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Facilitated Telementoring for K-12 Students and Teachers
Judi Harris
The Electronic Emissary is a Web-based service and resource center that helps teachers and students with Internet access locate mentors who are experts in various disciplines, then plan and engage in curriculum-based learning.. In this way, the interaction that occurs among teachers and students face-to-face in the classroom is supplemented and extended by electronic mail, Web forum, chat, and audio/videoconferencing exchanges that occur among participating teachers, students, and volunteer mentors. These project-based online conversations typically range in length from 6 weeks to a full academic year, as students’ needs and interests dictate. When the issues being explored are multi-disciplinary, technically and conceptually sophisticated, or dependent upon current and highly specialized research and theory, additional expertise must be made directly available to students and teachers longitudinally, and on an as-needed basis. This is what telementoring offers to learners and educators today, and what the Electronic Emissary brings to students and teachers worldwide.
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Testing a TPACK-Based Technology Integration Assessment Rubric
Judi Harris, Neal Grandgenett, and Mark J. Hofer
Although there is ever-increasing emphasis on integrating technology in teaching, there are few well-tested and refined assessments to measure the quality of this integration. The few measures that are available tend to favor constructivist approaches to teaching, and thus do not accurately assess the quality of technology integration across a range of different teaching approaches. We have developed a more “pedagogically inclusive” instrument that reflects key TPACK concepts and that has proven to both reliable and valid in two successive rounds of testing. The instrument’s interrater reliability coefficient (.857) was computed using both Intraclass Correlation and a score agreement (84.1%) procedure. Internal consistency (using Cronbach’s Alpha) was .911. Test-retest reliability (score agreement) was 87.0%. Five TPACK experts also confirmed the instrument's construct and face validities. We offer this new rubric to help teacher educator's to more accurately assess the quality of technology integration in lesson plans, and suggest exploring its use in project and unit plans.
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Differentiating TPACK Development: Using Learning Activity Types with Inservice and Preservice Teachers
Mark J. Hofer and Judi Harris
As teacher educators have begun to recognize and acknowledge the complexity of teacher knowledge for technology integration, currently conceptualized as technological pedagogical content knowledge (TPACK), researchers are exploring multiple ways to help inservice and preservice teachers develop this highly situated, interdependent professional knowledge. In this article we overview the Learning Activity Types (LAT) approach to TPACK-building that we have developed and are testing, documenting how we utilize the approach in differentiated ways for preservice and inservice teachers.
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Social and emotional development of students with gifts and talents
Tracy L. Cross and Jennifer Riedl Cross
Honoring the leadership of Dr. Joyce Van Tassel-Baska, this book includes major strands of work central to defining the field of gifted education and discusses relevant trends and issues that have shaped or will shape the field. This comprehensive resource outlines three major sections: conceptions in gifted education such as intelligence, creativity, and eminence; linkage of theory to practice through curriculum and instruction, professional development, and assessment; and the infrastructure of gifted education that relies on research, policy, and leadership directions within and outside the field. Showcasing contributions from leading senior scholars in gifted education, this book is sure to be an invaluable resource for policymakers, scholars, researchers, and practitioners who are interested in research-based practices to better serve gifted students.
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Changing of the guard in community colleges: The role of leadership development
Pamela L. Eddy
The complexity of the decisions that today’s higher education leaders face―as they engage with a diversifying student body, globalization and technological advances―requires embracing new ways of thinking about leadership.
This book examines the new theories and concepts of leadership that are described in the multidisciplinary literature on leadership, and are being applied in other sectors―from government to the non-profit and business communities―to explore the implications for leaders and leadership programs in higher education.
At a time when the heroic, controlling, and distant leader of the past has given way to a focus on teams, collectives and social change, the contributors to this book ask: What new skills and competencies should leaders and programs be addressing?
The recognition of the interdependence of groups within organizations, and between organizations; of cultural and social differences; and of how technology has sped up decision time and connected people across the globe; have changed the nature of leadership as well as made the process more complex and diffuse.
This book is addressed to anyone developing institutional, regional or national leadership development programs; to aspiring leaders planning to participate in such programs; and to campus leaders concerned with the development and pipeline of emerging leaders. It will be particularly useful for administrators in faculty development offices who are planning and creating workshops in leadership training, and for staff in human resource offices who offer similar training.
Contributors: Laurel Beesemyer; Rozana Carducci; Pamela Eddy; Tricia Bertram Gallant; Lynn Gangone; Cheryl Getz; Jeni Hart; Jerlando F. L. Jackson; Lara Jaime; Adrianna Kezar; Bridget R. McCurtis; Sharon McDade; Robert J. Nash; Elizabeth M. O’Callahan; Sue V. Rosser; Lara Scott. -
Leading gracefully: Gendered leadership at community colleges
Pamela L. Eddy
Colleges and universities benefit from diversity in their leadership roles and profess to value diversity--of thought, of experience, of person. Yet why do women remain under-represented in top academic leadership positions and in key positions along the academic career ladder?
Why don’t they advance at a rate proportional to that of their male peers? How do internal and external environmental contexts still influence who enters academic leadership and who survives and thrives in those roles?
Women in Academic Leadership complements its companion volumes in the Women in Academe series, provoking readers to think critically about the gendered nature of academic leadership across the spectrum of institutional types. It argues that leadership, the academy, and the nexus of academic leadership, remain gendered structures steeped in male-oriented norms and mores. Blending research and reflection, it explores the barriers and dilemmas that these structures present and the professional strategies and the personal choices women make in order to successfully surmount them.
