The Journal of Technology and Teacher Education, 2021
New computer science standards are being rapidly introduced at the elementary level but little is... more New computer science standards are being rapidly introduced at the elementary level but little is known about how to prepare teachers to learn and teach the content of these standards, or how to support students with disabilities in learning computer science. Accordingly, we designed and studied the Inclusive Computer Science Model of Professional Development to prepare teachers to integrate computer science for students with disabilities. This paper presents results from this design-based study to understand the factors that inhibited and enhanced teachers' participation in the professional development and how participation in the professional development influenced teachers' instruction and perceptions about teaching computer science to students with disabilities. Results revealed two inhibiting factors and one enhancing factor for participation. Further, although teachers did increase their integration of computer science for students with disabilities, it was challenging for teachers to learn and apply new computer science content and approaches for supporting students with disabilities at the same time. Future professional development efforts Designing a Model of Professional Development 2 should focus on careful scaffolding and release of responsibility when preparing teachers to support students with disabilities in learning computer science.
This study investigated the impact that self-regulation strategies have on metacognitive judgemen... more This study investigated the impact that self-regulation strategies have on metacognitive judgements (calibration) and mathematics achievement of typical and advanced achieving 7 grade mathematics students over a period of seven weeks. Self-regulation strategies, four square graphic organizers and vocabulary games were implemented with the treatment condition while online games were implemented with the control condition. The results revealed that participants in the treatment condition were more accurate in their calibrations than participants in the control condition, more specifically for postdiction accuracy. Although the participants in the treatment condition scored higher on their achievement tests than the participants in the control condition, there were no significant differences between the conditions.
Supplemental material, Appendix_A_JTE for Examining Preservice Teachers' Perceptions of Plann... more Supplemental material, Appendix_A_JTE for Examining Preservice Teachers' Perceptions of Planning for Culturally Relevant Disciplinary Literacy by Jamie Colwell, Kristen Gregory and Valerie Taylor in Journal of Teacher Education
Purpose – Teachers should plan instruction that integrates digital tools into instruction in mean... more Purpose – Teachers should plan instruction that integrates digital tools into instruction in meaningful ways to promote students’ use of multimodalities. Therefore, it is useful for teacher educators to expose pre-service teachers (PSTs) to a systematic approach to integrating a variety of digital tools into their instruction. In this chapter, the authors discuss on the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014a, 2014b) as one systematic approach for teachers and teacher educators to consider. Design – This chapter describes the promise of using the TIPC with PSTs to demonstrate and practice how to plan effective literacy instruction to support students’ use of multimodalities. The chapter includes a rich description of how the use of the TIPC might take shape in a literacy methods course based on a composite of courses, students, and activities that the authors have experimented with over time. Findings – Using the TIPC with PSTs requires a structured ...
IntroductionDisciplinary literacy, or an emphasis on literacy particular to learning in the acade... more IntroductionDisciplinary literacy, or an emphasis on literacy particular to learning in the academic disciplines, has become a focus of research when considering how to best support literacy in middle and secondary grades, where content is prioritized (Draper, 2008; Lee & Spratley, 2010; Moje, 2008; Shanahan, 2009; Shanahan & Shanahan, 2008). Historically, however, content area literacy, a more generalizable approach to literacy instruction that implements crosscontent reading and writing strategies, has been promoted in these grades to improve students' content literacy learning (Moore, Readence, & Rickleman, 1983). The shift from content area literacy to disciplinary literacy has been gradual, and sometimes overlapping, to encourage educators to embrace a literacy mindset that considers unique acts of analysis, communication, and production of text specific to disciplines, such as English, mathematics, history, and science in upper grades. This new mindset deemphasizes discree...
