Search results for author:"Samantha G. Daley"
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Beyond performance data: Improving student help seeking by collecting and displaying influential data in an online middle-school science curriculum
British Journal of Educational Technology Vol. 47, No. 1 (Jan 01, 2016) pp. 121–134
Technology makes possible abundant new opportunities to capture and display data in online learning environments. We describe here an example of using these opportunities to improve students' use of the rich supports available in online learning...
Universal Design for Learning and Elementary School Science: Exploring the Efficacy, Use, and Perceptions of a Web-Based Science Notebook
Gabrielle Rappolt-Schlichtmann; Samantha G. Daley; Seoin Lim; Scott Lapinski; Kristin H. Robinson; Mindy Johnson
Journal of Educational Psychology Vol. 105, No. 4 (November 2013) pp. 1210–1225
Science notebooks can play a critical role in activity-based science learning, but the tasks of recording, organizing, analyzing, and interpreting data create barriers that impede science learning for many students. This study (a) assessed in a...
Universal Design for Learning in Postsecondary Education: Reflections on Principles and their Application
Journal of Postsecondary Education and Disability Vol. 19, No. 2 (2006) pp. 135–151
Authored by the teaching staff of T-560: Meeting the Challenge of Individual Differences at the Harvard Graduate School of Education, this article reflects on potential applications of universal design for learning (UDL) in university courses,...