http://hdl.handle.net/2027.42/58605 Thu, 23 May 2013 16:40:25 GMT 2013-05-23T16:40:25Z http://hdl.handle.net/2027.42/97551 Impact of Critical Events in an Animated Classroom Story on Teacher Learners’ Online Comments Chieu, Vu-Minh; Aaron, Wendy; Herbst, Patricio We examined the effect of reference to critical events in an animated classroom story on the quality of teachers’ comments in an online learning experience. We analyzed data using systemic functional linguistics and logistic regression. We found statistically significant evidence that participants made more reflective and evaluative comments and proposed more alternative teaching moves when they referenced critical events than when they did not. The study contributes to validating a theoretical distinction between reference point and reference object in the literature on video assisted, online teacher education: While attached reference objects help learners be more focused and productive, those qualities differ depending on reference points included in those reference objects. This study also provides preliminary evidence to support the practice of selecting clips that deviate from instructional norms when designing video-based professional learning opportunities. Mon, 13 May 2013 00:00:00 GMT http://hdl.handle.net/2027.42/97551 2013-05-13T00:00:00Z http://hdl.handle.net/2027.42/97425 Expanding students' involvement in proof problems: Are geometry teachers willing to depart from the norm? Herbst, Patricio; Aaron, Wendy; Dimmel, Justin; Erickson, Ander Using a multimedia questionnaire we explore the extent to which secondary mathematics teachers recognize a hypothesized norm of doing proofs in geometry—that the teacher is in charge of providing the 'given' and the 'prove.' We also explore whether teachers who recognize the norm make a negative appraisal of its breach and find that geometry teachers are able to see some departures from the norm in a positive light. This finding suggests that it may be possible to expand geometry students' involvement in proof problems. Tue, 30 Apr 2013 00:00:00 GMT http://hdl.handle.net/2027.42/97425 2013-04-30T00:00:00Z http://hdl.handle.net/2027.42/97424 How Preservice Teachers Respond to Representations of Practice: A Comparison of Animations and Video Herbst, Patricio; Aaron, Wendy; Erickson, Ander We compared effects of video and animated representations of teaching practice among teacher candidates. Sixty-one participants completed a questionnaire rating the representation in terms of its genuineness and its effectiveness enabling users to project to it their own experiences, to reflect, to conceive of alternative actions, and to notice aspects of subject matter and pedagogy. While participants significantly rated video as more genuine than animations, no significant differences were found in any of the other measures. The study thus raises no learning concerns about developing representations of practice with nondescript cartoon characters and using these in professional education. Tue, 30 Apr 2013 00:00:00 GMT http://hdl.handle.net/2027.42/97424 2013-04-30T00:00:00Z http://hdl.handle.net/2027.42/97373 Survey Instruments from Engineering Change: A Study of the Impact of EC2000 on Engineering Programs and Students Learning. Lattuca, Lisa The Engineering Change research team developed five survey instruments for this study. Engineering faculty, representatives from industry, and members of the EC2000 National Advisory Board reviewed each instrument and contributed ideas for items and alternative approaches. In addition, each instrument was piloted with an appropriate sample. Wed, 24 Apr 2013 00:00:00 GMT http://hdl.handle.net/2027.42/97373 2013-04-24T00:00:00Z