Sandra Schamroth Abrams - Academia.edu (original) (raw)
Articles by Sandra Schamroth Abrams
Teachers College Record, 2024
As part of the 125th issue of Teachers College Record, this commentary provides an overview of te... more As part of the 125th issue of Teachers College Record, this commentary provides an overview of technological innovation with a focus on the emergence of machine learning and artificial intelligence (AI). The presence and use of AI is a pressing contemporary topic in education, raising questions about the information and perspective(s) AI might privilege, as well as the evolving ethical concerns related to the blurred and increasingly indistinguishable boundaries of human and nonhuman entities and practices.
Concepts, Methodologies, Tools, and Applications, 2013
Journal of Adolescent Adult Literacy, Sep 1, 2014
The Reading Teacher, 2016
AbstractDigital literacies play a foundational role in the rhythm and pattern of our lives, yet d... more AbstractDigital literacies play a foundational role in the rhythm and pattern of our lives, yet debates continue about how to harness them for educational purposes. In an effort to humanize digital literacies, this column provides a venue for research and practical applications that depict technology use as part of the fabric of being human. This particular article, “Emotionally Crafted Experiences: Layering Literacies in Minecraft,” focuses on the ways that emotion transcends the screen and helps students layer their meaning making. As such, the Digital Literacy column will help educators reconceptualize the ways that children learn with technology, media, and new communication systems. It honors educator success stories and burning questions and issues, and it reimagines literacy futures.
Language and Literacy
This article focuses on how a game-informed culture in public school math classes sustained inter... more This article focuses on how a game-informed culture in public school math classes sustained interaction, cooperation, and empowered meaning making when COVID-19 mandates closed school buildings and education went fully online. More specifically, the game-informed learning environment supported the students’ development and discussion of their multimodal numeracies, and the highlighted activity reveals how the generation of math memes can foster students’ engagement in creative and empowered practices. Underscored throughout this article is the importance to embrace the expansiveness of numeracies in order to recognize, value, and support students’ meaning making.
Advances in Game-Based Learning
This chapter draws upon data from an ongoing seven-year study of game-informed and game-based lea... more This chapter draws upon data from an ongoing seven-year study of game-informed and game-based learning in public high school math classes in the northeastern United States. The researcher has worked closely with the same math teacher and his students to develop and refine a cooperative testing approach piloted and integrated into in the teacher's math classes since 2017. For this study, data from students' post-cooperative assessment reflections, along with hundreds of hours of classroom observation and eight student interviews, suggest that the cooperative features inherent in videogaming and esports can support a revised approach to assessing learning, one which honors social responsibility and meaningful learning.
Journal of Adolescent & Adult Literacy
Yearbook of The National Society for The Study of Education, 2011
Anthropology & Education Quarterly
This child-parent research is a student-led inquiry into three adolescent girls’ experiences of l... more This child-parent research is a student-led inquiry into three adolescent girls’ experiences of learning during the age of COVID-19 shelter-in-place mandate. In this collaborative autoethnography, a research team of five (three adolescent researchers—two of whom are sisters—and their respective mothers) met via videoconference to engage in five rounds of inductive and deductive data collection and analyses. Findings capture the three adolescents’ experiences of new teaching methods in new learning spaces: (1) the physical space of “Doing School at Home-How it Feels;” (2) the negotiations undertaken by the girls called “Improvisation and a School Mindset;” and (3) the need to respond to one constant: “Everything is Always Changing.” A fourth theme, called “Being at Home Gives Me...” was created to capture the human experience of doing school at home—and the new spaces that opened up. Recommendations to help make school work in the home space are provided.
Journal of Literacy Research, 2014
The language teens use in digital spaces—from social network posts to instant message chats to te... more The language teens use in digital spaces—from social network posts to instant message chats to text messages—often does not adhere to Standard Written English (SWE). Their digital writing involves a combination of written and conversational languages and often has a digital thumbprint that distinguishes the writer. As a means to understand this digitalk, we conducted a mixed method study that not only examines the conventions of digitalk, but also explores the impetus behind teens’ languages choices. Over the course of 2 years and three rounds of data collection, we investigated the digital language use of 81 adolescents (Grades 7-12) from urban and suburban, public and private schools in a large metropolitan area. Data provide insight into the conventions of digitalk and the reasons these features of language have been conventionalized within adolescent digital communities. Ultimately, we see teens engaging in purposeful writing that may differ from SWE, but, nonetheless, shows an ...
