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Proceedings of the 2020 AERA Annual Meeting, 2020
The purpose of this narrative inquiry was to gain a deep understanding of the lived experiences o... more The purpose of this narrative inquiry was to gain a deep understanding of the lived experiences of four special education technology integrators from personal, cultural, and institutional perspectives. Two semi-structured, recorded interviews were conducted with each participant, followed by a focus group with all participants. Data analysis included continuous memoing, coding, cross coding, raw data triangulation, investigator triangulation, and member checking as a means of deeply understanding participant experience within the larger educational system. Study findings can be used to inform educational stakeholders and policy makers of the challenges found within special education, the unique benefits that special educators bring to the system, and how through collaboration, we might initiate systemic change in support of special education teachers.
Computers in Education, 2013
University students are increasingly choosing to purchase e-textbooks for their mobile devices as... more University students are increasingly choosing to purchase e-textbooks for their mobile devices as an alternative to traditional textbooks. This study examines the relationship between textbook format and 538 university students' grades and perceived learning scores. Results demonstrate that there was no difference in cognitive learning and grades between the two groups, suggesting that the electronic textbook is as effective for learning as the traditional textbook. The mean scores indicated that students who chose e-textbooks for their education courses had significantly higher perceived affective learning and psychomotor learning than students who chose to use traditional print textbooks.
International journal on e-learning, 2018
ProQuest LLC eBooks, 2011
Advances in educational technologies and instructional design book series, 2016
College students learn effectively when they engage in academic materials and make meaningful con... more College students learn effectively when they engage in academic materials and make meaningful connections with faculty and peers, applying information as it is learned. Although there is much research on the undergraduate student experience, the experience of adult learners in graduate programs is sparse. Adult students are a growing presence on college campuses and it is expected that the number of adult learners will continue to increase. This chapter provides foundational information to teaching adult learners in the online format. Theoretical constructs of andragogy and self-directed learning are reviewed and applied to real-life examples of successful collaborative learning activities in the online environment. Discussion questions are provided to promote the application of chapter content to the instructional environment of the reader.
Advances in higher education and professional development book series, 2017
Many children in the nation are not proficient readers. Many of them are affected by learning dis... more Many children in the nation are not proficient readers. Many of them are affected by learning disabilities and disorders. The Individuals with Disabilities Education Act (IDEA) was designed to help meet the needs of these children. However, children diagnosed with dyslexia were excluded from special education services because they did not qualify. Though advances in technology have identified dyslexia as stemming from a neurological difficulty to process language skills necessary for learning to read, dyslexic children continue to fall outside the qualification guidelines for special educational service. For this reason, many classroom teachers find themselves with children in their classes who are unable to read and who will not receive extra help. The aim of this chapter is to share teaching ideas, methodologies, and strategies which will help the classroom teacher address some of the needs of the dyslexic learner within the regular classroom setting.
Advances in medical technologies and clinical practice book series, 2014
The effective implementation of Assistive Technology (AT) is transformative for teacher practice ... more The effective implementation of Assistive Technology (AT) is transformative for teacher practice and student learning outcomes. Educators who embrace this effort are faced with a set of challenges that are not found in typical technology integration efforts. In order to deeply integrate technology into instruction and learning, a change in pedagogy is required. In this chapter, the focus is to identify the unaddressed perspectives that impede technology implementation in diverse learning environments. When this unique set of perspectives is addressed, strategies for effective practice can emerge. First, there is a discussion on special education law and AT. Next, foundations of AT and effective implementation strategies at the classroom level are discussed. The process by which teachers can be supported in integrating technology tools into learning tasks is reviewed. A matrix that connects student-learning tasks with technology tools common to every classroom is presented. The importance of making emotional connections and providing time to practice and share in an environment where failure is seen as an opportunity for growth is provided. Finally, systemic implementation issues and strategies for success are shared.
