Cross-Institutional Collaboration: (Co)Constructing Knowledge About Teaching and Learning in the Middle-Level Classroom

Utilizing technology to connect three geographically separate institutions within the same state and drawing on Bhabba, and Zeichner’s notions of third space, four teacher educators developed an opportunity for the middle-level teacher candidates from each university to simultaneously observe a live classroom teaching event virtually while participating in a backchannel conversation about the lesson. Upon completion of the live teaching event, candidates engaged in a debriefing session with the classroom teacher. This promising practice allowed candidates to discuss a lesson from multiple perspectives, broadening their views of teaching and learning at the middle level and enabling middle-level teacher educators an opportunity to scaffold (co)construction of knowledge about young adolescents and effective classroom practices.     

“Real-Time” Case Studies in Organizational Communication

Objective: This activity integrates theory and application by examining the multiple communication events affecting a single organization in “real time” over the course of an academic term

Course: Advanced-Level Organizational Communication Course     

Association for Counselor Education and Supervision Guidelines for Research Mentorship: Development and Implementation

The authors describe guidelines endorsed by the Association for Counselor Education and Supervision for research mentorship, including characteristics of mentors and mentees. Suggestions for implementing the guidelines at the individual, program, institution, and professional levels are focused on enhancing mentoring relationships as well as mentees’ research quality and productivity. Research on research mentoring, based on the guidelines, is encouraged.     

Perceptions of a Military Social Work Specialization Certificate Program: Implications for Future Programs

Military social work certificates, courses, and specializations have emerged to address the need for competent and culturally aware practitioners to serve military and veteran clients. This study evaluates one of these certificate programs surveying 27 previous graduate students and 11 field supervisors affiliated with this program. The majority of the participants endorsed this certificate as a viable means to prepare for practice with these clients. Findings highlight the importance of participants understanding military culture and common psychiatric conditions. Results point to the benefits of future programs teaching this material using real-life case scenarios and addressing veteran benefits, different periods of service, macro content, and complex ethical challenges.     

Bridging Realty to Virtual Reality: Investigating gender effect and student engagement on learning through video game play in an elementary school classroom

The purpose of this study was to examine students' learning of simple machines, a fifth‐grade (ages 10–11) forces and motion unit, and student engagement using a teacher‐created Multiplayer Educational Gaming Application. This mixed‐method study collected pre‐test/post‐test results to determine student knowledge about simple machines. A survey ascertained the time spent using the computer for general purposes, and the time spent playing computer games as a function of gender. The pre‐test and post‐test design involved 74 students, 31 males and 43 females, who played the Dr. Friction Multiplayer Educational Gaming Application for several days in the middle of the unit. Results showed the females averaged using the computer more than their male counterparts and males played video games more than females. Analysis of covariance suggested no significant difference between the factor gender (p > .05) but statistically significant differences in gain scores (p = .001). Observations and qualitative focus groups suggested high student engagement and how video game technology can scaffold learning of simple machines.     

Modifying the Monte Carlo Quiz to Increase Student Motivation,Participation, and Content Retention

Fernald developed the Monte Carlo Quiz format to enhance retention, encourage students to prepare for class, read with intention, and organize information in psychology classes. This author modified the Monte Carlo Quiz, combined it with the Minute Paper, and applied it to various courses. Students write quiz questions as part of the Minute Paper and the instructor selects questions to include in the next day's quiz. Rolling a die determines if the quiz will be taken on a particular day. If yes, a second roll of the die determines the quiz question answered. There was improved performance on quizzes and tests while students favorably reported that this format increases their out-of-class preparation and content retention.     

Improving quick writing performance of middle-school struggling learners

Writing performanceperformance of 279 seventh- and eighth-grade students in four urban charter schools was evaluated in comparison group pretest/posttest quasi-experimental study. Thirty-three students, identified by cut scores on a standardized fluency measure, received supplemental one-to-one Self-Regulated Strategy Development (SRSD) instruction for persuasive quick writing. Fifty-one students with scores below the cut participated as an eligible non-treatment comparison; 195 students with scores above the cut participated as a non-eligible comparison group. All students’ written responses were evaluated before and after the intervention. Results of repeated measures analysis indicated that students in treatment (additional instruction time + SRSD + planned practice-testing) significantly improved quick writing performance after instruction when compared to pretest performance, and when compared to eligible comparison, with large effect sizes for number of persuasive elements and organizational quality and medium effects for persuasive quality. When compared to non-eligible comparison, students in treatment had significantly higher scores for organizational quality (large effects) and persuasive quality (small effects).     

Gap Analysis by Subject Area of the University of Houston Main Campus Library Collection

This article outlines preliminary results of a complete gap analysis of the collections at the University of Houston Libraries. Methodology for a large-scale collection analysis project is explored here, including necessary collaborators for successful and accurate data collection. As well, the preliminary results of phase one of the project, studying usage by subject area and comparing to available interlibrary loan data, are outlined. Limitations and future directions for the project are also discussed.