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id="onsite-ping"></div></div><div class="profile-user-info DesignSystem"><div class="social-profile-container"><div class="left-panel-container"><div class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Leanna Archambault" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/6438680/2603315/3023762/s200_leanna.archambault.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Leanna Archambault</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://asu.academia.edu/">Arizona State University</a>, <a class="u-tcGrayDarker" 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translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">203</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">20</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">20</p></div></a><div class="js-mentions-count-container" style="display: none;"><a href="/LeannaArchambault/mentions"><div class="stat-container"><p class="label">Mentions</p><p class="data"></p></div></a></div><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span 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California, Santa Barbara</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://auth.academia.edu/GeorgeKZarifis"><img class="profile-avatar u-positionAbsolute" alt="George K. # Zarifis" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/22229/7429/19786199/s200_george_k..zarifis.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://auth.academia.edu/GeorgeKZarifis">George K. # Zarifis</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Aristotle University of Thessaloniki</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a 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ds2-5-body-sm-bold ds2-5-body-link" href="https://boisestate.academia.edu/PatrickLowenthal">Patrick Lowenthal</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Boise State University</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://hacettepe.academia.edu/SadiSeferoglu"><img class="profile-avatar u-positionAbsolute" alt="S. 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class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://goldsmiths.academia.edu/AndrewWilkins"><img class="profile-avatar u-positionAbsolute" alt="Andrew W Wilkins" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/303988/61270/35413933/s200_andrew.wilkins.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://goldsmiths.academia.edu/AndrewWilkins">Andrew W Wilkins</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Goldsmiths, University of London</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://girona.academia.edu/JesusGranadosSanchez"><img class="profile-avatar u-positionAbsolute" alt="Jesus 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data-click-track="profile-user-info-cv" data-cv-filename="Archambault_L_CV_2014-02.pdf" data-placement="top" data-toggle="tooltip" href="/LeannaArchambault/CurriculumVitae"><button class="ds2-5-text-link ds2-5-text-link--small" style="font-size: 20px; letter-spacing: 0.8px"><span class="ds2-5-text-link__content">CV</span></button></li><li class="profile-profiles js-social-profiles-container"><i class="fa fa-spin fa-spinner"></i></li></ul></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="nav-container backbone-profile-documents-nav hidden-xs"><ul class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>82</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="1-Blended-Learning-Research" data-toggle="tab" href="#1blendedlearningresearch" role="tab" title="1. Blended Learning Research"><span>2</span> <span class="ds2-5-body-sm-bold">1. Blended Learning Research</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Publications" data-toggle="tab" href="#publications" role="tab" title="Publications"><span>2</span> <span class="ds2-5-body-sm-bold">Publications</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Leanna Archambault</h3></div><div class="js-work-strip profile--work_container" data-work-id="78271723"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/78271723/The_sites_teachers_choose_A_gauge_of_classroom_web_use"><img alt="Research paper thumbnail of The sites teachers choose: A gauge of classroom web use" class="work-thumbnail" src="https://attachments.academia-assets.com/85376692/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/78271723/The_sites_teachers_choose_A_gauge_of_classroom_web_use">The sites teachers choose: A gauge of classroom web use</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The pervasive nature of the Internet, both in society and in America's schools, leads teacher edu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The pervasive nature of the Internet, both in society and in America's schools, leads teacher educators to wonder how this dynamic tool is being utilized in the classroom and, especially, if it is benefiting students' understanding. This study analyzed 127 Web sites self-reported by in-service teachers as excellent for teaching. From these data, a majority of K-12 educators view the Web either as a lesson planning tool or as a place to turn for additional information to teach a particular lesson. The majority of sites designed for use with students were passive in nature. This paper offers a qualitative data analysis of the attributes of the sites, as well as implications of the selected sites on K-12 teacher beliefs regarding student learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="44ab7ed4e9928c1be95b884e987ae4fd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":85376692,"asset_id":78271723,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/85376692/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="78271723"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="78271723"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 78271723; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786255"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/61786255/Lessons_from_within_redesigning_higher_education"><img alt="Research paper thumbnail of Lessons from within: redesigning higher education" class="work-thumbnail" src="https://attachments.academia-assets.com/74735347/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/61786255/Lessons_from_within_redesigning_higher_education">Lessons from within: redesigning higher education</a></div><div class="wp-workCard_item"><span>Development and Learning in Organizations: An International Journal</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose The purpose of this study is to examine real experiences and challenges from personnel en...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose The purpose of this study is to examine real experiences and challenges from personnel engaged in reforming and transforming the higher education ecosystem at a major university in the desert southwest. Design/methodology/approach Through a case study approach, we use narrative analysis and a constant comparative method with three researchers who work closely in this space. Findings Ten categories were identified through a close review of collected data from ten participants through an IRB approved process. Recommendations include clarifying the purpose and using transparent terminology for both implementers and learners as well as figuring out ways to help learners navigate learning pathways. Personnel yearn to be involved early and often to be able to shape major transformations that make use of their efforts and expertise. Research limitations/implications Exploring phenomenon in context at one university can highlight nuances that exist at this particular case study site...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a4764c36c3e31657ea5b44e2d872a6d4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":74735347,"asset_id":61786255,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/74735347/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786255"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786255"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786255; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786254"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/61786254/Changes_in_Pre_Service_Teachers_Values_Sense_of_Agency_Motivation_and_Consumption_Practices_A_Case_Study_of_an_Education_for_Sustainability_Course"><img alt="Research paper thumbnail of Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course" class="work-thumbnail" src="https://attachments.academia-assets.com/74735345/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/61786254/Changes_in_Pre_Service_Teachers_Values_Sense_of_Agency_Motivation_and_Consumption_Practices_A_Case_Study_of_an_Education_for_Sustainability_Course">Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course</a></div><div class="wp-workCard_item"><span>Sustainability</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teacher education has a critical role to play as people around the world strive to reach the Sust...