Debra Price

Fighting baddies and collecting bananas: teachers’ perceptions of games-based literacy learning

This paper discusses how practicing teachers conceptualize commercial off the shelf (COTS) videogames within classroom-based English language arts instruction. Understanding how today’s teachers perceive virtual worlds and videogames as an instructional tool for schema building within literacy development will help researchers better understand ways to structure games-based learning in classroom environments. Data for this study were drawn from case study research of a graduate pilot course focusing on the intersections of virtual worlds, popular culture, and literacy instruction. Findings indicate that a limited understanding of videogames and virtual worlds does not hinder practicing teachers from desiring to create engaging units of study using videogames as a schema building tool. However, teachers feel that using videogames for schema building in the classroom will lead to negative perceptions of how they are viewed as teachers. This is compounded by the perception that they will not receive adequate financial support in the form of professional development from administration, nor will they receive monies for technological support to implement within instruction. However, despite these findings, teachers desire to use games-based learning and implement it as a schema building exercises with their students.

A Content Analysis of College Reading Association/Association of Literacy Educators and Researchers Teacher Education Publications: Past, Present, and Future.

The purpose of this investigation was to conduct a content analysis of the publications of the Association of Literacy Educators and Researchers (ALER), previously known as College Reading Association (CRA), in the area of preservice teacher education in literacy. As a service to the organization, 71 articles published in ALER’s flagship journals between 1961 and 2011 were analyzed. Articles were coded to document descriptive characteristics, topics and issues addressed, and recommendations for improving teacher education. Findings are discussed in light of challenges to teacher educators in general and to ALER’s Teacher Education Division in particular as we continue to raise the bar in terms of making substantive contributions to the improvement of the next generation of teachers.

Empirical Reporting Practices in "Community College Journal of Research and Practice" and "Journal of Developmental Education" from 2002 to 2011: A Systematic Review.

The empirical reporting practices of developmental education and community college researchers who published in the Community College Journal of Research and Practice (CCJRP) and the Journal of Developmental Education (JDE) from 2002 to 2011 were investigated. Of the 1,165 articles available, 181 articles met the inclusion criteria and were subjected to full review. Authors identified the following components in the published research studies: problem formulation, theoretical framework, sources of evidence, measurement, statistical analyses, and figures and correlation matrices. Though more than half of the reviewed article authors provided research questions, more than half of those phrased at least one research question in a dichotomous response format. A theoretical framework was reported only 36.5% of the time. The setting for the majority of the reviewed articles was a two-year college; however, this finding varied by journal type. At least 20% of the reviewed article authors did not report the sampling method. The majority of the reviewed article authors did not use a proprietary instrument. Polynomial trend lines were used to describe the fit of the observed frequency of reported statistical techniques in each of the journals. The values of the r2 were greatest for the t test (CCJRP r2quadratic = 89.8%), ANOVA (CCJRP r2cubic = 75.0%), and regression (CCJRP r2quadratic = 72.6%). The most frequently used analysis across both journals was ANOVA (24.5%). Figures (18.2%) and correlation matrices (8.3%) frequently were not reported. Recommendations for improved empirical reporting practices in developmental education research are presented.

Games-based learning: Teacher's perspectives and application of new literacy practice

This workshop will introduce participants to the theories behind game-based learning and will lead participants through conceptualising how game-based learning fits within their curricular and training needs by exploring the nuances of game-based learning in diverse settings. Participants will explore how to implement game-based learning within their classroom/training environment and will critique and understand how to design game-based units/modules/lessons.

Establishing Content Validity for a Literacy Coach Performance Appraisal Instrument.

This studys purpose was to determine whether or not the Literacy Coach Appraisal Instrument developed for use in evaluating literacy coaches had content validity. The study, a fully mixed concurrent equal status design conducted from a pragmatist philosophy, collected qualitative and quantitative data from literacy experts about the elements of the appraisal instrument. Data were collected through a survey posted on the National Council for Teachers of English website and through face-to-face interviews. A factor analysis was conducted to analyze quantitative data, while qualitative data were analyzed using constant comparative analysis. Two appraisal instruments were developed as a result of the factor analysis. Findings indicate that the instrument does have content validity and accurately reflects the job responsibilities of literacy coaches.