Joan Bruner-Timmons | Walden University (original) (raw)
Address: Little Falls, New Jersey, United States
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Students at an inner city school have low test results despite making progress. The study examine... more Students at an inner city school have low test results despite making progress. The study examines the problem that technology plans implemented by the Board of Education could not improve student achievement. Educational policy recommends to increasingly sustain teaching by educational technology. Therefore, this research examines the teacher knowledge necessary for technology integration in classes, and the ways this knowledge can be fostered. The theoretical framework of this study integrates 2 prominent theories of instructional science: learning by design (LBD) and technological, pedagogical, and content knowledge (TPACK). The relationship between LBD, TPACK, and technology integration in the classroom was examined. The assumption was made that LBD and TPACK predict technology integration, and that TPACK mediates the relationship between LBD and technology integration. A correlational study was carried out with a sample of N = 109 in-service, secondary, mathematics teachers fro...
Frontiers in Physics, 2021
Since the experimental discovery of neutrino oscillations, the search for the neutrinoless double... more Since the experimental discovery of neutrino oscillations, the search for the neutrinoless double beta (0νββ) decay has intensified greatly, as this particular decay mode, if experimentally discovered, could offer a testing ground for Beyond Standard Model (BSM) theories related to the yet hidden fundamental properties of neutrinos and the possibility of violating of some fundamental symmetries. In this work we make a brief review of the nuclear matrix elements and phase space factors calculations performed mainly by our group. Next, using these calculations and the most recent experimental half-life limits, we revise the constraints on the BSM parameters violating the lepton number corresponding to four mechanisms that could contribute to 0νββ decay. Finally, using the values obtained for the BSM parameters from one of the most sensitive double-beta decay experiments, we provide a comparison with the sensitivities of other experiments.
Teachers’ Participation in Learning by Design Activities, Their Technological, Pedagogical and Co... more Teachers’ Participation in Learning by Design Activities, Their Technological, Pedagogical and Content Knowledge, and Technology Integration in an Inner City School by Joan Bruner-Timmons MEd, The City College of New York, 1999 MA, University of Miami, 1978 BA, Morgan State University, 1966 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2018 Abstract Students at an inner city school have low test results despite making progress. The study examines the problem that technology plans implemented by the Board of Education could not improve student achievement. Educational policy recommends to increasingly sustain teaching by educational technology. Therefore, this research examines the teacher knowledge necessary for technology integration in classes, and the ways this knowledge can be fostered. The theoretical framework of this study integrates 2 prominent theories of instructional science: learning by d...
Students at an inner city school have low test results despite making progress. The study examine... more Students at an inner city school have low test results despite making progress. The study examines the problem that technology plans implemented by the Board of Education could not improve student achievement. Educational policy recommends to increasingly sustain teaching by educational technology. Therefore, this research examines the teacher knowledge necessary for technology integration in classes, and the ways this knowledge can be fostered. The theoretical framework of this study integrates 2 prominent theories of instructional science: learning by design (LBD) and technological, pedagogical, and content knowledge (TPACK). The relationship between LBD, TPACK, and technology integration in the classroom was examined. The assumption was made that LBD and TPACK predict technology integration, and that TPACK mediates the relationship between LBD and technology integration. A correlational study was carried out with a sample of N = 109 in-service, secondary, mathematics teachers fro...
Frontiers in Physics, 2021
Since the experimental discovery of neutrino oscillations, the search for the neutrinoless double... more Since the experimental discovery of neutrino oscillations, the search for the neutrinoless double beta (0νββ) decay has intensified greatly, as this particular decay mode, if experimentally discovered, could offer a testing ground for Beyond Standard Model (BSM) theories related to the yet hidden fundamental properties of neutrinos and the possibility of violating of some fundamental symmetries. In this work we make a brief review of the nuclear matrix elements and phase space factors calculations performed mainly by our group. Next, using these calculations and the most recent experimental half-life limits, we revise the constraints on the BSM parameters violating the lepton number corresponding to four mechanisms that could contribute to 0νββ decay. Finally, using the values obtained for the BSM parameters from one of the most sensitive double-beta decay experiments, we provide a comparison with the sensitivities of other experiments.
Teachers’ Participation in Learning by Design Activities, Their Technological, Pedagogical and Co... more Teachers’ Participation in Learning by Design Activities, Their Technological, Pedagogical and Content Knowledge, and Technology Integration in an Inner City School by Joan Bruner-Timmons MEd, The City College of New York, 1999 MA, University of Miami, 1978 BA, Morgan State University, 1966 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University April 2018 Abstract Students at an inner city school have low test results despite making progress. The study examines the problem that technology plans implemented by the Board of Education could not improve student achievement. Educational policy recommends to increasingly sustain teaching by educational technology. Therefore, this research examines the teacher knowledge necessary for technology integration in classes, and the ways this knowledge can be fostered. The theoretical framework of this study integrates 2 prominent theories of instructional science: learning by d...