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teacher education has a critical role to play as people around the world strive to reach the Sustainable Development goals. Education for sustainability (EfS) aims to motivate and prepare educators to create a more sustainable future through education. The purpose of this case study was to explore pre-service teachers’ changes in their values, sense of agency, consumption practices and motivation after participation in a required EfS course. Students were enrolled in a hybrid course that conveyed content through digital stories followed by reflections, in-class discussions and activities. Ninety-one undergraduate students completed pre- and post-course surveys. Students reported significant changes in their beliefs about the relevance of sustainability education, attitudes toward sustainable development, self-efficacy, locus of control and sustainable consumption practices. Qualitative analysis of an open-ended question served to triangulate quantitative findings. Results support th...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="03a639970256d35bc5e3890886eb31b4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":74735345,"asset_id":61786254,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/74735345/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786254"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786254"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786254; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786253"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/61786253/Learning_Outcomes_in_Sustainability_Education_Among_Future_Elementary_School_Teachers"><img alt="Research paper thumbnail of Learning Outcomes in Sustainability Education Among Future Elementary School Teachers" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/61786253/Learning_Outcomes_in_Sustainability_Education_Among_Future_Elementary_School_Teachers">Learning Outcomes in Sustainability Education Among Future Elementary School Teachers</a></div><div class="wp-workCard_item"><span>Journal of Education for Sustainable Development</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Universities and colleges around the world are exploring ways of reorganizing curricula to educat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Universities and colleges around the world are exploring ways of reorganizing curricula to educate future leaders in sustainability. Preservice teachers hold tremendous potential to introduce concepts of sustainability far earlier than post-secondary education. However, there is little research of such efforts to yield changes in future elementary school classrooms. This article shares a new, required course—Sustainability Science for Teachers (SSFT)—that is designed to present sustainability topics to preservice teachers. Using the course as a case, we ask: Do preservice teachers acquire skills and content knowledge in sustainability, and does that experience translate to elementary classrooms? Pre- and post-test data from 234 students and a follow-up survey with 103 respondents offers evidence towards addressing this question. Analysis shows preservice teachers gain skills in systems thinking and develop content knowledge in sustainability. This study suggests sustainability is be...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786253"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786253"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786253; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786253]").text(description); $(".js-view-count[data-work-id=61786253]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786253; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786253']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=61786253]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61786253,"title":"Learning Outcomes in Sustainability Education Among Future Elementary School Teachers","internal_url":"https://www.academia.edu/61786253/Learning_Outcomes_in_Sustainability_Education_Among_Future_Elementary_School_Teachers","owner_id":6438680,"coauthors_can_edit":true,"owner":{"id":6438680,"first_name":"Leanna","middle_initials":null,"last_name":"Archambault","page_name":"LeannaArchambault","domain_name":"asu","created_at":"2013-10-28T14:19:51.540-07:00","display_name":"Leanna Archambault","url":"https://asu.academia.edu/LeannaArchambault","email":"L2pnN05uWDhGdm8vdW5ENFFsWHJ0NXRHZjF2RlVBVU1PNWJsSWpYZkdlUHM5bWdVcENuMVFyS0FxZVRSYlREMC0tYjI0c0lsODVpT0FRZXpFSjFrQm05UT09--6801e13b1719145d2982744ed78f8f9116fa4a5b"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786252"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/61786252/Changes_in_Pre_Service_Teachers_Values_Sense_of_Agency_Motivation_and_Consumption_Practices_A_Case_Study_of_an_Education_for_Sustainability_Course"><img alt="Research paper thumbnail of Changes in Pre-Service Teachers' Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course" class="work-thumbnail" src="https://attachments.academia-assets.com/74735396/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/61786252/Changes_in_Pre_Service_Teachers_Values_Sense_of_Agency_Motivation_and_Consumption_Practices_A_Case_Study_of_an_Education_for_Sustainability_Course">Changes in Pre-Service Teachers' Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course</a></div><div class="wp-workCard_item"><span>Sustainability</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teacher education has a critical role to play as people around the world strive to reach the Sust...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teacher education has a critical role to play as people around the world strive to reach the Sustainable Development goals. Education for sustainability (EfS) aims to motivate and prepare educators to create a more sustainable future through education. The purpose of this case study was to explore pre-service teachers&#39; changes in their values, sense of agency, consumption practices and motivation after participation in a required EfS course. Students were enrolled in a hybrid course that conveyed content through digital stories followed by reflections, in-class discussions and activities. Ninety-one undergraduate students completed pre-and post-course surveys. Students reported significant changes in their beliefs about the relevance of sustainability education, attitudes toward sustainable development, self-efficacy, locus of control and sustainable consumption practices. Qualitative analysis of an open-ended question served to triangulate quantitative findings. Results support...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="053ece2edec9264353573f667469359a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":74735396,"asset_id":61786252,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/74735396/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786252"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786252"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786252; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786252]").text(description); $(".js-view-count[data-work-id=61786252]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786252; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786252']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "053ece2edec9264353573f667469359a" } } $('.js-work-strip[data-work-id=61786252]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61786252,"title":"Changes in Pre-Service Teachers' Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course","internal_url":"https://www.academia.edu/61786252/Changes_in_Pre_Service_Teachers_Values_Sense_of_Agency_Motivation_and_Consumption_Practices_A_Case_Study_of_an_Education_for_Sustainability_Course","owner_id":6438680,"coauthors_can_edit":true,"owner":{"id":6438680,"first_name":"Leanna","middle_initials":null,"last_name":"Archambault","page_name":"LeannaArchambault","domain_name":"asu","created_at":"2013-10-28T14:19:51.540-07:00","display_name":"Leanna Archambault","url":"https://asu.academia.edu/LeannaArchambault","email":"SnVPMWtGZEQyMkRzWmRmcTBRTUZpUGxRRHZGM2FZRzQ5WVVjMFh2YXNIdWNuR3RPd282dTljTmhaZDNNL0tFai0tbVpkUVBKeDhzYW1aVk1RQXN0ckd6UT09--b4a5b2306db0fa6fcf73848e221064f673a34479"},"attachments":[{"id":74735396,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/74735396/thumbnails/1.jpg","file_name":"pdf.pdf","download_url":"https://www.academia.edu/attachments/74735396/download_file","bulk_download_file_name":"Changes_in_Pre_Service_Teachers_Values_S.