Search results for author:"Daniel C. Coster"
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Journal of Nutrition Education and Behavior Vol. 40, No. 3 (2008) pp. 168–174
Objective: A school-based nutrition education minimal intervention (MI) was evaluated. Design: The design was experimental, with random assignment at the school level. Setting: Seven schools were randomly assigned as experimental, and 7 as delayed...
Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study
Computers & Education Vol. 79, No. 1 (October 2014) pp. 101–115
Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science...
An Investigation of Middle School Science Teachers and Students Use of Technology inside and outside of Classrooms: Considering Whether Digital Natives Are More Technology Savvy than Their Teachers
Educational Technology Research and Development Vol. 62, No. 6 (December 2014) pp. 637–662
The purpose of the study is to investigate the popular assumption that the "digital natives" generation surpasses the previous "digital immigrants" generation in terms of their technology experiences, because they grow up with...
Multi-Year Professional Development Grounded in Educative Curriculum Focused on Integrating Technology with Reformed Science Teaching Principles
School Science and Mathematics Vol. 116, No. 8 (2016) pp. 430–441
Visions of science teaching and learning in the newest U.S. standards documents are dramatically different than those found in most classrooms. This research addresses these differences through closely examining one professional development (PD)...