Search results for author:"Linda Mitchell"
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Theory Into Practice Vol. 46, No. 1 (2007) pp. 32–39
All young children need to interact with their environments to achieve maximum development and learning. Technology has great potential for supporting the learning needs of all young children in early childhood programs supported by the Reggio...
Using hyperlinked scaffolding to support student work with text-based source documents as part of a problem-based historical inquiry lesson
Using hyperlinked scaffolding to support student work with text@-based@source@documents as part of a problem-based historical inquiry lesson (2006) pp. 1–271
Although many social studies education experts recommend the use of resource documents as part of history education, many social studies teachers are reluctant to utilize these historical resources. One reason for this reluctance is the belief that...
Learning through laughter: A study on the use of humor in interactive@classrooms (2005) pp. 1–151
Enhancing Learning Outcomes for Students with Autism through the Use of Assistive Technology: Effect of Parent -Teacher Collaboration
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2225–2235
The number of students with Autism Spectrum Disorder (ASD) continues to increase, with current statistics demonstrating that 1 in every 68 children are diagnosed with the disorder (Autism Society of America, 2012) and the use of assistive...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 581–586
In this paper we describe five e-Learning infrastructure components of a statewide special education personnel preparation program for teachers-to-be and novices who are preparing to work or already are working with students with low-incidence...
Theory and Research in Social Education Vol. 37, No. 1 (2009) pp. 6–41
This case study examined how mentoring experiences might encourage teachers to consider and adopt a problem-based historical inquiry (PBHI) framework for teaching. We mentored six teachers over 15 months as they planned and implemented PBHI teaching,...
The New Teacher Induction Experience: Tension between Curricular and Programmatic Demands and the Need for Immediate Help
Teacher Education Quarterly Vol. 44, No. 2 (2017) pp. 79–104
Throughout the history of California's Beginning Teacher Support and Assessment (BTSA) program, new teachers have reported experiencing substantial tension between the curricular and programmatic demands arising from their induction programs'...
Susan R. Goldman; Linda K. Zech; Gautam Biswas; Tom Noser; Helen Bateman; John Bransford; Thaddeus Crews; Allison Moore; Mitchell Nathan; Stephen Owens
Instructional Science: An International Journal of the Learning Sciences Vol. 27, No. 3 (1999) pp. 235–68
Examines mathematics problem solving in a computer software environment using graphical representations of the results of simulations with adolescent students. Discusses the strengths and limitations of inferring goals and plans, the use of verbal...
Robin Kesterson Franklin; Justin O'Neill Mitchell; Kari Siko Walters; Beth Livingston; Matthew Blake Lineberger; Cynthia Putman; Reba Yarborough; Linda Karges-Bone
TechTrends: Linking Research and Practice to Improve Learning Vol. 62, No. 2 (2018) pp. 184–189
Based on requirements to promote for reflective practice, both CAEP and edTPA suggest adding a video component to clinical practice. This qualitative pilot study evaluated "Swivl" as that potential recording technological device for...