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/74735396/pdf-libre.pdf?1637080620=\u0026response-content-disposition=attachment%3B+filename%3DChanges_in_Pre_Service_Teachers_Values_S.pdf\u0026Expires=1739849887\u0026Signature=LBEYHxK9~vjHavNHdPxA5qzDKNeazX3OtcWbEUIJ0~n7mr3jylHkNMykA3U8vSVXr0Y39GmndsQxGoTcgDCeNpVEO7F9rUp151~muH3CEow4U1uQ9YS-PHUDJ83F--zOFG0WY-7TH3oADKGKHvSK1tXOIknqdB7gaGEJ31jptYyzOecxySb1qUwlLsTFAtiX~SIkHDi43POxNlw-0zk4VDza0z9i-LsL~Xmp0~~YdvedIJMTPr59nz7xNsU5D0qhjtXoogpV71jRsV7hK90gHt-qC567QdByMz2~J2zuI690ZXWeot-S8ZmCHk-wPhUtvx1yJEtx0cSxL9GVyZbsQQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786251"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/61786251/Integrating_Geoscience_and_Sustainability_Examining_Socio_Techno_Ecological_Relationships_Within_Content_Designed_to_Prepare_Teachers"><img alt="Research paper thumbnail of Integrating Geoscience and Sustainability: Examining Socio-Techno-Ecological Relationships Within Content Designed to Prepare Teachers" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/61786251/Integrating_Geoscience_and_Sustainability_Examining_Socio_Techno_Ecological_Relationships_Within_Content_Designed_to_Prepare_Teachers">Integrating Geoscience and Sustainability: Examining Socio-Techno-Ecological Relationships Within Content Designed to Prepare Teachers</a></div><div class="wp-workCard_item"><span>Journal of Geoscience Education</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Coupling the study of sustainability with geoscience may enable students to explore science in a ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Coupling the study of sustainability with geoscience may enable students to explore science in a more sophisticated way by examining the social-technological-ecological relationships that exist between human-nonhuman and flora-fauna-land interactions. Elementary educators are a population capable of making these issues come to life for today&amp;#39;s youngest citizens, who will ultimately become tomorrow&amp;#39;s changemakers. This study explores Sustainability Science for Teachers, a semester-long hybrid course designed to enable future teachers to engage in sustainability and science concepts while developing their understanding of science from the human perspective and in which an issues-based curriculum underpins social and biosphere responsibility. The course&amp;#39;s Water unit is explored as a case study of the melding of sustainability and geoscience to engage teachers in a more nuanced understanding of science education. The unit&amp;#39;s curriculum is presented and its design process is explained, followed by a cross-sectional analysis of student outcomes. Data from preservice teachers enrolled in the course, as well as course alumni, were collected over a 4-y period. A mixed methods evaluation of teachers&amp;#39; opinions and products indicate that the Water unit facilitated the development of new understanding and new ways of thinking about teaching their future students. Opportunities and challenges for fusing the geosciences, sustainability concepts, and preservice teacher education in a novel and impactful fashion are discussed. Ó</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786251"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786251"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786251; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786251]").text(description); $(".js-view-count[data-work-id=61786251]").attr('title', description).tooltip(); 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Part of a programmatic education reform aimed toward improving science content knowledge among preservice elementary teachers, the goal of the course is for future educators to gain necessary knowledge and skills, allowing them to not only to become more informed citizens, but also to be able to teach the content within their 21 st century classrooms.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1167e74d7ecd6f97898004198c04c03d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":74735397,"asset_id":61786247,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/74735397/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786247"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786247"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786247; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786246"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/61786246/Professional_Development_2_0"><img alt="Research paper thumbnail of Professional Development 2.0" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/61786246/Professional_Development_2_0">Professional Development 2.0</a></div><div class="wp-workCard_item"><span>Http Dx Doi Org 10 1080 21532974 2010 10784651</span><span>, Mar 19, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper discusses the outcomes of a professional development project offered to faculty of Ari...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper discusses the outcomes of a professional development project offered to faculty of Arizona State University’s College of Teacher Education and Leadership. The goal of this project was to assist instructors with progressing technologies and to help them transform their pedagogy to leverage the affordances provided through the integration of Web 2.0 tools. Through the redesign of an instructional unit to incorporate social networking, instructors experienced positive outcomes. Findings suggest that the benefits of integrating social networking tools used in a meaningful way while carefully considering how they fit within specific content areas and teaching methodologies included increased feedback for students and a more student-centered approach to teaching. These are important considerations for teacher education programs of the 21st century.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786246"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786246"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786246; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786246]").text(description); $(".js-view-count[data-work-id=61786246]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786246; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786246']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=61786246]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61786246,"title":"Professional Development 2.0","internal_url":"https://www.academia.edu/61786246/Professional_Development_2_0","owner_id":6438680,"coauthors_can_edit":true,"owner":{"id":6438680,"first_name":"Leanna","middle_initials":null,"last_name":"Archambault","page_name":"LeannaArchambault","domain_name":"asu","created_at":"2013-10-28T14:19:51.540-07:00","display_name":"Leanna Archambault","url":"https://asu.academia.edu/LeannaArchambault","email":"bUhvUHFCbG9vbVFScXV3RW1pNWhreFlYbXppQzQzb2FQK2R3b0tTRWpRYTZsRGZ0QUNnWUsrc1pYK1lnWFhsaC0tVE9WU3FHOFVNMjYvczJaT290REFGZz09--d8251aba3c0956fa95e18fc917a46355926ffd0f"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786245"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/61786245/Learners_and_Online_Education_Written_by"><img alt="Research paper thumbnail of Learners and Online Education Written by" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/61786245/Learners_and_Online_Education_Written_by">Learners and Online Education Written by</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The majority of the literature may portray K–12 online learners as being primarily highly motivat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The majority of the literature may portray K–12 online learners as being primarily highly motivated, self-directed, self-disciplined, independent learners who read and write well, and who have a strong interest in or ability with technology. However, this is clearly not an accurate description of the entire or possibly even the majority of students attending virtual schools and, particularly, cyber schools. (p. 18) The group of students Barbour is referring to are those students who are often classified as at-risk. Students who may be “at-risk ” are described this way for a variety of reasons, including those who have dropped out or have the potential to drop out of school or have repeated a course or grade (Rapp, Eckes & Plurker, 2006). The U.S. Department of Education (1992) defined an “at-risk ” student as one who is likely to fail at school. School failure is typically seen as dropping out of school before high school graduation. The Department of Education report examined seven...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786245"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786245"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786245; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786245]").text(description); $(".js-view-count[data-work-id=61786245]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786245; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786245']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=61786245]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61786245,"title":"Learners and Online Education Written by","internal_url":"https://www.academia.edu/61786245/Learners_and_Online_Education_Written_by","owner_id":6438680,"coauthors_can_edit":true,"owner":{"id":6438680,"first_name":"Leanna","middle_initials":null,"last_name":"Archambault","page_name":"LeannaArchambault","domain_name":"asu","created_at":"2013-10-28T14:19:51.540-07:00","display_name":"Leanna Archambault","url":"https://asu.academia.edu/LeannaArchambault","email":"M2xwV2FUYnFBQ0dHdlNnK01veEM5N01OUUZRL3R1YXhtZXMycWt4QjlhNHpoRzU2RVp1R0NPcWF6TUtpWG52eS0tM25GaE1ITjRmTVB5NWZCc3lCODVndz09--651a2b24f0a2483106b69b99189b5733c7786ed4"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786244"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/61786244/Bridging_the_gap_between_research_and_practice_in_online_learning"><img alt="Research paper thumbnail of Bridging the gap between research and practice in online learning" class="work-thumbnail" src="https://attachments.academia-assets.com/74735416/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/61786244/Bridging_the_gap_between_research_and_practice_in_online_learning">Bridging the gap between research and practice in online learning</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">R. Freidhoff, were working together to get an open access journal off the ground. The research te...