Education Sciences, Nov 19, 2022
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
Gifted and talented international, Jul 3, 2017
This study focused on a partial replication of a mixed-methods study of teachers regarding certif... more This study focused on a partial replication of a mixed-methods study of teachers regarding certification practices in Gifted and Talented Education (GATE). Data sources included Likert survey questions as well as openended questions with current teachers at seven schools within a Southern California school district. Since completion of the original study in 2006, there have been changes in new local control funding formulas that affect Gifted Education. In light of these changes, a partial replication study measuring current teacher perceptions of GATE certification practices compared findings with previous perceptions in the district. The survey sample (N = 93) included faculty from the originally sampled k-12 schools. Results indicate that perceptions of gifted identification and characteristics vary according to GATE certification status of the teacher, but not according to grade level taught. Teacher perceptions of the necessity for GATE certification and/or training have changed since the original study was conducted. Teachers indicated that training is valuable, but not necessary for all teachers. When compared to the previous study, findings indicate positive growth in teachers' perceptual knowledge regarding gifted student characteristics and the value of teacher training.
Proceedings of the 2020 AERA Annual Meeting, 2020
Education Sciences
The Happenstance Learning Theory (HLT) has primarily been used in career counseling fields, predo... more The Happenstance Learning Theory (HLT) has primarily been used in career counseling fields, predominantly in helping clients transition through different happenstances in life to find a career path. However, the COVID-19 pandemic showed that our nation’s teachers also developed the skills that are considered the pillars of HLT, as they made the transition from teaching traditionally one day to remote learning the next. This study explored how 46 special educators adapted their teaching methods to best address the needs of their students despite challenging circumstances. This study also suggests the application of the Happenstance Learning Theory in understanding and explaining how teachers seemingly make changes “in the moment”.
Supplemental Material, sj-docx-1-jst-10.1177_01626434211019393 for Personal, Cultural, and Instit... more Supplemental Material, sj-docx-1-jst-10.1177_01626434211019393 for Personal, Cultural, and Institutional Perspectives of Special Education Technology Integrators: A Narrative Inquiry by Jennifer Courduff and Abrisham Moktari in Journal of Special Education Technology
Gifted and Talented International, 2018
Proceedings of the 2020 AERA Annual Meeting, 2020
The purpose of this narrative inquiry was to gain a deep understanding of the lived experiences o... more The purpose of this narrative inquiry was to gain a deep understanding of the lived experiences of four special education technology integrators from personal, cultural, and institutional perspectives. Two semi-structured, recorded interviews were conducted with each participant, followed by a focus group with all participants. Data analysis included continuous memoing, coding, cross coding, raw data triangulation, investigator triangulation, and member checking as a means of deeply understanding participant experience within the larger educational system. Study findings can be used to inform educational stakeholders and policy makers of the challenges found within special education, the unique benefits that special educators bring to the system, and how through collaboration, we might initiate systemic change in support of special education teachers.
Computers in Education, 2013
University students are increasingly choosing to purchase e-textbooks for their mobile devices as... more University students are increasingly choosing to purchase e-textbooks for their mobile devices as an alternative to traditional textbooks. This study examines the relationship between textbook format and 538 university students' grades and perceived learning scores. Results demonstrate that there was no difference in cognitive learning and grades between the two groups, suggesting that the electronic textbook is as effective for learning as the traditional textbook. The mean scores indicated that students who chose e-textbooks for their education courses had significantly higher perceived affective learning and psychomotor learning than students who chose to use traditional print textbooks.
International journal on e-learning, 2018
ProQuest LLC eBooks, 2011
Advances in educational technologies and instructional design book series, 2016
College students learn effectively when they engage in academic materials and make meaningful con... more College students learn effectively when they engage in academic materials and make meaningful connections with faculty and peers, applying information as it is learned. Although there is much research on the undergraduate student experience, the experience of adult learners in graduate programs is sparse. Adult students are a growing presence on college campuses and it is expected that the number of adult learners will continue to increase. This chapter provides foundational information to teaching adult learners in the online format. Theoretical constructs of andragogy and self-directed learning are reviewed and applied to real-life examples of successful collaborative learning activities in the online environment. Discussion questions are provided to promote the application of chapter content to the instructional environment of the reader.