The authors pose questions about how women leaders negotiate between their public and private selves. They consider how women develop a vital sense of self-efficacy along with the essential skills and knowledge they need in order to lead effectively; how they cultivate opportunity; and how they gain legitimacy and maintain authenticity in a male-gendered arena.
For those who seek to create an institutional environment conducive to equity and opportunity, this book offers insight into the pervasive barriers facing women of all colors and evidence of the need for a more complex, multi-dimensional view of leadership. For women in academe who seek to reach their professional potential and maintain authenticity, it offers encouragement and a myriad of strategies for their growth and development. -
Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development
Judi Harris and Mark J. Hofer
Teachers’ knowledge is situated, event-structured, and episodic. Technology, pedagogy and content knowledge (TPACK) – one form of highly practical professional educational knowledge – is comprised of teachers’ concurrent and interdependent curriculum content, general pedagogy, and technological understanding. Teachers’ planning – which expresses teachers’ knowledge-in-action in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with the development of teachers’ TPACK, therefore, we suggest using what is understood from research about teachers’ knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon the combining of technologically supported learning activity types within and across content-keyed activity type taxonomies. In this chapter, we describe such a TPACK development method.
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Social Cognitive Theory and Mass Media Effects
Frank Pajares, Abby Prestin, Jason A. Chen, and Robin L. Nabi
Bandura’s social cognitive theory is one of the most highly influential and widely celebrated theories in the field of social psychology. Thus, it is no surprise that its influence has extended into multiple fields, including communication and especially the study of media effects. Still, despite the enthusiasm with which media scholars have embraced social cognitive theory, its integration into media research is still in its infancy. The purpose of this chapter is first, to lay out the historical background and basic tenets of social cognitive theory. We will then explore the ways in which media effects scholars have integrated it into their research and consider the ways in which scholars might build on the existing foundation of social cognitive theory-based media research to better illuminate media effects processes and outcomes.
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Gendered leadership: An organizational perspective
Pamela L. Eddy and Elizabeth M. Cox
This chapter provides a portrait of women's representation in the leadership ranks of community colleges and reviews data on how six women presidents talk about their lived experiences at the helm of their institutions. Findings indicate an uneven playing field for women on their way to a presidency.
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Strategizing for the future
Pamela L. Eddy and Jaime Lester
This final chapter reviews strategies that community colleges can use to address issues of gender and create more equitable and pluralistic environments. It also discusses the need for research that examines the intersection between social identities and community college mission, culture, and environment.
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TPCK in Inservice Education: Assisting Experienced Teachers' "Planned Improvisations"
Judi Harris
What happens when experienced teachers seek to integrate educational technologies into curriculum-based learning and teaching, and how can teacher educators assist this professional development process? This chapter will suggest answers to this question in both conceptual and practical forms, framed within the notion of technological pedagogical content knowledge development (Mishra & Koehler, 2006; Koehler & Mishra, chapter 1).
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Parent(s): The Biggest Influence in the Education of African- American Football Student-Athletes
Jamel K. Donnor
"African American parental involvement in education is inextricably linked with improving the political and economic standing of their children. In The Education of Blacks in the South, 1860-1935, James Anderson (1988} chronicles the efforts of ex-slaves to "establish schools for their own children" (p. 15). According to Anderson {1988), the Negroes, labors were grounded in the "belief that education could help raise freed people to an appreciation of their historic responsibility to develop a better society and that any significant reorganization of the southern political economy was indissolubly linked to their education in the principles, duties, and obligations appropriate to a democratic social order,, (p. 28)..."
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Equity and Technology
Jamel K. Donnor
"Technology has always occupied an important space within the American education system. Serving mainly as an instructional aid for the teacher, technology has varied in form beginning with the blackboard (and textbook) to more advance devices such as the radio, film, television, and videotape recorder (VCR). The introduction of technology to schools in many ways is part of the discussion on the purpose of education. Debates on the purpose of education have varied from socializing students to the cultural values of American society by emphasizing the precepts of democracy (e.g., citizenship); preparation for the workforce; to the development of a "deep understanding of the political, racial, economic, scientific and technological realities that confront the survival" of students of color (Madhubuti 1998, 5). In other words, whatever the purpose of education, technology has served as a mechanism to convey it..."
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Racialized Technology: Computers, Commodification, and “Cyber-Race"
Jamel K. Donnor
"When Beverly Gordon remarked that the twenty-first century would be marked by a 'battle for control over who would educate minorities within Western societies and the nature of that education' ( 1990, p. 88), I do not think she or anyone else could have imagined what would be the role of information technologies in this fight. The U.S. Department of Education in 1999 hosted a forum entitled 'The Future of Technology in Education: Envisioning the Future.' The proceedings of the forum resulted in the identification of 'emerging priorities' (p. 1 ). These priorities include: ( 1) All students will be technologically literate and responsible 'cybercitizens,' and (2) Education will drive the '£-learning economy.' More recently, the International Society for Technology in Education, in collaboration with the Milken Exchange on Education Technology, published the 'National Educational Technology Standards for Students' ( 1998). In it they postulate that 'our educational system must produce technology capable kids.'..."
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