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">R. Freidhoff, were working together to get an open access journal off the ground. The research team's mission was to create a peer-reviewed, international journal that would focus on the "theoretical, empirical, and pragmatic understanding of technologies and their impact on K-12 pedagogy and policy in online and blended environments." The team sought for the journal to include not only traditional research articles, but also grounded studies, those stories that too often go unpublished because the educators involved are all consumed with the day-today effort involved in making an education system work. Additionally, the wealth of knowledge involved in the design, development, implementation, and evaluation of a new idea or technology is often times lost because the format of that particular report may not fit the scope of a peer-reviewed journal. After a year or more of work to put the journal together, the team of researchers became overwhelmed with other responsibilities, and the journal's launch unfortunately fell to the wayside. Fast forward to 2013 at the Society for Information Technology and Teacher Education Conference in New Orleans. We were having coffee with Rick who broached the idea to resurrect the journal with the help of AACE and to take on the editorship and run with it. After careful consideration, we drew upon the solid foundational work that had already been done by</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="338b8b398efaa6c6c54405c6f42ec113" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":74735416,"asset_id":61786244,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/74735416/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786244"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786244"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786244; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786244]").text(description); $(".js-view-count[data-work-id=61786244]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786244; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786244']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "338b8b398efaa6c6c54405c6f42ec113" } } $('.js-work-strip[data-work-id=61786244]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61786244,"title":"Bridging the gap between research and practice in online learning","internal_url":"https://www.academia.edu/61786244/Bridging_the_gap_between_research_and_practice_in_online_learning","owner_id":6438680,"coauthors_can_edit":true,"owner":{"id":6438680,"first_name":"Leanna","middle_initials":null,"last_name":"Archambault","page_name":"LeannaArchambault","domain_name":"asu","created_at":"2013-10-28T14:19:51.540-07:00","display_name":"Leanna Archambault","url":"https://asu.academia.edu/LeannaArchambault","email":"TVBET0RCNHhyb1h2eWYzVmNLUkhQQlNiM284VndjdCtkekNzMWhId2d5USttMzE4M2luczZ4bDFJR2l4Vms5bS0taC83c3BGUmo4bkpIOXh5U21QY3Q5UT09--be8f5cdef2aa93de6db0b1f4f9b44e972316d225"},"attachments":[{"id":74735416,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/74735416/thumbnails/1.jpg","file_name":"Bridging_the_gap_between_research_and_pr20211116-21648-1cok2z0.pdf","download_url":"https://www.academia.edu/attachments/74735416/download_file","bulk_download_file_name":"Bridging_the_gap_between_research_and_pr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/74735416/Bridging_the_gap_between_research_and_pr20211116-21648-1cok2z0.pdf?1738449290=\u0026response-content-disposition=attachment%3B+filename%3DBridging_the_gap_between_research_and_pr.pdf\u0026Expires=1739849887\u0026Signature=Fu8m-bwyyzTp-mo3Vev9cBWgQ-2HWeeWKFKxx9dKZ7Q5FErIYfB7cMUgLIjUu-GZDvF-~tJ52xFELidewicLA9fL-y86TTa5qT1hC7h4vV4od-Eys~i-J9fnxlcTqGeFSqVu1xQ3alniyVb4To2kOJZuJ4GzaiU-8oSo7Zv9HatzUKGnRTWmDq2CigCtCeHieKFhL8dsvK9C--RVYl6Up2TgwhitPlRJFTWyDiNfa~F0vKh2k23yq-n1NgBC7GwHj2z24zfRQtnVKraXw-vjsLmXuBMjei7iUUa0Zx0dzL73A7H9JtRF6joG~50itCEd2DsrmVMcu6oL8Nzlz1lJzw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786243"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/61786243/Cyber_truancy_Addressing_issues_of_attendance_in_the_digital_age"><img alt="Research paper thumbnail of Cyber-truancy: Addressing issues of attendance in the digital age" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/61786243/Cyber_truancy_Addressing_issues_of_attendance_in_the_digital_age">Cyber-truancy: Addressing issues of attendance in the digital age</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Although mandatory attendance is easily determined in a traditional, brick-and-mortar school, mon...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Although mandatory attendance is easily determined in a traditional, brick-and-mortar school, monitoring and enforcing attendance and truancy in an online environment is less obvious. Despite this challenge, virtual schools, especially those that are publicly funded, have a requirement to ensure that students who are enrolled are actually logging on, completing lessons, and “attending” classes in an online setting��is article describes how attendance and truancy laws apply to online students and explores the notion of cyber-truancy. Within the context of Minnesota Virtual High School, one of the �rst schools to develop online attendance policies, we explore the impact and significance of enforcing cyber-truancy policy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786243"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786243"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786243; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786243]").text(description); $(".js-view-count[data-work-id=61786243]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786243; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786243']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=61786243]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61786243,"title":"Cyber-truancy: Addressing issues of attendance in the digital age","internal_url":"https://www.academia.edu/61786243/Cyber_truancy_Addressing_issues_of_attendance_in_the_digital_age","owner_id":6438680,"coauthors_can_edit":true,"owner":{"id":6438680,"first_name":"Leanna","middle_initials":null,"last_name":"Archambault","page_name":"LeannaArchambault","domain_name":"asu","created_at":"2013-10-28T14:19:51.540-07:00","display_name":"Leanna Archambault","url":"https://asu.academia.edu/LeannaArchambault","email":"SWJFM1J6Zmlpc1ZPcDFqazBKb1pEUk9jRitQdlBPT2k1enZCQXBmRU4yZE9vUEw2RGVrelA2amtXR0J5TStxeC0tY3hLazZtZ0gzZ3BFbzNuazJiS2VlZz09--9baca4d00606d86e2eb928365d27c56ce6e00d78"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786242"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/61786242/Technological_Pedagogical_Content_Knowledge_and_Teaching_Poetry_Preparing_Preservice_Teachers_to_Integrate_Content_with_VoiceThread_Technology"><img alt="Research paper thumbnail of Technological Pedagogical Content Knowledge and Teaching Poetry: Preparing Preservice Teachers to Integrate Content with VoiceThread Technology" class="work-thumbnail" src="https://attachments.academia-assets.com/74735395/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/61786242/Technological_Pedagogical_Content_Knowledge_and_Teaching_Poetry_Preparing_Preservice_Teachers_to_Integrate_Content_with_VoiceThread_Technology">Technological Pedagogical Content Knowledge and Teaching Poetry: Preparing Preservice Teachers to Integrate Content with VoiceThread Technology</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Guru abad 21 harus memiliki pengetahuan sekaligus keterampilan dalam menggunakan berbagai perangk...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Guru abad 21 harus memiliki pengetahuan sekaligus keterampilan dalam menggunakan berbagai perangkat teknologi baik yang tradisional maupun modern untuk memfasilitasi belajar dan meningkatkan hasil pembelajaran. Artikel ini bertujuan untuk mendefinisikan, menjelaskan tentang pengukuran, dan menjelaskan tentang pengembangan technological pedagogical content knowledge (TPACK). Penulisan artikel menggunakan metode kajian pustaka dari buku, artikel jurnal, dan dokumen lain yang berkaitan dengan topik pembahasan. Hasil kajian mendapati bahwa, TPACK merupakan salah suatu jenis pengetahuan baru yang harus dikuasi guru untuk dapat mengintegrasikan teknologi dengan baik dalam pembelajaran, pengukuran TPACK merupakan aktivitas penilaian tingkat penguasaan TPACK yang dilakukan menggunakan TPACK framework, dan pengembangan TPACK merupakan kelanjutan dari proses pengukuran yang dilakukan untuk meningkatkan penguasaan TPACK. TPACK dapat dijadikan sebagai kerangka kerja untuk mendesain kurikulum pendidikan guru yang lebih sesuai dengan era dan tuntutan pembelajaran Abad 21. Kata-kata kunci: pendidikan guru; pengetahuan guru; technological pedagogical content knowledge (TPACK)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="682a0cebf8161295b3a8e5b47d62eafb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":74735395,"asset_id":61786242,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/74735395/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786242"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786242"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786242; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786241"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/61786241/Demonstrating_Sustainability_Literacy_Using_Hapyak_in_Hybrid_Course"><img alt="Research paper thumbnail of Demonstrating Sustainability Literacy: Using Hapyak in Hybrid Course" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/61786241/Demonstrating_Sustainability_Literacy_Using_Hapyak_in_Hybrid_Course">Demonstrating Sustainability Literacy: Using Hapyak in Hybrid