Integrating social justice with mathematics and science: An analysis of student teacher lessons

Barbara Garii; Audrey C. Rule

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 25, No. 3 (April 2009) pp. 490–499

Student teachers have difficulty planning lessons that fully integrate social justice with mathematics/science content. This study was a content analysis of 26 poster presentations of mathematics or science lessons incorporating social justice...

Language: English

Second Graders Learn Animal Adaptations through Form and Function Analogy Object Boxes

Audrey C. Rule; Samantha Baldwin; Robert Schell

International Journal of Science Education Vol. 30, No. 9 (July 2008) pp. 1159–1182

This study examined the use of form and function analogy object boxes to teach second graders (n = 21) animal adaptations. The study used a pretest-posttest design to examine animal adaptation content learned through focused analogy activities as...

Comparison of Face-to-Face and Online Mathematics Learning of Sixth Graders

Clayton M. Edwards; Audrey C. Rule; Robert M. Boody

Journal of Computers in Mathematics and Science Teaching Vol. 32, No. 1 (January 2013) pp. 25–47

Online education is increasing in popularity at the college and high school levels with several studies showing the comparability of e-learning and more traditional methods. Middle school students’ ability to function well with this mode of...

Fifth Graders' Enjoyment, Interest, and Comprehension of Graphic Novels Compared to Heavily-Illustrated and Traditional Novels

Kimberly Ann Jennings; Audrey C. Rule; Sarah M. Vander Zanden

International Electronic Journal of Elementary Education Vol. 6, No. 2 (March 2014) pp. 257–274

The comparative effectiveness of graphic novels, heavily illustrated novels, and traditional novels as reading teaching tools has been sparsely researched. During the 2011-2012 school year, 24 mixed-ability fifth grade students chose to read six...

Middle School Students' Mathematics Knowledge Retention: Online or Face-To-Face Environments

Clayton M. Edwards; Audrey C. Rule; Robert M. Boody

Journal of Educational Technology & Society Vol. 20, No. 4 (2017) pp. 1–10

Educators seek to develop students' mathematical knowledge retention to increase student efficacy in follow-on classwork, improvement of test scores, attainment of standards, and preparation for careers. Interactive visuals, feedback during problem...

The Effect of Writing with Computers versus Handwriting on the Writing Achievement of First-graders

Manuel T. Barrera III; Audrey C. Rule; Afton Diemart

Information Technology in Childhood Education Annual Vol. 2001, No. 1 (2001) pp. 215–229

The written work of 18 first-grade students of mixed ability was compared under two conditions: word processing with computer writing programs and writing by hand. An intact first-grade classroom alternately used computers and hand-writing to...

Topics: Students, Behavior, Computers, Elementary Education

Impact of Adaptive Materials on Teachers and Their Students with Visual Impairments in Secondary Science and Mathematics Classes

Audrey C. Rule; Greg P. Stefanich; Robert M. Boody; Belinda Peiffer

International Journal of Science Education Vol. 33, No. 6 (2011) pp. 865–887

Science, technology, engineering, and mathematics (STEM) fields, important in today's world, are underrepresented by students with disabilities. Students with visual impairments, although cognitively similar to sighted peers, face challenges as STEM ...

Computer Technology-Integrated Projects Should Not Supplant Craft Projects in Science Education

Tabatha J. Klopp; Audrey C. Rule; Jean Suchsland Schneider; Robert M. Boody

International Journal of Science Education Vol. 36, No. 5 (2014) pp. 865–886

The current emphasis on computer technology integration and narrowing of the curriculum has displaced arts and crafts. However, the hands-on, concrete nature of craft work in science modeling enables students to understand difficult concepts and to...