Search results for author:"Michael Schneider"
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Science Teacher Vol. 71, No. 5 (May 2004) pp. 40–43
This article describes how Cahokia middle and high school students conduct inquiry-based science through a pitfall trap experiment. In a collaborative effort, students designed and conducted pitfall trap investigations that combined their interest...
Language Teaching in 3D Virtual Worlds with Machinima: Reflecting on an Online Machinima Teacher Training Course
International Journal of Computer-Assisted Language Learning and Teaching Vol. 8, No. 2 (April 2018) pp. 20–38
This article is based on findings arising from a large, two-year EU project entitled “Creating Machinima to Enhance Online Language Learning and Teaching” (CAMELOT), which was the first to investigate the potential of machinima, a form of virtual...
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 175–177
The following proposal is a response to the problem of faculty resistance that exists in many higher education institutions. There are many reasons for resistance and although the importance of technology integration is understood by educators,...
Journal of Educational Multimedia and Hypermedia Vol. 5, No. 3 (1996) pp. 225–238
We have experienced the rapid proliferation of world-wide networked hypermedia systems such as Gopher, WWW, and Hyper-G on the Internet, particularly in institutions concerned with education and research. Despite the great popularity of these...
Computers & Education Vol. 33, No. 1 (1999) pp. 47–63
We describe a computer-assisted scoring approach in educational assessment. In this approach, scores are captured and analyzed as scoring takes place; information on scoring quality is used to provide immediate feedback to raters and make timely re...
Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents
Learning and Instruction Vol. 37, No. 1 (June 2015) pp. 5–13
Numerical understanding and arithmetic skills are easier to acquire for whole numbers than fractions. The
Bert De Smedt; Daniel Ansari; Roland H. Grabner; Minna Hannula-Sormunen; Michael Schneider; Lieven Verschaffel
Educational Research Review Vol. 6, No. 3 pp. 232–237
Bert De Smedt; Daniel Ansari; Roland H. Grabner; Minna M. Hannula; Michael Schneider; Lieven Verschaffel
Educational Research Review Vol. 5, No. 1 pp. 97–105
Spatial Temporal Mathematics at Scale: An Innovative and Fully Developed Paradigm to Boost Math Achievement among All Learners
Teomara Rutherford; Melissa Kibrick; Margaret Burchinal; Lindsey Richland; AnneMarie Conley; Keara Osborne; Stephanie Schneider; Lauren Duran; Andrew Coulson; Fran Antenore; Abby Daniels; Michael E. Martinez
Annual Meeting of the American Educational Research Association 2010 (May 2010)
This paper describes the background, methodology, preliminary findings, and anticipated future directions of a large-scale multi-year randomized field experiment addressing the efficacy of ST Math [Spatial-Temporal Math], a fully-developed math...
Teomara Rutherford; George Farkas; Greg Duncan; Margaret Burchinal; Melissa Kibrick; Jeneen Graham; Lindsey Richland; Natalie Tran; Stephanie Schneider; Lauren Duran; Michael E. Martinez
Journal of Research on Educational Effectiveness Vol. 7, No. 4 (2014) pp. 358–383
Fifty-two low performing schools were randomly assigned to receive Spatial-Temporal (ST) Math, a supplemental mathematics software and instructional program, in second/third or fourth/fifth grades or to a business-as-usual control. Analyses reveal a ...