Teachers College Record: The Voice of Scholarship in Education, 2016
Background/Context Recent curricular trends based on new standards emphasize the centrality of re... more Background/Context Recent curricular trends based on new standards emphasize the centrality of reading and studying texts in history instruction. That trend suggests a closer alignment between middle-school history instruction and goals for developing literacy. Yet potential obstacles identified in the literature, particularly a teacher's stance toward teaching history, imply challenges to instantiating that alignment. Relatively little research has addressed how relevant conceptual positions such as disciplinary literacy might be realized in authentic practice. Purpose/Objective The objective was to investigate how middle-school history instruction could be transformed to align with the literacy goals addressed in new curricular standards and to better understand within a typical instructional context the pedagogical influences and outcomes associated with such a transformation. The intent was to lay the groundwork for an emerging pedagogical theory that could guide efforts to ...
This research used an inductive qualitative method to examine how adolescents participate in onli... more This research used an inductive qualitative method to examine how adolescents participate in online literature discussion, with limited guidance from adults, through a summer reading program. Using a New Literacy framework, the authors considered that literacy is social and collaborative and that adolescents often engage in such literacy practices on the Internet outside of school. This study considered these literacy practices to examine an eight-week voluntary online summer reading program at a public library and how such a program might inform such activities in school settings to promote more authentic opportunities for literacy engagement. In this program, twelve adolescents (ages 13-17) read print-based young adult novels and responded to their reading in threaded discussion boards, called book clubs, in a closed, online social network. Results indicated two overlapping themes related to students’ formality in writing to promote shared learning and personalizing digital discu...
Effective Practices in Online Teacher Preparation for Literacy Educators, 2020
This chapter reports the results of a qualitative case study focused on elementary pre-service te... more This chapter reports the results of a qualitative case study focused on elementary pre-service teachers' perspectives on planning for disciplinary literacy using peer review in an online professional community (OPC). Seven pre-service teachers enrolled in an eight-week asynchronous, online content literacy course served as participants. Results indicated pre-service teachers' valued extended opportunities for reflection in the OPC and appreciated diverse backgrounds and experiences offered by their OPC colleagues. However, perceived challenges remained that are important to consider when incorporating peer review cycles into online asynchronous coursework. This study considers these perspectives in light of designing and planning online coursework in elementary disciplinary literacy.
This qualitative multiple case study examined four preservice teachers’ planning and perceptions ... more This qualitative multiple case study examined four preservice teachers’ planning and perceptions of planning for culturally and socially relevant disciplinary literacy instruction in secondary disciplines. Four disciplines were represented: art, English, history, and physical education (P.E.)/health. This research sought to understand how a secondary literacy course and its requirements, with a particular focus on culturally relevant disciplinary literacy (CRDL) instruction. Particularities of the four disciplines of study represented were also considered to inform crosscontent literacy coursework. Findings indicated preservice teachers (PSTs) recognized potential of CRDL to engage students in critical thought. However, core disciplines (English and history) had varying viewpoints of the reality of such instruction compared with noncore disciplines (art and P.E./health), and all PSTs struggled to perceive CRDL as a primarily student-focused approach to instruction.