Educational Media International, 2009
... Research in the Teaching of English , 38(2): 229–233. ... Data suggest ways three adolescent ... more ... Research in the Teaching of English , 38(2): 229–233. ... Data suggest ways three adolescent males found academic gains as a result of their video gaming, which made academic material become personally relevant ... “Genre and the multimodal production of 'scientificness.'”. ...
E-Learning and Digital Media, 2013
In this article, the authors trace teachers' experiences while participating in an educationa... more In this article, the authors trace teachers' experiences while participating in an educational technology development and research project focused on the creation and use of an online writing and peer review environment. They follow teachers from their initial expectations of the program, to their response to professional development training sessions, planning sessions, student account setup, and to their initial attempts at utilizing the digital learning environment in the classroom. In so doing, the authors suggest that the path toward and away from successful classroom implementation of emerging learning technologies is a multiple, shifting, and interrelational one, influenced by constellations of factors including affect, administrator support, student buy-in, research and development team knowledge and availability, district priorities, and the amount of upheaval in the personal lives of teachers.
E-Learning and Digital Media, 2013
Through a Foucauldian lens, this article examines the affordances and constraints of an online pe... more Through a Foucauldian lens, this article examines the affordances and constraints of an online peer-review program in four special education English language arts classes in two New York City middle schools. Data from classroom observations, teacher interviews, and online student spaces and artifacts provide insight into the technologies of power that ultimately supported the emergence of students' voices. The negotiated and disrupted power structures within the online writing space are central to the discussion of paradigmatic shifts and flexible student-driven learning opportunities.
Literacy Research, Practice and Evaluation, 2015
Abstract Purpose This chapter calls attention to how creating a digital story, which focused on t... more Abstract Purpose This chapter calls attention to how creating a digital story, which focused on teaching and learning spaces for writing, served as a mediational tool to support preservice teachers’ reflective practice and understanding of writing and the writing process. Methodology/approach Data from over 50 students were parsed using Kember, McKay, Sinclair and Wong’s (2008) approach to determine levels of reflection. From the students whose work fell into the reflection-to-critical reflection range, we selected three students from different disciplines and adopted a case study approach for analyzing and discussing their work. Students’ informal and formal reflections and learning artifacts, as well as researcher field notes, contributed to a rich understanding of each case. Findings Review of students’ digital stories and related artifacts (i.e., storyboards, scripts, and reflections), as well as other course-related work, revealed that digital storytelling facilitated students’ developing understanding in three dimensions: writing, pedagogy, and reflective practice. Practical implications The findings suggest that digital storytelling can engage students in multimodal iterative practices analogous to the writing process that cultivates reflective thinking. Activities that scaffold such iteration and cross-literate practices can foster reflective thinking about inspired pedagogy within and beyond the classroom.
International Review of Contemporary Learning Research, 2012
Teachers College Record, 2024
As part of the 125th issue of Teachers College Record, this commentary provides an overview of te... more As part of the 125th issue of Teachers College Record, this commentary provides an overview of technological innovation with a focus on the emergence of machine learning and artificial intelligence (AI). The presence and use of AI is a pressing contemporary topic in education, raising questions about the information and perspective(s) AI might privilege, as well as the evolving ethical concerns related to the blurred and increasingly indistinguishable boundaries of human and nonhuman entities and practices.
