Conference Proceedings Issue (Part 1 of 2)
Editor: Shanon S. Taylor, University of Nevada-Reno
Developmental Differences in Overconfidence: When do Children Understand that Attempting to Recall Predicts Memory Performance?
Authors: Christopher A. Was, Kent State University
Ibrahim Al-Harthy, Sultan Qaboos University
Abstract: Young children are typically overconfident regarding both the physical and cognitive abilities. This overconfidence may be due to development underpinnings. Two experiments investigate overconfidence in 1st – 6th grade students. It was found that not until 4th grade did students overconfidence begin to wane. We discuss these findings in the context of metacognition.
Reference: Was, C. A., & Al-Harthy, I. (2015). Developmental differences in overconfidence: When do children understand that attempting to recall predicts memory performance? The Researcher, 27(1), 1-5.
A Mixed-Methods Study Determining New Teachers’ Perceived Level of Preparedness in Primary Literacy Instruction
Authors: Amanda Eller
Institutions: Northwest Nazarene University / Idaho State University-Twin Falls
Abstract: This mixed-methods study explored a perceived change over time in the strength of teacher preparation in primary literacy, including phonemic awareness, phonics, fluency, comprehension, and assessment. A survey was completed by three categories of teachers—new, practiced, and veteran—who reflected upon their preparation and first-year teaching experiences.
Reference: Eller, A. (2015). A mixed-methods study determining new teachers’ perceived level of preparedness in primary literacy instruction. The Researcher, 27(1), 6-10.
Authors: Linda Quinn, Karen Grove, Lois Paretti, and Cristina Grandy
Institution: University of Nevada, Las Vegas
Abstract: This study identifies key factors that enable teacher education candidates to become reflective in practice. Reflective practices learned by developing an ePortfolio to document the challenges and successes experienced in learning to teach are analyzed from candidates comments made during exit interviews, ePortfolio presentations, and responses to a questionnaire.
Reference: Quinn, L., Grove, K., Paretti, L., & Grandy, C. (2015). Reflection on experiences in becoming teachers through ePortfolio development. The Researcher, 27(1), 11-14.
Authors: Shanon S. Taylor, Aaron S. Richmond, and Christopher Was
Institutions: University of Nevada, Reno; Metropolitan State University of Denver; Kent State University
Abstract: The initial years in higher education can be daunting for any junior faculty member and the pressure of “publish or perish” is well-known. The best time to develop a plan for those years is while still in graduate school. This article will outline suggestions based on the authors’ expertise and research that can provide guidance to graduate students on how to build strong mentoring relationships, successfully obtain an initial higher education position, and balance responsibilities, as well as other strategies to succeed in graduate school and beyond.
Reference: Taylor, S. S., Richmond. A. S., & Was, C. (2015). A brief guide to thriving in graduate school and beyond. The Researcher, 27(1), 15-19.
Authors: Aaron S. Richmond, Hannah M. Rauer, and Eric Klein
Institution: Metropolitan State University of Denver
Abstract: The purpose of this study was to investigate how metacognitive beliefs may predict prevalence or susceptibility to psychological and educational misconceptions. A total of 430 participants completed six online measures to gauge their susceptibility to common misconceptions and their level of metacognition. Results indicated that a higher level of metacognition was negatively correlated with susceptibility to psychological and educational misconceptions. The present study demonstrated that there are varying levels of misconceptions on psychological and educational topics in the college student population. Therefore, it is important that instructors know how to prime and teach metacognitive strategies to their students to help overcome misconceptions. Suggestions for future research include recruiting participants from different age groups and using different ways to measure how metacognition may predict susceptibility to psychological and educational misconceptions.
Reference: Richmond, A. S., Rauer, H. M., Klein, E. (2015). How does metacognition predict beliefs in psychological and educational misconceptions? The Researcher, 27(1), 20-24.
Authors: Tara L. R. Beziat and Bridget K. Coleman
Institutions: Auburn University at Montgomery and University of South Carolina Aiken
Abstract: Classroom assessment literacy is a vital part of pre-service teachers’ preparation because it allows them to monitor student progress and document their effect on student learning. This longitudinal study measures participants’ knowledge of standards-based classroom assessment strategies during their teacher preparation. Early results reveal that pre-service teachers lack assessment literacy, despite completing courses in classroom assessment. Additionally, secondary education majors and those who have been admitted to a professional program show a greater knowledge of assessment practices. Suggestions for improving pre-service teachers preparation are discussed.
Reference: Beziat, T. L. R., & Coleman, B. K. (2015). Classroom assessment literacy: Evaluating pre-service teachers. The Researcher, 27(1), 25-30.
Finding Collaborative Online Tools Daunting? Essential Tips for Navigating the Evolving Google+ Landscape
Authors: Mary D. Wehunt and Lisa Rice
Institutions: University of Wyoming and Arkansas State University
Abstract: This workshop presented recent innovations and improvements using Google+ circles, communities, pages, handouts, docs and Glass in order to help instructors overcome initial reluctance to using this collaborative toolset to design authentic learning activities. Applications supported by Google+ were also presented.
Reference: Wehunt, M. D., & Rice, L. (2015). Finding collaborative online tools daunting? Essential tips for navigating the evolving Google+ landscape. The Researcher, 27(1), 31-33.
Authors: Mary J. Leonard, Steven T. Kalinowski, and Mark L. Taper
Institution: Montana State University
Abstract: Research in science education and cognitive psychology has identified many variables that influence conceptual change in science. We are developing a synthetic model that examines the relative contributions to conceptual change of variables drawn from both bodies of research. We describe our hypothetical model and pilot results from undergraduate biology.
Reference: Leonard, M. J., Kalinowski, S. T., & Taper, M. L. (2015). More than ideas themselves: Influence of student attributes in conceptual change. The Researcher, 27(1), 34-42.
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