Mona Abo-Zena, Tufts University Jonathan Adams, Florida State University Susan Adams, Butler Univ... more Mona Abo-Zena, Tufts University Jonathan Adams, Florida State University Susan Adams, Butler University So-Yeon Ahn, University at Buffalo Lasisi Ajayi, San Diego State University Bob Algozzine, University of North Carolina at Charlotte Ricky Allen, University of New Mexico Richard Allington, University of Tennessee Janet Alsup, Purdue University Ann Amicucci, Indiana University of Pennsylvania Dorothea Anagnostopoulos, Michigan State University Lauren Anderson, University of Southern California Carey Andrzejewski, Auburn University Kenneth Anthony, Mississippi State University Philip Armstrong, Utah State University Becky Atkinson, University of Alabama Kathryn Au, School Rise, Llc William Austin, University of Nebraska–Omaha Mary Avalos, University of Miami Amy Bacevich Bernard Badiali, The Pennsylvania State University Damon Bahr, Brigham Young University Ellen Ballock, Towson University Mary Alice Barksdale, Virginia Tech Reizelie Barreto, Towson University Diane Barrett, University of Hawaii at Hilo Keith Barton, Indiana University Anna Baynum, Hollins University Thomas Bean, University of Nevada, Las Vegas Catherine Beauchamp, Bishop’s University, Canada Linda Behar-Horenstein, University of Florida David Ben-Chaim, Technion Institute, Israel Lisa Bendixen, University of Nevada, Las Vegas Susanna Benko, Ball State University Susan Benner, University of Tennessee Susan Bennett, University of Mississippi Cynthia Benton, SUNY–Cortland Amanda Berry, Monash Univeristy, Australia Barnett Berry, Center for Teaching Quality Lynn Beudert, University of Arizona Kathy Bickmore, Oise-University of Toronto, Canada Steven Bickmore, Louisiana State University Deborah Bieler, University of Delaware Kathleen Bieschke, The Pennsylvania State University Emily Binks-Cantrell, Texas A&M University Mollie Blackburn, Ohio State University Dorothy Blanks, University of Tennessee Sigrid Blömeke, Humboldt University, Germany Timothy Boerst, University of Michigan Gail Boldt, The Pennsylvania State University Gina Borgioli Yoder, Indiana University Purdue Eurydice Bouchereau Bauer, University of Illinois Laura Bower, Southern Connecticut State University Mark Boylan, Sheffield Hallam University, United Kingdom Melissa Braaten, University of Wisconsin–Madison Susan Brookhart, Educational Consultant Alan Brown, University of Alabama Anthony Brown, University of Texas at Austin Elizabeth Brown, University of Louisville Elizabeth Brown, George Mason University Bridget Bunten, Washington College Wendy Burke, Eastern Michigan University Megan Burton, University of South Carolina Gerald Campano, University of Pennsylvania June Canty, Washington State University B. Stephen Carpenter, The Pennsylvania State University Cynthia Carver, Oakland University Alison Castro Superfine, University of Illinois, Chicago Samantha Caughlan, Michigan State University Cynthia Chapel, Lincoln University Christina Chavez, California State Poly University Joseph Check, University of Massachusetts, Boston Jeff Choppin, University of Rochester Kathryn Chval, University of Missouri Jim Cibulka, NCATE and CAEP Sarah Clark, Utah State University Courtney Clayton, University of Mary Washington Karina Clemmons, University of Arkansas at Little Rock Renee Clift, University of Arizona Leonora Cohen, Oregon State University Doyin Coker-Kolo, Millersville University Jamie Colwell, Old Dominion University Barbara Combs, University of North Dakota Hilary Conklin, DePaul University Annamarie Conner, University of Georgia Annamary Consalvo, University of Texas at Austin Jewell Cooper, University of North Carolina at Greensboro Roisin Corcoran, Yale University Cheryl Craig, University of Houston Patricia Cranton, The Pennsylvania State University Brett Criswell, Georgia State University Dionne Cross, Indiana University 505081 JTEXXX10.1177/0022487113505081Journal of Teacher Education research-article2013
ABSTRACT This qualitative case study explored preservice teachers’ (PSTs) beliefs about disciplin... more ABSTRACT This qualitative case study explored preservice teachers’ (PSTs) beliefs about disciplinary literacy as they engaged in a blog project with middle-school students to discuss historical texts. Twenty-eight PSTs, enrolled in a semester-long social studies methods course and participating in the blog project as a course assignment, constituted the case study. Data were collected through semistructured and informal interviews, classroom observations, questionnaires, audio/video recordings, and blog postings and analyzed using a constant comparative analysis. Emergent successive themes focused on positive PST perspectives about disciplinary literacy, the impact of practice on beliefs about disciplinary literacy, and the influence of continued blog writing on beliefs. Findings indicated how extended experiences working with middle-school students in a low-risk blog setting may promote positive beliefs about using disciplinary literacy in instruction, but those beliefs may be malleable as PSTs’ experience the literacy needs of struggling readers.