Concepts, Methodologies, Tools, and Applications, 2013
Journal of Adolescent Adult Literacy, Sep 1, 2014
The Reading Teacher, 2016
AbstractDigital literacies play a foundational role in the rhythm and pattern of our lives, yet d... more AbstractDigital literacies play a foundational role in the rhythm and pattern of our lives, yet debates continue about how to harness them for educational purposes. In an effort to humanize digital literacies, this column provides a venue for research and practical applications that depict technology use as part of the fabric of being human. This particular article, “Emotionally Crafted Experiences: Layering Literacies in Minecraft,” focuses on the ways that emotion transcends the screen and helps students layer their meaning making. As such, the Digital Literacy column will help educators reconceptualize the ways that children learn with technology, media, and new communication systems. It honors educator success stories and burning questions and issues, and it reimagines literacy futures.
Language and Literacy
This article focuses on how a game-informed culture in public school math classes sustained inter... more This article focuses on how a game-informed culture in public school math classes sustained interaction, cooperation, and empowered meaning making when COVID-19 mandates closed school buildings and education went fully online. More specifically, the game-informed learning environment supported the students’ development and discussion of their multimodal numeracies, and the highlighted activity reveals how the generation of math memes can foster students’ engagement in creative and empowered practices. Underscored throughout this article is the importance to embrace the expansiveness of numeracies in order to recognize, value, and support students’ meaning making.
Advances in Game-Based Learning
This chapter draws upon data from an ongoing seven-year study of game-informed and game-based lea... more This chapter draws upon data from an ongoing seven-year study of game-informed and game-based learning in public high school math classes in the northeastern United States. The researcher has worked closely with the same math teacher and his students to develop and refine a cooperative testing approach piloted and integrated into in the teacher's math classes since 2017. For this study, data from students' post-cooperative assessment reflections, along with hundreds of hours of classroom observation and eight student interviews, suggest that the cooperative features inherent in videogaming and esports can support a revised approach to assessing learning, one which honors social responsibility and meaningful learning.
Journal of Adolescent & Adult Literacy
Yearbook of The National Society for The Study of Education, 2011
Anthropology & Education Quarterly
This child-parent research is a student-led inquiry into three adolescent girls’ experiences of l... more This child-parent research is a student-led inquiry into three adolescent girls’ experiences of learning during the age of COVID-19 shelter-in-place mandate. In this collaborative autoethnography, a research team of five (three adolescent researchers—two of whom are sisters—and their respective mothers) met via videoconference to engage in five rounds of inductive and deductive data collection and analyses. Findings capture the three adolescents’ experiences of new teaching methods in new learning spaces: (1) the physical space of “Doing School at Home-How it Feels;” (2) the negotiations undertaken by the girls called “Improvisation and a School Mindset;” and (3) the need to respond to one constant: “Everything is Always Changing.” A fourth theme, called “Being at Home Gives Me...” was created to capture the human experience of doing school at home—and the new spaces that opened up. Recommendations to help make school work in the home space are provided.
Journal of Literacy Research, 2014
The language teens use in digital spaces—from social network posts to instant message chats to te... more The language teens use in digital spaces—from social network posts to instant message chats to text messages—often does not adhere to Standard Written English (SWE). Their digital writing involves a combination of written and conversational languages and often has a digital thumbprint that distinguishes the writer. As a means to understand this digitalk, we conducted a mixed method study that not only examines the conventions of digitalk, but also explores the impetus behind teens’ languages choices. Over the course of 2 years and three rounds of data collection, we investigated the digital language use of 81 adolescents (Grades 7-12) from urban and suburban, public and private schools in a large metropolitan area. Data provide insight into the conventions of digitalk and the reasons these features of language have been conventionalized within adolescent digital communities. Ultimately, we see teens engaging in purposeful writing that may differ from SWE, but, nonetheless, shows an ...
Educational Media International, 2009
... Research in the Teaching of English , 38(2): 229–233. ... Data suggest ways three adolescent ... more ... Research in the Teaching of English , 38(2): 229–233. ... Data suggest ways three adolescent males found academic gains as a result of their video gaming, which made academic material become personally relevant ... “Genre and the multimodal production of 'scientificness.'”. ...
