UNG Authors Reception Bibliography 2019

A new reality: The far right’s use of cyber-harassment against academics

This study investigates the relation between review spacing and question format on student retention. Participants in an 8th grade Georgia Studies class reviewed previously learned material either in one sitting (massed review) or in multiple sessions (spaced review). Following the review, each participant answered questions either in multiple choice or short answer format. Subsequent to answering the questions, all students received feedback. One week following the completion of the reviews, students were given a post test. One month after the post test, students were given a final test. Pre-, post- and final tests were identical and no treatment occurred between the posttest and the final test. Correlational analyses of review spacing and question format suggest that spaced review is positively related to success on the posttest. There was no such finding related to massed review or question format on the posttest. Additionally, neither review spacing or question format had any correlational effect on the final test. Results suggest that spaced review is beneficial, but that the benefit is lost over time.

An Examination of the Testing and Spacing Effects in a Middle Grades Social Studies Classroom.

This experimental research investigates the academic achievement and motivation of 104 sixth grade social studies students when incorporating mobile devices into the classroom. Specifically, this study was designed to test the use of mobile devices as a more effective approach to student learning than using paper materials. In addition, the current study specifically examined changes in students’ perceptions of learning, interest in learning and academic motivation when incorporating mobile devices into classroom instruction. The findings show that motivation can be enhanced when incorporating mobile devices. Yet, the current study found no effect of mobile learning on higher academic achievement in this sample. This study sheds light on the importance of mobile devices in the classroom. The findings encourage the use of mobile devices due to their effect on motivation, which may offer an interactive classroom environment where students feel enthusiastic and eager to learn.

Mobile Learning and its Effects on Academic Achievement and Student Motivation in Middle Grades Students.

This study explored the relationship between theories of intelligence and academic achievement in middle school students taking a science course (N = 87). Analyses of covariance revealed that an intervention designed to teach an incremental theory of intelligence to a group of 7th graders led to a positive change in the students’ theories of intelligence and their level of academic achievement in science class when compared with a control group. Correlational analyses of students’ theories of intelligence, academic self-efficacy, and effort attributions suggested that incremental theories of intelligence are positively related to academic success, self-efficacy and effort. Results suggested that a curriculum designed to support the concept of malleability in students’ intelligence and effort could provide long-term benefits in academic outcomes.

Student Achievement: Perspectives, Assessment and Improvement Strategies

Differentiated instruction has come to dominate the field of public education, and with that development teachers and teacher education programs have attempted to identify methods that may be used in the classroom to successfully differentiate for students. One of the most common methods of differentiation has been to focus on sensory modalities- learning through visual, auditory/linguistic, and to a somewhat lesser extent kinesthetic means. Thus, content is formatted to appeal to either visual senses or, alternately, auditory/linguistic senses. This has come to be associated with learning styles instruction which is based on the matching (or meshing) hypothesis. This hypothesis posits that students have a preferred sensory modality for instruction (i.e. they may be a visual learner or an auditory/linguistic learner), and if the teacher presents material in their preferred modality (i.e. auditory/linguistic instruction for auditory/linguistic learners), then learning will be enhanced. This assertion has been widely adopted in public schools, universities, teacher education programs, and textbooks in countries around the world. However, research has consistently shown that the matching hypothesis is not correct and that tailoring instruction to students’ purported learning styles does not benefit learning. Instead, research in education, psychology, and neuroscience supports dual coding as a more accurate model. Dual coding suggests that humans have separate but related cognitive systems for processing auditory and visual information. If too much auditory (i.e. verbal/linguistic) information is presented to students, then they experience cognitive overload and much of the information is not retained. But if instead verbal information is limited and paired with related visual information, then the visual processing systems are engaged which essentially increases memory storage capacity and thus promotes retention. So regardless of students’ purported learning style, all students and humans in general tend to learn better and retain more when auditory and visual information are combined. The implication this has for the classroom is that teachers should strive to include visual material such as pictures, images, charts, graphs, drawings, illustrations, PowerPoints, videos, etc. that support the concepts that are being communicated through written and verbal academic language. There is no need for teachers to assess students’ learning styles or to try to construct lessons based on them. Instruction should be based on specifics of the content (i.e. science via experimentation and math with graphs) rather than based on sensory modalities without regard to the academic content.

Visual and Auditory Learning: Differentiating Instruction via Sensory Modality and its Effects on Memory.

This qualitative exploratory research examined the processes student-teachers used to address academic language in lessons generated for middle school instruction. Undergraduate student-teachers were provided access to ReadAhead, a technological platform designed to scaffold students’ content literacy skills. The studentteachers were serving year-long internships in four content areas and preparing to complete their edTPA teacher certification portfolios. They planned and implemented lessons within diverse middle school settings. They were subsequently interviewed concerning their thought processes in creating and implementing the lessons, and a document analysis was conducted. The findings indicated that the student-teachers approached the lessons with different purposes in mind, and those divergent purposes influenced other critical aspects of the lessons. They also showed a lack of metacognitive awareness concerning the integration of academic language, though they unconsciously addressed it in ways consistent with the literature and the edTPA’s expectations. Ultimately, academic language instruction is essential to learning in all content areas, yet the definitions and application of it may still be unclear to aspiring educators in teacher preparation programs. Considering that the incorporation of academic language instruction will be vital to the licensure process and subsequent practice, it becomes imperative that teacher education programs methodically address the issue.

An exploration of the use of technology to address academic language learning in teacher education in preparation for the edTPA.

This text is devoted to lessons on how individuals interact in markets to improve their lives. The text's outlook favors free markets, focused on logical argument and examples of how people who interact freely with each other can make their lives better. However, given that markets are not fully free, the text also discusses the effects of the state on individuals and on their economic interactions. The aim of the text is to help you to understand the economic world around you as you find your place in the spontaneous order of the market.

Principles of Macroeconomic Literacy

This article examines the value of including a focus on higher order thinking in classroom instruction.

Cognitive psychology’s case for teaching higher order thinking

:Educators responded to the Principals and Inclusion Survey, measuring the experiences, training, attitudes of educators toward inclusion, and beliefs about the most appropriate placement of students with disabilities. Results revealed that the educators held a positive view of the inclusion model. However, the educators did not believe that general education should be modified to meet the needs of all students. The educators indicated that they believed that most of their students with disabilities could be served appropriately from regular classroom instruction and the resource room. The more positive the educators’ inclusive attitude was, the less restrictive the learning environment was seen as most appropriate for specific learning disabilities, EBD, speech/language impairment, and autism/pervasive development disorder. Significant correlations were found between their attitude toward inclusion and the number of special education training courses taken, formal field-based training, and number of years of full-time special education teaching experience.

An Examination of Educators' Attitudes Toward Inclusion

This article explores whether educational practices are actually steeped in research-based methodology through the examples of learning styles and dual coding.