Course</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786241"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786241"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786241; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786241]").text(description); $(".js-view-count[data-work-id=61786241]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786241; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786241']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=61786241]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61786241,"title":"Demonstrating Sustainability Literacy: Using Hapyak in Hybrid Course","internal_url":"https://www.academia.edu/61786241/Demonstrating_Sustainability_Literacy_Using_Hapyak_in_Hybrid_Course","owner_id":6438680,"coauthors_can_edit":true,"owner":{"id":6438680,"first_name":"Leanna","middle_initials":null,"last_name":"Archambault","page_name":"LeannaArchambault","domain_name":"asu","created_at":"2013-10-28T14:19:51.540-07:00","display_name":"Leanna Archambault","url":"https://asu.academia.edu/LeannaArchambault","email":"amZFbDBuWWRYQVl4WjRmOWgyeWtpNGt5N0F1T085cUhlYXJzOFZYcXl2QmRqK3BSWkxHOWp6a1dYUWdTdCtZVy0tbWFSdnhLN3VRMDBwaFMrdzI0QzF4Zz09--257611f8f28496bc45b34f96a4e64ea1036e9918"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786240"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/61786240/Cyber_Truancy"><img alt="Research paper thumbnail of Cyber-Truancy" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/61786240/Cyber_Truancy">Cyber-Truancy</a></div><div class="wp-workCard_item"><span>Journal of Research on Technology in Education</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT Although mandatory attendance is easily determined in a traditional, brick-and-mortar sc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT Although mandatory attendance is easily determined in a traditional, brick-and-mortar school, monitoring and enforcing attendance and truancy in an online environment is less obvious. Despite this challenge, virtual schools, especially those that are publicly funded, have a requirement to ensure that students who are enrolled are actually logging on, completing lessons, and “attending” classes in an online setting. This article describes how attendance and truancy laws apply to online students and explores the notion of cyber-truancy. Within the context of Minnesota Virtual High School, one of the first schools to develop online attendance policies, we explore the impact and significance of enforcing cyber-truancy policy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786240"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786240"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786240; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786240]").text(description); $(".js-view-count[data-work-id=61786240]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786240; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786240']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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</script> <div class="js-work-strip profile--work_container" data-work-id="61786183"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/61786183/The_Ever_Evolving_Educator_Examining_K_12_Online_Teachers"><img alt="Research paper thumbnail of The Ever-Evolving Educator: Examining K-12 Online Teachers" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/61786183/The_Ever_Evolving_Educator_Examining_K_12_Online_Teachers">The Ever-Evolving Educator: Examining K-12 Online Teachers</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786183"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786183"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786183; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786183]").text(description); $(".js-view-count[data-work-id=61786183]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786183; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786183']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=61786183]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61786183,"title":"The Ever-Evolving Educator: Examining K-12 Online Teachers","internal_url":"https://www.academia.edu/61786183/The_Ever_Evolving_Educator_Examining_K_12_Online_Teachers","owner_id":6438680,"coauthors_can_edit":true,"owner":{"id":6438680,"first_name":"Leanna","middle_initials":null,"last_name":"Archambault","page_name":"LeannaArchambault","domain_name":"asu","created_at":"2013-10-28T14:19:51.540-07:00","display_name":"Leanna Archambault","url":"https://asu.academia.edu/LeannaArchambault","email":"NEF5S3hUM0kvTUJiOXU4MU92VyttVUdSRWI4ZFVteUVNY2lHK2FJbkRBWDRNNnlyN3ZTTXozN3N4amc1YXlrcy0teUF3SXdjNmJ6cFBDVHVSMHl6dEZiQT09--d7ced5f474e10c1df5a66faed20215ec2ef6d54e"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="42922734"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42922734/Professional_Development_2_0"><img alt="Research paper thumbnail of Professional Development 2.0" class="work-thumbnail" src="https://attachments.academia-assets.com/63174300/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42922734/Professional_Development_2_0">Professional Development 2.0</a></div><div class="wp-workCard_item"><span>Journal of Digital Learning in Teacher Education</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper discusses the outcomes of a professional development project offered to faculty of Ari...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper discusses the outcomes of a professional development project offered to faculty of Arizona State University's College of Teacher Education and Leadership. The goal of this project was to assist instructors with progressing technologies and to help them transform their pedagogy to leverage the affordances provided through the integration of Web 2.0 tools. Through the redesign of an instructional unit to incorporate social networking, instructors experienced positive outcomes. Findings suggest that the benefits of integrating social networking tools used in a meaningful way while carefully considering how they fit within specific content areas and teaching methodologies included increased feedback for students and a more student-centered approach to teaching.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3b9cc22c6d72e9bd8441bc8bd0cbe060" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63174300,"asset_id":42922734,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63174300/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42922734"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42922734"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42922734; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="42922733"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/42922733/Teachers_Favorite_Websites_as_an_Indicator_of_Classroom_Web_Use"><img alt="Research paper thumbnail of Teachers’ Favorite Websites as an Indicator of Classroom Web Use" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/42922733/Teachers_Favorite_Websites_as_an_Indicator_of_Classroom_Web_Use">Teachers’ Favorite Websites as an Indicator of Classroom Web Use</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... Leanna Archambault Department of Curriculum and Instruction University of Nevada Las Vegas Un...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Leanna Archambault Department of Curriculum and Instruction University of Nevada Las Vegas United States <a href="mailto:leanna.archambault@ccmail.nevada.edu" rel="nofollow">leanna.archambault@ccmail.nevada.edu</a> ... out and characteristics of each began to emerge, a template analysis strategy adapted from Crabtree and Miller (1992) was ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42922733"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42922733"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42922733; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42922733]").text(description); $(".js-view-count[data-work-id=42922733]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42922733; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42922733']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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} }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="42922732"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42922732/The_Impact_of_US_National_and_State_Level_Policy_on_the_Nature_and_Scope_of_K_12_Virtual_Schooling"><img alt="Research paper thumbnail of The Impact of US National and State Level Policy on the Nature and Scope of K-12 Virtual Schooling" class="work-thumbnail" src="https://attachments.academia-assets.com/63174282/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42922732/The_Impact_of_US_National_and_State_Level_Policy_on_the_Nature_and_Scope_of_K_12_Virtual_Schooling">The Impact of US National and State Level Policy on the Nature and Scope of K-12 Virtual Schooling</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">During the past five years, virtual schools in the United States have gained popularity and accep...