E-Learning and Digital Media, 2013
In this article, the authors trace teachers' experiences while participating in an educationa... more In this article, the authors trace teachers' experiences while participating in an educational technology development and research project focused on the creation and use of an online writing and peer review environment. They follow teachers from their initial expectations of the program, to their response to professional development training sessions, planning sessions, student account setup, and to their initial attempts at utilizing the digital learning environment in the classroom. In so doing, the authors suggest that the path toward and away from successful classroom implementation of emerging learning technologies is a multiple, shifting, and interrelational one, influenced by constellations of factors including affect, administrator support, student buy-in, research and development team knowledge and availability, district priorities, and the amount of upheaval in the personal lives of teachers.
E-Learning and Digital Media, 2013
Through a Foucauldian lens, this article examines the affordances and constraints of an online pe... more Through a Foucauldian lens, this article examines the affordances and constraints of an online peer-review program in four special education English language arts classes in two New York City middle schools. Data from classroom observations, teacher interviews, and online student spaces and artifacts provide insight into the technologies of power that ultimately supported the emergence of students' voices. The negotiated and disrupted power structures within the online writing space are central to the discussion of paradigmatic shifts and flexible student-driven learning opportunities.
Literacy Research, Practice and Evaluation, 2015
Abstract Purpose This chapter calls attention to how creating a digital story, which focused on t... more Abstract Purpose This chapter calls attention to how creating a digital story, which focused on teaching and learning spaces for writing, served as a mediational tool to support preservice teachers’ reflective practice and understanding of writing and the writing process. Methodology/approach Data from over 50 students were parsed using Kember, McKay, Sinclair and Wong’s (2008) approach to determine levels of reflection. From the students whose work fell into the reflection-to-critical reflection range, we selected three students from different disciplines and adopted a case study approach for analyzing and discussing their work. Students’ informal and formal reflections and learning artifacts, as well as researcher field notes, contributed to a rich understanding of each case. Findings Review of students’ digital stories and related artifacts (i.e., storyboards, scripts, and reflections), as well as other course-related work, revealed that digital storytelling facilitated students’ developing understanding in three dimensions: writing, pedagogy, and reflective practice. Practical implications The findings suggest that digital storytelling can engage students in multimodal iterative practices analogous to the writing process that cultivates reflective thinking. Activities that scaffold such iteration and cross-literate practices can foster reflective thinking about inspired pedagogy within and beyond the classroom.
International Review of Contemporary Learning Research, 2012
These diverse topics will provide scholars, teachers, and curriculum developers with empirical su... more These diverse topics will provide scholars, teachers, and curriculum developers with empirical support for bringing videogames into classroom spaces to foster meaning making. Bridging Literacies with Videogames is an essential text for undergraduates, graduates, and faculty interested in contemporizing learning with the medium of the videogame. G A M I N G E C O L O G I E S A N D P E D A G O G I E S S E R I E S
Managing Educational Technology, 2018
Integrating Virtual and Traditional Learning in 6–12 Classrooms, 2014
Foreword: Layering Life Into Literacy, Jennifer Rowsell. Chapter 1: Introduction: Integrating Vir... more Foreword: Layering Life Into Literacy, Jennifer Rowsell. Chapter 1: Introduction: Integrating Virtual and Traditional Learning-The Online-Offline Connection Technology and the Classroom. Chapter 2: A View From Inside the Fishbowl: A Culture of Layered Understandings. Chapter 3: Teaching, Assessment, and Layered Literacies. Chapter 4: Making Classroom Material Relevant Through Layered Experiences. Chapter 5: Layering the Classroom Experience. Chapter 6: Creating a Rhythm-Based Culture That Layers Approaches to Bridging In- and Out-of-School Practices. Chapter 7: But the Internet Is Down! Layering Literacies With (and Despite) Technology in the Classroom . Chapter 8: Rethinking Classroom Learning: Affordances of Technological Change and Opportunities for Inspired Pedagogy. Afterword, Bill Cope and Mary Kalantzis
Writing in Education: The Art of Writing for Educators, 2020
Writing in Education: The Art of Writing for Educators focuses on educators’ professional journey... more Writing in Education: The Art of Writing for Educators focuses on educators’ professional journeys and discoveries about teaching, learning, writing, and self. This book offers insightful discussions about teaching practices, reflective writing, and digital and nondigital representations of meaning. It explores practical matters facing teachers and teacher candidates, such as communicating about one’s practice, writing beyond content and page, or conducting classroom observations and maintaining field notes. This volume is divided into three main parts, each of which spotlights a Featured Assignment that examines an area of writing in education. The sample student work that is highlighted in each chapter is designed to support teachers and teacher candidates as they consider the importance and forms of writing as professionals in the field, as well as the roles of writing in their own current or future classrooms.
