skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • Home
  • Search Results
  • Page 1 of 1

Search for: All records

Creators/Authors contains: "Adams, E L"

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. ; ; ; ; ; ; ; (, American Educational Research Association Annual Meeting)
    The current in-situ, descriptive case study explored in-service teachers’ contributions and perspectives in the participatory design of an educational game for enhancing middle school students’ computational thinking skills. The informant design technique was adopted, involving specific stakeholders at the stage of conceptualization. Data were collected from 8 in-service teachers at 9 middle schools through observation, a series of individual interviews, and focus-group interviews. The study results indicated that in-service teachers made contributions to the content design at the stage of conceptualization. 
    more » « less
    Accepted Manuscript Full Text Available
  2. ; ; ; (, PROCEEDINGS OF THE 44TH ANNUAL MEETING OF THE NORTH AMERICAN CHAPTER OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION)
    This descriptive study attended to the extent to which we see evidence of the presence of four practices that promote equity and access in 141 grades 3-8 mathematics lessons in the United States. We found that lessons generally showed evidence of some incorporation of the practices but often not at the highest level. Teachers in this sample engaged in social coaching at a relatively high level, across elementary and middle school classrooms. Teachers tended to do less with respect to supporting connection and engagement between student context and the math learning environment. We also found statistically significant differences between elementary and middle school lessons in positioning students as competent and supporting a nurturing environment by proactively building relationships and productive classroom culture. We offer possible interpretations and a few brief implications of these findings. 
    more » « less
    Accepted Manuscript Full Text Available
  3. ; ; ; (, PROCEEDINGS OF THE 44TH ANNUAL MEETING OF THE NORTH AMERICAN CHAPTER OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION)
    This study examines the utilization of cognitive interviews longitudinally over a one-year period to collectively trace raters’ response processes as they interpreted and scored with observational rubrics designed to measure teaching practices that promote equity and access in elementary and middle school mathematics classrooms. We draw on four rounds of cognitive interviews (totaling 14 interviews) that involved four raters at purposeful time points spread over the year. Findings reported in this study focus on raters’ responses about one rubric, positioning students as competent. The findings point to the complexities of utilizing observational rubrics and the need to track response processes longitudinally at multiple time points during data collection in order to attend to rater calibration and the reliability and validity of resulting rubric scores. 
    more » « less
    Accepted Manuscript Full Text Available