http://hdl.handle.net/20.500.12164/3028 2026-03-27T16:38:04Z 2026-03-27T16:38:04Z Grimes, Neil D. http://hdl.handle.net/20.500.12164/3307 2023-04-22T03:00:32Z 2025-01-01T00:00:00Z

Title: Educational Technology and the Pre-K-12 Environment: Implications for Education Leaders, Teachers, and Students Authors: Grimes, Neil D. Abstract: Educational technology has accelerated in recent years, and it has had a profound impact on current teaching and learning in the Pre-K-12 environment. In future years, advancement and innovation in technology will continue to empower teachers to customize students' learning experiences. To accomplish this, teachers will need ongoing professional development, which includes engaging in learning activities associated with technology play theory that focuses on educational technology and technology integration involving the technology integration planning cycle. This article will discuss the impact of content neutral technologies on pre-K-12 grade levels and content areas, the use of educational technologies used in remote instruction during the COVID-19 pandemic, the use of TPACK, the importance of creating a sense of belonging in the online learning environment, the need for teachers to pursue micro-credentials related to digital learning, and the impact that virtual reality, augmented reality, the metaverse and artificial intelligence can have on teachers, administrators, and students.

2025-01-01T00:00:00Z Fancera, Samuel F. http://hdl.handle.net/20.500.12164/136 2020-12-28T17:12:12Z 2018-01-01T00:00:00Z

Title: School climate and academic growth: Investigating one state’s school performance report Authors: Fancera, Samuel F. Abstract: The purpose of this study was to examine relationships between six school climate proxies included in the 2015-2016 New Jersey School Performance Report (SPR) and median school growth percentiles in English language arts and math, and to assess the predictive value of these proxies on academic growth. I collected and analyzed data from the SPR for 1,618 elementary and middle schools. Results indicate the school climate proxies are weakly related with academic performance, and the prediction models explained little of the variance in school growth. I discuss the educational significance of these findings for policymakers and practitioners in all schools.

2018-01-01T00:00:00Z Schorr, Roberta Y. Epstein, Yakov M. Warner, Lisa B. Arias, Cecilia C. http://hdl.handle.net/20.500.12164/114 2020-12-28T17:11:00Z 2010-01-01T00:00:00Z

Title: Mathematical truth and social consequences: The intersection of affect and cognition in a middle school classroom Authors: Schorr, Roberta Y.; Epstein, Yakov M.; Warner, Lisa B.; Arias, Cecilia C. Abstract: We focus on several groups of eighth grade students in an attempt to deepen our understanding of when, how, and why middle grade students engage in conceptually challenging mathematics. As part of our analysis, we have formulated the theoretical notion of engagment structures, which is a behavioral/affective/social constellation including characteristic patterns of behavior, indicative of affective pathways and models (structures) that have important cognitive interpretations and implications by the students. We report that students may be willing to abandon arguing for what they know are mathematical truths in order to avoid appearing weak or wrong in front of their peers, and this appears to be linked to the depth of their understanding and their social positioning within their groups.

2010-01-01T00:00:00Z Warner, Lisa B. http://hdl.handle.net/20.500.12164/95 2021-03-09T19:10:46Z 2008-01-01T00:00:00Z

Title: How do students' behaviors relate to the growth of their mathematical ideas? Authors: Warner, Lisa B. Abstract: The purpose of this study is to analyze the relationship between student behaviors and the growth of mathematical ideas (using the Pirie-Kieren model). This analysis was accomplished through a series of case studies, involving middle school students of varying ability levels, who were investigating a combinatorics problem in after-school problem-solving sessions. The results suggest that certain types of student behaviors appear to be associated with the growth of ideas and emerge in specific patterns. More specifically, as understanding grows, there is a general shift from behaviors such as students questioning each other, explaining and using their own and others’ ideas toward behaviors involving the setting up of hypothetical situations, linking of representations and connecting of contexts. Recognizing that certain types of student behaviors tend to emerge in specific layers of the Pirie-Kieren model can be important in helping us to understand the development of mathematical ideas in children.

2008-01-01T00:00:00Z