Search results for author:"Theresa Scott"
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Annual Meeting of the Association for Educational Communications and Technology 2004 (October 2005)
The requirements of No Child Left Behind Act of 2001 (NCLB) has presented challenges for schools and districts across the United States such as a new need to focus on test scores and student achievement. While all states, districts, and schools face ...
Translating Training in the NYU Caregiver Intervention in Australia: Maintaining Fidelity and Meeting Graduate Standards in an Online Continuing Professional Education Setting
Educational Gerontology Vol. 41, No. 10 (2015) pp. 710–722
The aim of this study was to develop an Internet-based self-directed training program for Australian healthcare workers to facilitate learning and competence in delivery of a proven intervention for caregivers of people with dementia: The New York...
Developing a Just-in-Time Adaptive Mobile Platform for Family Medicine Education: Experiential Lessons Learned
Christian Rogers; Shannon Cooper; Scott Renshaw; Jerry Schnepp; Corinne Renguette; Mary Theresa Seig
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 948–954
EASEL is a platform designed to provide just-in-time adaptive support to students during experiential learning interviews conducted as part of required work in an online course in a family medicine education program in a Midwestern urban university...
Rural Educator Vol. 28, No. 1 (2006) pp. 9–16
The requirements of the No Child Left Behind Act of 2001 (NCLB) have presented special challenges and opportunities for rural schools (Reeves, 2003). Researchers have suggested that one way rural schools may be able to overcome these challenges is...
Joshua A. Morris; Brian W. Miller; Richard C. Anderson; Kim Thi Nguyen-Jahiel; Tzu-Jung Lin; Theresa Scott; Jie Zhang; Jingjing Sun; Shufeng Ma
International Journal of Educational Research Vol. 90, No. 1 (2018) pp. 234–247
Fifth-grade students from two urban school districts completed an integrated unit on wolves. Classes received either direct instruction (DI) or collaborative group work (CG). Analysis of reasoning in classroom talk indicated that CG students more...
Shufeng Ma; Richard C. Anderson; Tzu-Jung Lin; Jie Zhang; Joshua A. Morris; Kim Nguyen-Jahiel; Brian W. Miller; May Jadallah; Theresa Scott; Jingjing Sun; Kay Grabow; Beata M. Latawiec; Sherry Yi
Learning and Instruction Vol. 49, No. 1 (June 2017) pp. 64–80
The goal of this study was to evaluate instructional influences on the storytelling of English Language Learners (ELLs). Participants were 210 fifth-grade Spanish-speaking ELLs (mean age = 10.8) from schools serving low-income neighborhoods in the...