Link: https://brill.com/view/title/58419
Brill, 2020
Child-Parent Research Reimagined challenges the field to explore the meaning making experiences a... more Child-Parent Research Reimagined challenges the field to explore the meaning making experiences and the methodological and ethical challenges that come to the fore when researchers engage in research with their child, grandchild, or other relative. As scholars in and beyond the field of education grapple with ways that youth make meaning with digital and nondigital resources and practices, this edited volume offers insights into nuanced learning that is highly contextualized and textured while also (re)initiating important methodological and epistemological conversations about research that seeks to flatten traditional hierarchies, honor youth voices, and co-investigate facets of youth meaning making.
Contributors are (in alphabetical order): Charlotte Abrams, Sandra Schamroth Abrams, Kathleen M. Alley, Bill Cope, Mary Kalantzis, Molly Kurpis, Linda Laidlaw, Guy Merchant, Daniel Ness, Eric Ness, "E." O’Keefe, Joanne O’Mara, Anthony J. Onwuegbuzie, Sarah Prestridge, Lourdes M. Rivera, Dahlia Rivera-Larkin, Nora Rivera-Larkin, Alaina Roach O’Keefe, Mary Beth Schaefer, Cassandra R. Skrobot, and Bogum Yoon.
Qualitative researchers have grappled with how online inquiry shifts research procedures such as ... more Qualitative researchers have grappled with how online inquiry shifts research procedures such as gaining access to spaces, communicating with participants, and obtaining informed consent. Drawing on a multimethod approach, Conducting Qualitative Research of Learning in Online Spaces explores how to design and conduct diverse studies in online environments. The book focuses on formal and informal learning practices that occur in evolving online spaces. The text shows researchers how they can draw upon a variety of theoretical frameworks, methodological approaches, and data sources. Examples of qualitative research in online spaces, along with guiding questions, support readers at every phase of the research process.
Bridging Literacies with Videogames provides an international perspective of literacy practices, ... more Bridging Literacies with Videogames provides an international perspective of literacy practices, gaming culture, and traditional schooling. Featuring studies from Australia, Colombia, South Korea, Canada, and the United States, this edited volume addresses learning in primary, secondary, and tertiary environments with topics related to:
• re-creating worlds and texts
• massive multiplayer second language learning
• videogames and classroom learning
These diverse topics will provide scholars, teachers, and curriculum developers with empirical support for bringing videogames into classroom spaces to foster meaning making. Bridging Literacies with Videogames is an essential text for undergraduates, graduates, and faculty interested in contemporizing learning with the medium of the videogame.
Bridging Literacies with Videogames provides an international perspective of literacy practices, ... more Bridging Literacies with Videogames provides an international perspective of literacy practices, gaming culture, and traditional schooling. Featuring studies from Australia, Colombia, South Korea, Canada, and the United States, this edited volume addresses learning in primary, secondary, and tertiary environments with topics related to:
• re-creating worlds and texts
• massive multiplayer second language learning
• videogames and classroom learning
These diverse topics will provide scholars, teachers, and curriculum developers with empirical support for bringing videogames into classroom spaces to foster meaning making. Bridging Literacies with Videogames is an essential text for undergraduates, graduates, and faculty interested in contemporizing learning with the medium of the videogame.
Hall/International, 2013
This chapter presents a review of research of technology integration in elementary and middle sch... more This chapter presents a review of research of technology integration in elementary and middle school classrooms undertaken between 2000 and 2011, highlighting the affordances and limitations of attempts to contemporize practice across the grade levels. The review of research suggests that technology in education continues to be considered through traditional lenses primarily because we do not yet have a theory which allows us to understand and account for the world of communication as it is now. The chapter begins by looking at the ways in which digital technology has begun to unsettle conceptions of literacy and learning. After this, it explores what current research reveals about technology in the classroom, following with a discussion of the key methodological dilemmas and an agenda for future research.