The Journal of Technology and Teacher Education, 2021
New computer science standards are being rapidly introduced at the elementary level but little is... more New computer science standards are being rapidly introduced at the elementary level but little is known about how to prepare teachers to learn and teach the content of these standards, or how to support students with disabilities in learning computer science. Accordingly, we designed and studied the Inclusive Computer Science Model of Professional Development to prepare teachers to integrate computer science for students with disabilities. This paper presents results from this design-based study to understand the factors that inhibited and enhanced teachers' participation in the professional development and how participation in the professional development influenced teachers' instruction and perceptions about teaching computer science to students with disabilities. Results revealed two inhibiting factors and one enhancing factor for participation. Further, although teachers did increase their integration of computer science for students with disabilities, it was challenging for teachers to learn and apply new computer science content and approaches for supporting students with disabilities at the same time. Future professional development efforts Designing a Model of Professional Development 2 should focus on careful scaffolding and release of responsibility when preparing teachers to support students with disabilities in learning computer science.
This study investigated the impact that self-regulation strategies have on metacognitive judgemen... more This study investigated the impact that self-regulation strategies have on metacognitive judgements (calibration) and mathematics achievement of typical and advanced achieving 7 grade mathematics students over a period of seven weeks. Self-regulation strategies, four square graphic organizers and vocabulary games were implemented with the treatment condition while online games were implemented with the control condition. The results revealed that participants in the treatment condition were more accurate in their calibrations than participants in the control condition, more specifically for postdiction accuracy. Although the participants in the treatment condition scored higher on their achievement tests than the participants in the control condition, there were no significant differences between the conditions.
Supplemental material, Appendix_A_JTE for Examining Preservice Teachers' Perceptions of Plann... more Supplemental material, Appendix_A_JTE for Examining Preservice Teachers' Perceptions of Planning for Culturally Relevant Disciplinary Literacy by Jamie Colwell, Kristen Gregory and Valerie Taylor in Journal of Teacher Education
Purpose – Teachers should plan instruction that integrates digital tools into instruction in mean... more Purpose – Teachers should plan instruction that integrates digital tools into instruction in meaningful ways to promote students’ use of multimodalities. Therefore, it is useful for teacher educators to expose pre-service teachers (PSTs) to a systematic approach to integrating a variety of digital tools into their instruction. In this chapter, the authors discuss on the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014a, 2014b) as one systematic approach for teachers and teacher educators to consider. Design – This chapter describes the promise of using the TIPC with PSTs to demonstrate and practice how to plan effective literacy instruction to support students’ use of multimodalities. The chapter includes a rich description of how the use of the TIPC might take shape in a literacy methods course based on a composite of courses, students, and activities that the authors have experimented with over time. Findings – Using the TIPC with PSTs requires a structured ...
IntroductionDisciplinary literacy, or an emphasis on literacy particular to learning in the acade... more IntroductionDisciplinary literacy, or an emphasis on literacy particular to learning in the academic disciplines, has become a focus of research when considering how to best support literacy in middle and secondary grades, where content is prioritized (Draper, 2008; Lee & Spratley, 2010; Moje, 2008; Shanahan, 2009; Shanahan & Shanahan, 2008). Historically, however, content area literacy, a more generalizable approach to literacy instruction that implements crosscontent reading and writing strategies, has been promoted in these grades to improve students' content literacy learning (Moore, Readence, & Rickleman, 1983). The shift from content area literacy to disciplinary literacy has been gradual, and sometimes overlapping, to encourage educators to embrace a literacy mindset that considers unique acts of analysis, communication, and production of text specific to disciplines, such as English, mathematics, history, and science in upper grades. This new mindset deemphasizes discree...