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">During the past five years, virtual schools in the United States have gained popularity and acceptance as viable alternatives to the traditional school system through provisions for charter schools under Title V, Part B, Subpart 1 of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6605cf1d009be40eba72a375e4edf4ad" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63174282,"asset_id":42922732,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63174282/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42922732"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42922732"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42922732; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42922732]").text(description); $(".js-view-count[data-work-id=42922732]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42922732; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42922732']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="851124" id="papers"><div class="js-work-strip profile--work_container" data-work-id="78271723"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/78271723/The_sites_teachers_choose_A_gauge_of_classroom_web_use"><img alt="Research paper thumbnail of The sites teachers choose: A gauge of classroom web use" class="work-thumbnail" src="https://attachments.academia-assets.com/85376692/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/78271723/The_sites_teachers_choose_A_gauge_of_classroom_web_use">The sites teachers choose: A gauge of classroom web use</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The pervasive nature of the Internet, both in society and in America's schools, leads teacher edu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The pervasive nature of the Internet, both in society and in America's schools, leads teacher educators to wonder how this dynamic tool is being utilized in the classroom and, especially, if it is benefiting students' understanding. This study analyzed 127 Web sites self-reported by in-service teachers as excellent for teaching. From these data, a majority of K-12 educators view the Web either as a lesson planning tool or as a place to turn for additional information to teach a particular lesson. The majority of sites designed for use with students were passive in nature. This paper offers a qualitative data analysis of the attributes of the sites, as well as implications of the selected sites on K-12 teacher beliefs regarding student learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="44ab7ed4e9928c1be95b884e987ae4fd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":85376692,"asset_id":78271723,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/85376692/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="78271723"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="78271723"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 78271723; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=78271723]").text(description); $(".js-view-count[data-work-id=78271723]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 78271723; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='78271723']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786255"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/61786255/Lessons_from_within_redesigning_higher_education"><img alt="Research paper thumbnail of Lessons from within: redesigning higher education" class="work-thumbnail" src="https://attachments.academia-assets.com/74735347/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/61786255/Lessons_from_within_redesigning_higher_education">Lessons from within: redesigning higher education</a></div><div class="wp-workCard_item"><span>Development and Learning in Organizations: An International Journal</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose The purpose of this study is to examine real experiences and challenges from personnel en...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose The purpose of this study is to examine real experiences and challenges from personnel engaged in reforming and transforming the higher education ecosystem at a major university in the desert southwest. Design/methodology/approach Through a case study approach, we use narrative analysis and a constant comparative method with three researchers who work closely in this space. Findings Ten categories were identified through a close review of collected data from ten participants through an IRB approved process. Recommendations include clarifying the purpose and using transparent terminology for both implementers and learners as well as figuring out ways to help learners navigate learning pathways. Personnel yearn to be involved early and often to be able to shape major transformations that make use of their efforts and expertise. Research limitations/implications Exploring phenomenon in context at one university can highlight nuances that exist at this particular case study site...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a4764c36c3e31657ea5b44e2d872a6d4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":74735347,"asset_id":61786255,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/74735347/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786255"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786255"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786255; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786254"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/61786254/Changes_in_Pre_Service_Teachers_Values_Sense_of_Agency_Motivation_and_Consumption_Practices_A_Case_Study_of_an_Education_for_Sustainability_Course"><img alt="Research paper thumbnail of Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course" class="work-thumbnail" src="https://attachments.academia-assets.com/74735345/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/61786254/Changes_in_Pre_Service_Teachers_Values_Sense_of_Agency_Motivation_and_Consumption_Practices_A_Case_Study_of_an_Education_for_Sustainability_Course">Changes in Pre-Service Teachers’ Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course</a></div><div class="wp-workCard_item"><span>Sustainability</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teacher education has a critical role to play as people around the world strive to reach the Sust...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teacher education has a critical role to play as people around the world strive to reach the Sustainable Development goals. Education for sustainability (EfS) aims to motivate and prepare educators to create a more sustainable future through education. The purpose of this case study was to explore pre-service teachers’ changes in their values, sense of agency, consumption practices and motivation after participation in a required EfS course. Students were enrolled in a hybrid course that conveyed content through digital stories followed by reflections, in-class discussions and activities. Ninety-one undergraduate students completed pre- and post-course surveys. Students reported significant changes in their beliefs about the relevance of sustainability education, attitudes toward sustainable development, self-efficacy, locus of control and sustainable consumption practices. Qualitative analysis of an open-ended question served to triangulate quantitative findings. Results support th...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="03a639970256d35bc5e3890886eb31b4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":74735345,"asset_id":61786254,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/74735345/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786254"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786254"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786254; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786253"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/61786253/Learning_Outcomes_in_Sustainability_Education_Among_Future_Elementary_School_Teachers"><img alt="Research paper thumbnail of Learning Outcomes in Sustainability Education Among Future Elementary School Teachers" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/61786253/Learning_Outcomes_in_Sustainability_Education_Among_Future_Elementary_School_Teachers">Learning Outcomes in Sustainability Education Among Future Elementary School Teachers</a></div><div class="wp-workCard_item"><span>Journal of Education for Sustainable Development</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Universities and colleges around the world are exploring ways of reorganizing curricula to educat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Universities and colleges around the world are exploring ways of reorganizing curricula to educate future leaders in sustainability. Preservice teachers hold tremendous potential to introduce concepts of sustainability far earlier than post-secondary education. However, there is little research of such efforts to yield changes in future elementary school classrooms. This article shares a new, required course—Sustainability Science for Teachers (SSFT)—that is designed to present sustainability topics to preservice teachers. Using the course as a case, we ask: Do preservice teachers acquire skills and content knowledge in sustainability, and does that experience translate to elementary classrooms? Pre- and post-test data from 234 students and a follow-up survey with 103 respondents offers evidence towards addressing this question. Analysis shows preservice teachers gain skills in systems thinking and develop content knowledge in sustainability. This study suggests sustainability is be...