The Routledge Handbook for Advancing Integration in Mixed Methods Research
International Handbook of Research on Children's Literacy, Learning, and Culture, Mar 2013
This chapter presents a review of research of technology integration in elementary and middle sch... more This chapter presents a review of research of technology integration in elementary and middle school classrooms undertaken between 2000 and 2011, highlighting the affordances and limitations of attempts to contemporize practice across the grade levels. The review of research suggests that technology in education continues to be considered through traditional lenses primarily because we do not yet have a theory which allows us to understand and account for the world of communication as it is now. The chapter begins by looking at the ways in which digital technology has begun to unsettle conceptions of literacy and learning. After this, it explores what current research reveals about technology in the classroom, following with a discussion of the key methodological dilemmas and an agenda for future research.
The Routledge Handbook of Literacy Studies
Generation Z, 2015
In many ways, the zombie seems to be a suitable trope for the challenges students, teachers, and ... more In many ways, the zombie seems to be a suitable trope for the challenges students, teachers, and parents may face as they confront and respond to imposed standards and curricula. More specifically, this chapter extends the zombie metaphor to examine the challenges two adolescent male learners and their mother faced as their New York public middle and high schools adopted national standards and imposed curricular modifications. Through the perspective of the stakeholders (the two students and their mother), assessment-driven changes ironically challenged good pedagogy and generated hysteria. In light of the qualitative data, this chapter suggests that videogames can provide a model for productive, collaborative, and creative change that promises to be relevant and meaningful to educators and students.
Encyclopedia of Educational Philosophy and Theory, 2016
Videogames, Libraries, and the Feedback Loop: Learning Beyond the Stacks
The integration of digital game-based learning into educational settings continues to present opp... more The integration of digital game-based learning into educational settings continues to present opportunities and challenges. This chapter examines feedback structures in videogame environments and focuses on ways educators can build upon features of the feedback loop to engage adolescents in meaningful learning in and beyond the classroom. As such, this chapter offers educators practical information to embrace instructional activities inspired by meaning making through the feedback loop.
Encyclopedia of Educational Philosophy and Theory
Encyclopedia of Educational Philosophy and Theory
Encyclopedia of Educational Philosophy and Theory
Child-Parent Research Reimagined, 2020
Bridging Literacies with Videogames, 2014
Videogames, Libraries, and the Feedback Loop: Learning Beyond the Stacks, 2021
Child-Parent Research Reimagined, 2020
How can child-parent research be reimagined? This introductory chapter offers a historical contex... more How can child-parent research be reimagined? This introductory chapter offers a historical context of children doing research and develops a conceptual framework for understanding facets of child-parent research. The premise of this line of inquiry includes authenticity, empowerment, and insight. The authors contemplate the range of involvement and partnership and provide a wheel metaphor to capture the dynamic and nuanced interplay of dialogue, critical reflection, ethics, tension, and participation. There are ethical concerns addressed through a critical discussion about hierarchies, power, and voice in child-parent research, which hinges on a shared purpose and requires an approach that is carefully cultivated to be egalitarian, inclusive, dialogic, and reciprocal.
Collaboration between e-learning industries and university researchers continues to grow. This pa... more Collaboration between e-learning industries and university researchers continues to grow. This paper examines formats of academy-industry relationships, ultimately calling for an emphasis on design based research. Analyzing data from two instrumental case studies of university-industry relationships, we suggest that there are three overarching formats of e-learning partnerships: industry-initiated, university-initiated, and design-research based. Insight into such partnerships would inform the collaboration between e-learning industries and university researchers, as well as the integration and evaluation of e-learning products.
... recommended ways in which games can be implemented in school (Charsky & M... more ... recommended ways in which games can be implemented in school (Charsky & Mims, 2008; Lacasa, Méndez, & Martínez, 2008). ... response seventeen-year-old Caleb(all names are pseudonyms) offered during my pilot study focus group interview. ...
