Some Practical Solutions to Standard-Setting Problems: The Georgia Teacher Certification Test Experience

Stephen E. Cramer

A standard-setting procedure was developed for the Georgia Teacher Certification Testing Program as tests in 30 teaching fields were revised. A list of important characteristics of a standard-setting procedure was derived, drawing on the work of R....

A Staff Development Model for Infusing Technology into the Social Studies Curriculum

Susan Cramer; Stephen Rose; Henry Winterfeldt

Annual Meeting of the American Educational Research Association 1999 (April 1999)

This paper describes a cyclical staff development program designed to help teachers, specifically social studies teachers, gain expertise with technology and learn how it can be infused into their classrooms. The cyclical staff development program...

Supporting Adult Students in Web-Based Courses: Real Examples for Serving Non-Traditional, Adult, and Minority Students

Larry Hudson; Rebekah McCloud; Teresa Buhler; Stephen Cramer; Linda Greer; Robert Paugh

Adult Learner Conference 1998 (1998)

A variety of educational practices are used to support adult learners (who are part-time learners and full-time workers as teachers or trainers) in fully World Wide Web-delivered college courses at the University of Central Florida. Use of the Web...

A Method for Evaluating Competency in Assessment and Management of Suicide Risk

Erick K. Hung; Renee L. Binder; Samantha R. Fordwood; Stephen E. Hall; Robert J. Cramer; Dale E. McNiel

Academic Psychiatry Vol. 36, No. 1 (January 2012) pp. 23–28

Objective: Although health professionals increasingly are expected to be able to assess and manage patients' risk for suicide, few methods are available to evaluate this competency. This report describes development of a competency-assessment...

Waves and Tsunami Project

K M. Frashure; R F. Chen; R A. Stephen; T Bolmer; M Lavin; D Strohschneider; R Maichle; N Micozzi; C Cramer

Science Scope Vol. 30, No. 7 (March 2007) pp. 16–21

Demonstrating wave processes quantitatively in the classroom using standard classroom tools (such as Slinkys and wave tanks) can be difficult. For example, waves often travel too fast for students to actually measure amplitude or wavelength. Also,...