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786253"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786253"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786253; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786253]").text(description); $(".js-view-count[data-work-id=61786253]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786253; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786253']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=61786253]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61786253,"title":"Learning Outcomes in Sustainability Education Among Future Elementary School Teachers","internal_url":"https://www.academia.edu/61786253/Learning_Outcomes_in_Sustainability_Education_Among_Future_Elementary_School_Teachers","owner_id":6438680,"coauthors_can_edit":true,"owner":{"id":6438680,"first_name":"Leanna","middle_initials":null,"last_name":"Archambault","page_name":"LeannaArchambault","domain_name":"asu","created_at":"2013-10-28T14:19:51.540-07:00","display_name":"Leanna Archambault","url":"https://asu.academia.edu/LeannaArchambault","email":"L2pnN05uWDhGdm8vdW5ENFFsWHJ0NXRHZjF2RlVBVU1PNWJsSWpYZkdlUHM5bWdVcENuMVFyS0FxZVRSYlREMC0tYjI0c0lsODVpT0FRZXpFSjFrQm05UT09--6801e13b1719145d2982744ed78f8f9116fa4a5b"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786252"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/61786252/Changes_in_Pre_Service_Teachers_Values_Sense_of_Agency_Motivation_and_Consumption_Practices_A_Case_Study_of_an_Education_for_Sustainability_Course"><img alt="Research paper thumbnail of Changes in Pre-Service Teachers' Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course" class="work-thumbnail" src="https://attachments.academia-assets.com/74735396/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/61786252/Changes_in_Pre_Service_Teachers_Values_Sense_of_Agency_Motivation_and_Consumption_Practices_A_Case_Study_of_an_Education_for_Sustainability_Course">Changes in Pre-Service Teachers' Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course</a></div><div class="wp-workCard_item"><span>Sustainability</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teacher education has a critical role to play as people around the world strive to reach the Sust...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teacher education has a critical role to play as people around the world strive to reach the Sustainable Development goals. Education for sustainability (EfS) aims to motivate and prepare educators to create a more sustainable future through education. The purpose of this case study was to explore pre-service teachers&#39; changes in their values, sense of agency, consumption practices and motivation after participation in a required EfS course. Students were enrolled in a hybrid course that conveyed content through digital stories followed by reflections, in-class discussions and activities. Ninety-one undergraduate students completed pre-and post-course surveys. Students reported significant changes in their beliefs about the relevance of sustainability education, attitudes toward sustainable development, self-efficacy, locus of control and sustainable consumption practices. Qualitative analysis of an open-ended question served to triangulate quantitative findings. Results support...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="053ece2edec9264353573f667469359a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":74735396,"asset_id":61786252,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/74735396/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786252"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786252"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786252; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786252]").text(description); $(".js-view-count[data-work-id=61786252]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786252; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786252']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "053ece2edec9264353573f667469359a" } } $('.js-work-strip[data-work-id=61786252]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61786252,"title":"Changes in Pre-Service Teachers' Values, Sense of Agency, Motivation and Consumption Practices: A Case Study of an Education for Sustainability Course","internal_url":"https://www.academia.edu/61786252/Changes_in_Pre_Service_Teachers_Values_Sense_of_Agency_Motivation_and_Consumption_Practices_A_Case_Study_of_an_Education_for_Sustainability_Course","owner_id":6438680,"coauthors_can_edit":true,"owner":{"id":6438680,"first_name":"Leanna","middle_initials":null,"last_name":"Archambault","page_name":"LeannaArchambault","domain_name":"asu","created_at":"2013-10-28T14:19:51.540-07:00","display_name":"Leanna Archambault","url":"https://asu.academia.edu/LeannaArchambault","email":"SnVPMWtGZEQyMkRzWmRmcTBRTUZpUGxRRHZGM2FZRzQ5WVVjMFh2YXNIdWNuR3RPd282dTljTmhaZDNNL0tFai0tbVpkUVBKeDhzYW1aVk1RQXN0ckd6UT09--b4a5b2306db0fa6fcf73848e221064f673a34479"},"attachments":[{"id":74735396,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/74735396/thumbnails/1.jpg","file_name":"pdf.pdf","download_url":"https://www.academia.edu/attachments/74735396/download_file","bulk_download_file_name":"Changes_in_Pre_Service_Teachers_Values_S.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/74735396/pdf-libre.pdf?1637080620=\u0026response-content-disposition=attachment%3B+filename%3DChanges_in_Pre_Service_Teachers_Values_S.pdf\u0026Expires=1739849887\u0026Signature=LBEYHxK9~vjHavNHdPxA5qzDKNeazX3OtcWbEUIJ0~n7mr3jylHkNMykA3U8vSVXr0Y39GmndsQxGoTcgDCeNpVEO7F9rUp151~muH3CEow4U1uQ9YS-PHUDJ83F--zOFG0WY-7TH3oADKGKHvSK1tXOIknqdB7gaGEJ31jptYyzOecxySb1qUwlLsTFAtiX~SIkHDi43POxNlw-0zk4VDza0z9i-LsL~Xmp0~~YdvedIJMTPr59nz7xNsU5D0qhjtXoogpV71jRsV7hK90gHt-qC567QdByMz2~J2zuI690ZXWeot-S8ZmCHk-wPhUtvx1yJEtx0cSxL9GVyZbsQQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786251"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/61786251/Integrating_Geoscience_and_Sustainability_Examining_Socio_Techno_Ecological_Relationships_Within_Content_Designed_to_Prepare_Teachers"><img alt="Research paper thumbnail of Integrating Geoscience and Sustainability: Examining Socio-Techno-Ecological Relationships Within Content Designed to Prepare Teachers" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/61786251/Integrating_Geoscience_and_Sustainability_Examining_Socio_Techno_Ecological_Relationships_Within_Content_Designed_to_Prepare_Teachers">Integrating Geoscience and Sustainability: Examining Socio-Techno-Ecological Relationships Within Content Designed to Prepare Teachers</a></div><div class="wp-workCard_item"><span>Journal of Geoscience Education</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Coupling the study of sustainability with geoscience may enable students to explore science in a ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Coupling the study of sustainability with geoscience may enable students to explore science in a more sophisticated way by examining the social-technological-ecological relationships that exist between human-nonhuman and flora-fauna-land interactions. Elementary educators are a population capable of making these issues come to life for today&amp;#39;s youngest citizens, who will ultimately become tomorrow&amp;#39;s changemakers. This study explores Sustainability Science for Teachers, a semester-long hybrid course designed to enable future teachers to engage in sustainability and science concepts while developing their understanding of science from the human perspective and in which an issues-based curriculum underpins social and biosphere responsibility. The course&amp;#39;s Water unit is explored as a case study of the melding of sustainability and geoscience to engage teachers in a more nuanced understanding of science education. The unit&amp;#39;s curriculum is presented and its design process is explained, followed by a cross-sectional analysis of student outcomes. Data from preservice teachers enrolled in the course, as well as course alumni, were collected over a 4-y period. A mixed methods evaluation of teachers&amp;#39; opinions and products indicate that the Water unit facilitated the development of new understanding and new ways of thinking about teaching their future students. Opportunities and challenges for fusing the geosciences, sustainability concepts, and preservice teacher education in a novel and impactful fashion are discussed. Ó</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786251"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786251"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786251; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786251]").text(description); $(".js-view-count[data-work-id=61786251]").attr('title', description).tooltip(); 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Part of a programmatic education reform aimed toward improving science content knowledge among preservice elementary teachers, the goal of the course is for future educators to gain necessary knowledge and skills, allowing them to not only to become more informed citizens, but also to be able to teach the content within their 21 st century classrooms.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1167e74d7ecd6f97898004198c04c03d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":74735397,"asset_id":61786247,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/74735397/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786247"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786247"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786247; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786246"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/61786246/Professional_Development_2_0"><img alt="Research paper thumbnail of Professional Development 2.0" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/61786246/Professional_Development_2_0">Professional Development 2.0</a></div><div class="wp-workCard_item"><span>Http Dx Doi Org 10 1080 21532974 2010 10784651</span><span>, Mar 19, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper discusses the outcomes of a professional development project offered to faculty of Ari...