Advances in higher education and professional development book series, 2017
Many children in the nation are not proficient readers. Many of them are affected by learning dis... more Many children in the nation are not proficient readers. Many of them are affected by learning disabilities and disorders. The Individuals with Disabilities Education Act (IDEA) was designed to help meet the needs of these children. However, children diagnosed with dyslexia were excluded from special education services because they did not qualify. Though advances in technology have identified dyslexia as stemming from a neurological difficulty to process language skills necessary for learning to read, dyslexic children continue to fall outside the qualification guidelines for special educational service. For this reason, many classroom teachers find themselves with children in their classes who are unable to read and who will not receive extra help. The aim of this chapter is to share teaching ideas, methodologies, and strategies which will help the classroom teacher address some of the needs of the dyslexic learner within the regular classroom setting.
Advances in medical technologies and clinical practice book series, 2014
The effective implementation of Assistive Technology (AT) is transformative for teacher practice ... more The effective implementation of Assistive Technology (AT) is transformative for teacher practice and student learning outcomes. Educators who embrace this effort are faced with a set of challenges that are not found in typical technology integration efforts. In order to deeply integrate technology into instruction and learning, a change in pedagogy is required. In this chapter, the focus is to identify the unaddressed perspectives that impede technology implementation in diverse learning environments. When this unique set of perspectives is addressed, strategies for effective practice can emerge. First, there is a discussion on special education law and AT. Next, foundations of AT and effective implementation strategies at the classroom level are discussed. The process by which teachers can be supported in integrating technology tools into learning tasks is reviewed. A matrix that connects student-learning tasks with technology tools common to every classroom is presented. The importance of making emotional connections and providing time to practice and share in an environment where failure is seen as an opportunity for growth is provided. Finally, systemic implementation issues and strategies for success are shared.
Education Sciences, Nov 19, 2022
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
Gifted and talented international, Jul 3, 2017
This study focused on a partial replication of a mixed-methods study of teachers regarding certif... more This study focused on a partial replication of a mixed-methods study of teachers regarding certification practices in Gifted and Talented Education (GATE). Data sources included Likert survey questions as well as openended questions with current teachers at seven schools within a Southern California school district. Since completion of the original study in 2006, there have been changes in new local control funding formulas that affect Gifted Education. In light of these changes, a partial replication study measuring current teacher perceptions of GATE certification practices compared findings with previous perceptions in the district. The survey sample (N = 93) included faculty from the originally sampled k-12 schools. Results indicate that perceptions of gifted identification and characteristics vary according to GATE certification status of the teacher, but not according to grade level taught. Teacher perceptions of the necessity for GATE certification and/or training have changed since the original study was conducted. Teachers indicated that training is valuable, but not necessary for all teachers. When compared to the previous study, findings indicate positive growth in teachers' perceptual knowledge regarding gifted student characteristics and the value of teacher training.
Proceedings of the 2020 AERA Annual Meeting, 2020
Education Sciences
The Happenstance Learning Theory (HLT) has primarily been used in career counseling fields, predo... more The Happenstance Learning Theory (HLT) has primarily been used in career counseling fields, predominantly in helping clients transition through different happenstances in life to find a career path. However, the COVID-19 pandemic showed that our nation’s teachers also developed the skills that are considered the pillars of HLT, as they made the transition from teaching traditionally one day to remote learning the next. This study explored how 46 special educators adapted their teaching methods to best address the needs of their students despite challenging circumstances. This study also suggests the application of the Happenstance Learning Theory in understanding and explaining how teachers seemingly make changes “in the moment”.
Supplemental Material, sj-docx-1-jst-10.1177_01626434211019393 for Personal, Cultural, and Instit... more Supplemental Material, sj-docx-1-jst-10.1177_01626434211019393 for Personal, Cultural, and Institutional Perspectives of Special Education Technology Integrators: A Narrative Inquiry by Jennifer Courduff and Abrisham Moktari in Journal of Special Education Technology
Gifted and Talented International, 2018