Teachers College Record: The Voice of Scholarship in Education, 2016
Background/Context Recent curricular trends based on new standards emphasize the centrality of re... more Background/Context Recent curricular trends based on new standards emphasize the centrality of reading and studying texts in history instruction. That trend suggests a closer alignment between middle-school history instruction and goals for developing literacy. Yet potential obstacles identified in the literature, particularly a teacher's stance toward teaching history, imply challenges to instantiating that alignment. Relatively little research has addressed how relevant conceptual positions such as disciplinary literacy might be realized in authentic practice. Purpose/Objective The objective was to investigate how middle-school history instruction could be transformed to align with the literacy goals addressed in new curricular standards and to better understand within a typical instructional context the pedagogical influences and outcomes associated with such a transformation. The intent was to lay the groundwork for an emerging pedagogical theory that could guide efforts to ...
This research used an inductive qualitative method to examine how adolescents participate in onli... more This research used an inductive qualitative method to examine how adolescents participate in online literature discussion, with limited guidance from adults, through a summer reading program. Using a New Literacy framework, the authors considered that literacy is social and collaborative and that adolescents often engage in such literacy practices on the Internet outside of school. This study considered these literacy practices to examine an eight-week voluntary online summer reading program at a public library and how such a program might inform such activities in school settings to promote more authentic opportunities for literacy engagement. In this program, twelve adolescents (ages 13-17) read print-based young adult novels and responded to their reading in threaded discussion boards, called book clubs, in a closed, online social network. Results indicated two overlapping themes related to students’ formality in writing to promote shared learning and personalizing digital discu...
Effective Practices in Online Teacher Preparation for Literacy Educators, 2020
This chapter reports the results of a qualitative case study focused on elementary pre-service te... more This chapter reports the results of a qualitative case study focused on elementary pre-service teachers' perspectives on planning for disciplinary literacy using peer review in an online professional community (OPC). Seven pre-service teachers enrolled in an eight-week asynchronous, online content literacy course served as participants. Results indicated pre-service teachers' valued extended opportunities for reflection in the OPC and appreciated diverse backgrounds and experiences offered by their OPC colleagues. However, perceived challenges remained that are important to consider when incorporating peer review cycles into online asynchronous coursework. This study considers these perspectives in light of designing and planning online coursework in elementary disciplinary literacy.
This qualitative multiple case study examined four preservice teachers’ planning and perceptions ... more This qualitative multiple case study examined four preservice teachers’ planning and perceptions of planning for culturally and socially relevant disciplinary literacy instruction in secondary disciplines. Four disciplines were represented: art, English, history, and physical education (P.E.)/health. This research sought to understand how a secondary literacy course and its requirements, with a particular focus on culturally relevant disciplinary literacy (CRDL) instruction. Particularities of the four disciplines of study represented were also considered to inform crosscontent literacy coursework. Findings indicated preservice teachers (PSTs) recognized potential of CRDL to engage students in critical thought. However, core disciplines (English and history) had varying viewpoints of the reality of such instruction compared with noncore disciplines (art and P.E./health), and all PSTs struggled to perceive CRDL as a primarily student-focused approach to instruction.