International Journal of Multiple Research Approaches, Apr 30, 2021
This foreword to the Black Lives Matter special issue looks to embrace active listening and open ... more This foreword to the Black Lives Matter special issue looks to embrace active listening and open dialogue via writing, and it calls attention to the confines of traditional publishing that otherwise do not support dialogue in writing. Building upon Onwuegbuzie’s (2021) Framework for Promoting Anti-Racism in America, the foreword begins with sections that address the need to “engage in continuous self-reflection,” “listen more than you speak,” “whenever possible, collaborate with Black faculty,” and “refrain from conducting research that promotes cultural deficit models.” Thereafter, the voices of Dr. Aliya E. Holmes, Dr. David Bell, Kesshem Williams, and Leslie Laboriel underscore the courage necessary to share experiences and to engage in open dialogue; change is anything but silent.
Cultural studies and transdisciplinarity in education, Dec 18, 2015
In many ways, the zombie seems to be a suitable trope for the challenges students, teachers, and ... more In many ways, the zombie seems to be a suitable trope for the challenges students, teachers, and parents may face as they confront and respond to imposed standards and curricula. More specifically, this chapter extends the zombie metaphor to examine the challenges two adolescent male learners and their mother faced as their New York public middle and high schools adopted national standards and imposed curricular modifications. Through the perspective of the stakeholders (the two students and their mother), assessment-driven changes ironically challenged good pedagogy and generated hysteria. In light of the qualitative data, this chapter suggests that videogames can provide a model for productive, collaborative, and creative change that promises to be relevant and meaningful to educators and students.
Language and Literacy, Jun 9, 2021
IGI Global eBooks, May 26, 2010
Routledge eBooks, Mar 5, 2018
Advances in game-based learning book series, 2021
This chapter draws upon data from an ongoing seven-year study of game-informed and game-based lea... more This chapter draws upon data from an ongoing seven-year study of game-informed and game-based learning in public high school math classes in the northeastern United States. The researcher has worked closely with the same math teacher and his students to develop and refine a cooperative testing approach piloted and integrated into in the teacher's math classes since 2017. For this study, data from students' post-cooperative assessment reflections, along with hundreds of hours of classroom observation and eight student interviews, suggest that the cooperative features inherent in videogaming and esports can support a revised approach to assessing learning, one which honors social responsibility and meaningful learning.
Teachers College Record, Apr 1, 2011
Routledge eBooks, Jun 14, 2018
Routledge eBooks, Apr 12, 2022
The integration of digital game-based learning into educational settings continues to present opp... more The integration of digital game-based learning into educational settings continues to present opportunities and challenges. This chapter examines feedback structures in videogame environments and focuses on ways educators can build upon features of the feedback loop to engage adolescents in meaningful learning in and beyond the classroom. As such, this chapter offers educators practical information to embrace instructional activities inspired by meaning making through the feedback loop.
Writing in Education: The Art of Writing for Educators focuses on educators’ professional journey... more Writing in Education: The Art of Writing for Educators focuses on educators’ professional journeys and discoveries about teaching, learning, writing, and self. This book offers insightful discussions about teaching practices, reflective writing, and digital and nondigital representations of meaning. It explores practical matters facing teachers and teacher candidates, such as communicating about one’s practice, writing beyond content and page, or conducting classroom observations and maintaining field notes. This volume is divided into three main parts, each of which spotlights a Featured Assignment that examines an area of writing in education. The sample student work that is highlighted in each chapter is designed to support teachers and teacher candidates as they consider the importance and forms of writing as professionals in the field, as well as the roles of writing in their own current or future classrooms.
STEM Journal, May 1, 2015
As cognition and reasoning styles differ across cultures and learning habits, the efficacy of sub... more As cognition and reasoning styles differ across cultures and learning habits, the efficacy of subtitled programs on foreign language learning...
Anthropology & Education Quarterly, Dec 3, 2021
Journal of Adolescent & Adult Literacy, Nov 1, 2022