Shen, J., Chang, H.-Y., Chen, J.K., Chiu, J., Matuk, C., Schwendimann, B. et al. (2011). Collaboration as scaffolding to learn from dynamic, interactive scientific visualizations. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume III-Community Events Proceedings (pp. 1029-…
Shen, J., Chang, H.-Y., Chen, J.K., Chiu, J., Matuk, C., Schwendimann, B. et al. (2011). Collaboration as scaffolding to learn from dynamic, interactive scientific visualizations. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume III-Community Events Proceedings (pp. 1029-…
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Resource | School Principals’ Influence on Science Teachers’ Technology Implementation: A Retrospective Analysis
Peled, Y. Kali, Y. & Dori Y.J. (2011). School principals' influence on science teachers' technology implementation: A retrospective analysis. International Journal of Leadership in Education, 14(2), 229-245. ABSTRACT: This paper describes a longitudinal study, in which the interaction between junior high school principals and science teachers is characterized, and its influence on…
Peled, Y. Kali, Y. & Dori Y.J. (2011). School principals' influence on science teachers' technology implementation: A retrospective analysis. International Journal of Leadership in Education, 14(2), 229-245. ABSTRACT: This paper describes a longitudinal study, in which the interaction between junior high school principals and science teachers is characterized, and its influence on…
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Resource | School Principals’ Influence on Science Teachers’ Technology Implementation: A Retrospective Analysis
Peled, Y. Kali, Y. & Dori Y.J. (2011). School principals' influence on science teachers' technology implementation: A retrospective analysis. International Journal of Leadership in Education, 14(2), 229-245. ABSTRACT: This paper describes a longitudinal study, in which the interaction between junior high school principals and science teachers is characterized, and its influence on…
Peled, Y. Kali, Y. & Dori Y.J. (2011). School principals' influence on science teachers' technology implementation: A retrospective analysis. International Journal of Leadership in Education, 14(2), 229-245. ABSTRACT: This paper describes a longitudinal study, in which the interaction between junior high school principals and science teachers is characterized, and its influence on…
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Resource | School Principals’ Influence on Science Teachers’ Technology Implementation: A Retrospective Analysis
Peled, Y. Kali, Y. & Dori Y.J. (2011). School principals' influence on science teachers' technology implementation: A retrospective analysis. International Journal of Leadership in Education, 14(2), 229-245. ABSTRACT: This paper describes a longitudinal study, in which the interaction between junior high school principals and science teachers is characterized, and its influence on…
Peled, Y. Kali, Y. & Dori Y.J. (2011). School principals' influence on science teachers' technology implementation: A retrospective analysis. International Journal of Leadership in Education, 14(2), 229-245. ABSTRACT: This paper describes a longitudinal study, in which the interaction between junior high school principals and science teachers is characterized, and its influence on…
Posted:
Resource | School Principals’ Influence on Science Teachers’ Technology Implementation: A Retrospective Analysis
Peled, Y. Kali, Y. & Dori Y.J. (2011). School principals' influence on science teachers' technology implementation: A retrospective analysis. International Journal of Leadership in Education, 14(2), 229-245. ABSTRACT: This paper describes a longitudinal study, in which the interaction between junior high school principals and science teachers is characterized, and its influence on…
Peled, Y. Kali, Y. & Dori Y.J. (2011). School principals' influence on science teachers' technology implementation: A retrospective analysis. International Journal of Leadership in Education, 14(2), 229-245. ABSTRACT: This paper describes a longitudinal study, in which the interaction between junior high school principals and science teachers is characterized, and its influence on…
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Resource | Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters
McElhaney, K.W. & Linn, M.C. (2011). Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters. Journal of Research in Science Teaching, 48(7), 745-770. ABSTRACT: This study examines how students’ experimentation with a virtual environment contributes to their understanding of a complex, realistic inquiry problem. We designed a week-long, technology-…
McElhaney, K.W. & Linn, M.C. (2011). Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters. Journal of Research in Science Teaching, 48(7), 745-770. ABSTRACT: This study examines how students’ experimentation with a virtual environment contributes to their understanding of a complex, realistic inquiry problem. We designed a week-long, technology-…
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Resource | Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters
McElhaney, K.W. & Linn, M.C. (2011). Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters. Journal of Research in Science Teaching, 48(7), 745-770. ABSTRACT: This study examines how students’ experimentation with a virtual environment contributes to their understanding of a complex, realistic inquiry problem. We designed a week-long, technology-…
McElhaney, K.W. & Linn, M.C. (2011). Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters. Journal of Research in Science Teaching, 48(7), 745-770. ABSTRACT: This study examines how students’ experimentation with a virtual environment contributes to their understanding of a complex, realistic inquiry problem. We designed a week-long, technology-…
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Resource | Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters
McElhaney, K.W. & Linn, M.C. (2011). Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters. Journal of Research in Science Teaching, 48(7), 745-770. ABSTRACT: This study examines how students’ experimentation with a virtual environment contributes to their understanding of a complex, realistic inquiry problem. We designed a week-long, technology-…
McElhaney, K.W. & Linn, M.C. (2011). Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters. Journal of Research in Science Teaching, 48(7), 745-770. ABSTRACT: This study examines how students’ experimentation with a virtual environment contributes to their understanding of a complex, realistic inquiry problem. We designed a week-long, technology-…
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Resource | Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters
McElhaney, K.W. & Linn, M.C. (2011). Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters. Journal of Research in Science Teaching, 48(7), 745-770. ABSTRACT: This study examines how students’ experimentation with a virtual environment contributes to their understanding of a complex, realistic inquiry problem. We designed a week-long, technology-…
McElhaney, K.W. & Linn, M.C. (2011). Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters. Journal of Research in Science Teaching, 48(7), 745-770. ABSTRACT: This study examines how students’ experimentation with a virtual environment contributes to their understanding of a complex, realistic inquiry problem. We designed a week-long, technology-…
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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…
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…
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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…
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…
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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…
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…
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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…
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…
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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…
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…
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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…
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…
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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…
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…
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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…
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…
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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…
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…
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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…
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…
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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…
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:
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…
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…
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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…
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…
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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…
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…
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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…
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…
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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…
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…
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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…
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…
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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…
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…
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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…
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…
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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…
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…
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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…
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…
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