Janezic, L. (2018). Middle school teachers’ use of iPads to support disciplinary literacy practice in the social studies classroom (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10839902) Abstract: “This case study examined how middle school teachers combined technological, pedagogical, and content area knowledge together with a 1:1 iPad initiative…
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Fox, A. (2018). Middle school teachers’ technology integration (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 1095763) Abstract: “Although school districts have invested heavily in technology for teachers and students, the problem of inconsistent technology integration permeated a local school district. In order to create a 21st century learning environment…
Comments closedBrockhausen, C. M. (2018). The development of teacher knowledge of teaching multimodal argument to students with learning disabilities (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10937760) Abstract: “The purpose of this qualitative case study was to understand how an English Language Arts (ELA) teacher of 7th and 8th grade students with…
Comments closedOnyegwara, P. (2020). Middle school teachers’ experiences implementing the workshop model in their classroom (Publication No. 27963569) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. Abstract: “Due to the increasing diversity in U.S. schools, there is a need for differentiated and individualized educational models for these learners to be successful in…
Comments closedDhindsa, N. (2020). Teach-to-one blended mathematics’ impact on middle school students’ mathematics achievement [Doctoral dissertation, Walden University]. Walden University ScholarWorks. https://scholarworks.waldenu.edu/dissertations/9482/ Abstract: “Blended learning that integrates computer-assisted instruction with face-to-face instruction is gaining popularity in U.S. middle schools; therefore, the effectiveness of such blended learning models in improving middle school students’ achievement in…
Comments closedSuters, l., & Suters, H. (2020). Coding for the core: Computational thinking and middle grades mathematics. Contemporary Issues in Technology and Teacher Education, 20(3). https://citejournal.org/volume-20/issue-3-20/mathematics/coding-for-the-core-computational-thinking-and-middle-grades-mathematics Abstract: “National standards and frameworks for mathematics, computer science, and technology emphasize the importance of teaching all children computational thinking (CT) skills. These skills are important for preparing…
Comments closedKurban, K. (2020). Characterizing middle grade mathematics teachers’ technological pedagogical content knowledge (TPACK) using a robust data set. The Texas Forum of Teacher Education, 10, 3-16. https://txate.org/resources/Documents/Kurban%202020.pdf Abstract: “Teachers’ combined knowledge of contents, technologies, and the pedagogical methods has become a focus of understanding and evaluating teachers’ quality. Much of the research uses…
Comments closedBridge, C. (2019). Examining the effectiveness of middle school students using iPad devices for improving 21st-century skills with and without four Cs specific instruction (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 13808058) Abstract: “The 21st Century Skills Movement advocates the need for teaching and learning to emphasize 21st-century…
Comments closedOda, K., Herman, T., & Hasan, A. (2018). Features and methods of designing effective GIS professional development through the technological pedagogical content knowledge (TPACK) framework. Research in Geographic Education, 20(1), 11–25. Retrieved from https://rge.grosvenor.txstate.edu/Issues/Volume-20-Number-1.html Abstract: “This article reports on the development and implementation of professional development (PD) based on the Technological…
Comments closedKul, U., Aksu, Z., & Birisci, S. (2019). The relationship between technological pedagogical content knowledge and web 2.0 self-efficacy beliefs. International Online Journal of Educational Sciences, 11(1), 198–213. https://doi.org/10.15345/iojes.2019.01.014 Abstract: “The aim of the present study was to investigate the development of technological pedagogical content knowledge (TPACK) and Web 2.0 self-efficacy…
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