Positive Pitfalls

Michael Schneider

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

Michael Thomas; Christel Schneider

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...

Faculty Resistance to Technology Integration

Ileana Torres; Jessica Evans; Michael Schneider

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,...

Topics: faculty development, Teaching and Learning with Emerging Technologies

Glimpses at the Future of Networked Hypermedia Systems

Michael Klemme; Hermann Maurer; Achim Schneider

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...

Topics: Multimedia, Networking Technologies

Management of scoring sessions in alternative assessment: the computer-assisted scoring approach

Guillermo Solano-Flores; Bruce Raymond; Steven A Schneider; Michael Timms

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...

Language: English

Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents

Joke Torbeyns; Michael Schneider; Ziqiang Xin; Robert S. Siegler

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

Language: English

Cognitive neuroscience meets mathematics education: It takes two to Tango

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

Language: English

Cognitive neuroscience meets mathematics education

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

Language: English

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...

A Randomized Trial of an Elementary School Mathematics Software Intervention: Spatial-Temporal 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 ...