Mona Abo-Zena, Tufts University Jonathan Adams, Florida State University Susan Adams, Butler Univ... more Mona Abo-Zena, Tufts University Jonathan Adams, Florida State University Susan Adams, Butler University So-Yeon Ahn, University at Buffalo Lasisi Ajayi, San Diego State University Bob Algozzine, University of North Carolina at Charlotte Ricky Allen, University of New Mexico Richard Allington, University of Tennessee Janet Alsup, Purdue University Ann Amicucci, Indiana University of Pennsylvania Dorothea Anagnostopoulos, Michigan State University Lauren Anderson, University of Southern California Carey Andrzejewski, Auburn University Kenneth Anthony, Mississippi State University Philip Armstrong, Utah State University Becky Atkinson, University of Alabama Kathryn Au, School Rise, Llc William Austin, University of Nebraska–Omaha Mary Avalos, University of Miami Amy Bacevich Bernard Badiali, The Pennsylvania State University Damon Bahr, Brigham Young University Ellen Ballock, Towson University Mary Alice Barksdale, Virginia Tech Reizelie Barreto, Towson University Diane Barrett, University of Hawaii at Hilo Keith Barton, Indiana University Anna Baynum, Hollins University Thomas Bean, University of Nevada, Las Vegas Catherine Beauchamp, Bishop’s University, Canada Linda Behar-Horenstein, University of Florida David Ben-Chaim, Technion Institute, Israel Lisa Bendixen, University of Nevada, Las Vegas Susanna Benko, Ball State University Susan Benner, University of Tennessee Susan Bennett, University of Mississippi Cynthia Benton, SUNY–Cortland Amanda Berry, Monash Univeristy, Australia Barnett Berry, Center for Teaching Quality Lynn Beudert, University of Arizona Kathy Bickmore, Oise-University of Toronto, Canada Steven Bickmore, Louisiana State University Deborah Bieler, University of Delaware Kathleen Bieschke, The Pennsylvania State University Emily Binks-Cantrell, Texas A&M University Mollie Blackburn, Ohio State University Dorothy Blanks, University of Tennessee Sigrid Blömeke, Humboldt University, Germany Timothy Boerst, University of Michigan Gail Boldt, The Pennsylvania State University Gina Borgioli Yoder, Indiana University Purdue Eurydice Bouchereau Bauer, University of Illinois Laura Bower, Southern Connecticut State University Mark Boylan, Sheffield Hallam University, United Kingdom Melissa Braaten, University of Wisconsin–Madison Susan Brookhart, Educational Consultant Alan Brown, University of Alabama Anthony Brown, University of Texas at Austin Elizabeth Brown, University of Louisville Elizabeth Brown, George Mason University Bridget Bunten, Washington College Wendy Burke, Eastern Michigan University Megan Burton, University of South Carolina Gerald Campano, University of Pennsylvania June Canty, Washington State University B. Stephen Carpenter, The Pennsylvania State University Cynthia Carver, Oakland University Alison Castro Superfine, University of Illinois, Chicago Samantha Caughlan, Michigan State University Cynthia Chapel, Lincoln University Christina Chavez, California State Poly University Joseph Check, University of Massachusetts, Boston Jeff Choppin, University of Rochester Kathryn Chval, University of Missouri Jim Cibulka, NCATE and CAEP Sarah Clark, Utah State University Courtney Clayton, University of Mary Washington Karina Clemmons, University of Arkansas at Little Rock Renee Clift, University of Arizona Leonora Cohen, Oregon State University Doyin Coker-Kolo, Millersville University Jamie Colwell, Old Dominion University Barbara Combs, University of North Dakota Hilary Conklin, DePaul University Annamarie Conner, University of Georgia Annamary Consalvo, University of Texas at Austin Jewell Cooper, University of North Carolina at Greensboro Roisin Corcoran, Yale University Cheryl Craig, University of Houston Patricia Cranton, The Pennsylvania State University Brett Criswell, Georgia State University Dionne Cross, Indiana University 505081 JTEXXX10.1177/0022487113505081Journal of Teacher Education research-article2013
ABSTRACT This qualitative case study explored preservice teachers’ (PSTs) beliefs about disciplin... more ABSTRACT This qualitative case study explored preservice teachers’ (PSTs) beliefs about disciplinary literacy as they engaged in a blog project with middle-school students to discuss historical texts. Twenty-eight PSTs, enrolled in a semester-long social studies methods course and participating in the blog project as a course assignment, constituted the case study. Data were collected through semistructured and informal interviews, classroom observations, questionnaires, audio/video recordings, and blog postings and analyzed using a constant comparative analysis. Emergent successive themes focused on positive PST perspectives about disciplinary literacy, the impact of practice on beliefs about disciplinary literacy, and the influence of continued blog writing on beliefs. Findings indicated how extended experiences working with middle-school students in a low-risk blog setting may promote positive beliefs about using disciplinary literacy in instruction, but those beliefs may be malleable as PSTs’ experience the literacy needs of struggling readers.
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Papers by Jamie Colwell