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper discusses the outcomes of a professional development project offered to faculty of Arizona State University’s College of Teacher Education and Leadership. The goal of this project was to assist instructors with progressing technologies and to help them transform their pedagogy to leverage the affordances provided through the integration of Web 2.0 tools. Through the redesign of an instructional unit to incorporate social networking, instructors experienced positive outcomes. Findings suggest that the benefits of integrating social networking tools used in a meaningful way while carefully considering how they fit within specific content areas and teaching methodologies included increased feedback for students and a more student-centered approach to teaching. These are important considerations for teacher education programs of the 21st century.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786246"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786246"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786246; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786246]").text(description); $(".js-view-count[data-work-id=61786246]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786246; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786246']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=61786246]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61786246,"title":"Professional Development 2.0","internal_url":"https://www.academia.edu/61786246/Professional_Development_2_0","owner_id":6438680,"coauthors_can_edit":true,"owner":{"id":6438680,"first_name":"Leanna","middle_initials":null,"last_name":"Archambault","page_name":"LeannaArchambault","domain_name":"asu","created_at":"2013-10-28T14:19:51.540-07:00","display_name":"Leanna Archambault","url":"https://asu.academia.edu/LeannaArchambault","email":"bUhvUHFCbG9vbVFScXV3RW1pNWhreFlYbXppQzQzb2FQK2R3b0tTRWpRYTZsRGZ0QUNnWUsrc1pYK1lnWFhsaC0tVE9WU3FHOFVNMjYvczJaT290REFGZz09--d8251aba3c0956fa95e18fc917a46355926ffd0f"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786245"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/61786245/Learners_and_Online_Education_Written_by"><img alt="Research paper thumbnail of Learners and Online Education Written by" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/61786245/Learners_and_Online_Education_Written_by">Learners and Online Education Written by</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The majority of the literature may portray K–12 online learners as being primarily highly motivat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The majority of the literature may portray K–12 online learners as being primarily highly motivated, self-directed, self-disciplined, independent learners who read and write well, and who have a strong interest in or ability with technology. However, this is clearly not an accurate description of the entire or possibly even the majority of students attending virtual schools and, particularly, cyber schools. (p. 18) The group of students Barbour is referring to are those students who are often classified as at-risk. Students who may be “at-risk ” are described this way for a variety of reasons, including those who have dropped out or have the potential to drop out of school or have repeated a course or grade (Rapp, Eckes & Plurker, 2006). The U.S. Department of Education (1992) defined an “at-risk ” student as one who is likely to fail at school. School failure is typically seen as dropping out of school before high school graduation. The Department of Education report examined seven...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786245"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786245"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786245; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786245]").text(description); $(".js-view-count[data-work-id=61786245]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786245; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786245']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=61786245]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61786245,"title":"Learners and Online Education Written by","internal_url":"https://www.academia.edu/61786245/Learners_and_Online_Education_Written_by","owner_id":6438680,"coauthors_can_edit":true,"owner":{"id":6438680,"first_name":"Leanna","middle_initials":null,"last_name":"Archambault","page_name":"LeannaArchambault","domain_name":"asu","created_at":"2013-10-28T14:19:51.540-07:00","display_name":"Leanna Archambault","url":"https://asu.academia.edu/LeannaArchambault","email":"M2xwV2FUYnFBQ0dHdlNnK01veEM5N01OUUZRL3R1YXhtZXMycWt4QjlhNHpoRzU2RVp1R0NPcWF6TUtpWG52eS0tM25GaE1ITjRmTVB5NWZCc3lCODVndz09--651a2b24f0a2483106b69b99189b5733c7786ed4"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786244"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/61786244/Bridging_the_gap_between_research_and_practice_in_online_learning"><img alt="Research paper thumbnail of Bridging the gap between research and practice in online learning" class="work-thumbnail" src="https://attachments.academia-assets.com/74735416/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/61786244/Bridging_the_gap_between_research_and_practice_in_online_learning">Bridging the gap between research and practice in online learning</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">R. Freidhoff, were working together to get an open access journal off the ground. The research te...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">R. Freidhoff, were working together to get an open access journal off the ground. The research team's mission was to create a peer-reviewed, international journal that would focus on the "theoretical, empirical, and pragmatic understanding of technologies and their impact on K-12 pedagogy and policy in online and blended environments." The team sought for the journal to include not only traditional research articles, but also grounded studies, those stories that too often go unpublished because the educators involved are all consumed with the day-today effort involved in making an education system work. Additionally, the wealth of knowledge involved in the design, development, implementation, and evaluation of a new idea or technology is often times lost because the format of that particular report may not fit the scope of a peer-reviewed journal. After a year or more of work to put the journal together, the team of researchers became overwhelmed with other responsibilities, and the journal's launch unfortunately fell to the wayside. Fast forward to 2013 at the Society for Information Technology and Teacher Education Conference in New Orleans. We were having coffee with Rick who broached the idea to resurrect the journal with the help of AACE and to take on the editorship and run with it. After careful consideration, we drew upon the solid foundational work that had already been done by</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="338b8b398efaa6c6c54405c6f42ec113" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":74735416,"asset_id":61786244,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/74735416/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786244"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786244"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786244; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786244]").text(description); $(".js-view-count[data-work-id=61786244]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786244; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786244']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "338b8b398efaa6c6c54405c6f42ec113" } } $('.js-work-strip[data-work-id=61786244]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61786244,"title":"Bridging the gap between research and practice in online learning","internal_url":"https://www.academia.edu/61786244/Bridging_the_gap_between_research_and_practice_in_online_learning","owner_id":6438680,"coauthors_can_edit":true,"owner":{"id":6438680,"first_name":"Leanna","middle_initials":null,"last_name":"Archambault","page_name":"LeannaArchambault","domain_name":"asu","created_at":"2013-10-28T14:19:51.540-07:00","display_name":"Leanna Archambault","url":"https://asu.academia.edu/LeannaArchambault","email":"TVBET0RCNHhyb1h2eWYzVmNLUkhQQlNiM284VndjdCtkekNzMWhId2d5USttMzE4M2luczZ4bDFJR2l4Vms5bS0taC83c3BGUmo4bkpIOXh5U21QY3Q5UT09--be8f5cdef2aa93de6db0b1f4f9b44e972316d225"},"attachments":[{"id":74735416,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/74735416/thumbnails/1.jpg","file_name":"Bridging_the_gap_between_research_and_pr20211116-21648-1cok2z0.pdf","download_url":"https://www.academia.edu/attachments/74735416/download_file","bulk_download_file_name":"Bridging_the_gap_between_research_and_pr.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/74735416/Bridging_the_gap_between_research_and_pr20211116-21648-1cok2z0.pdf?1738449290=\u0026response-content-disposition=attachment%3B+filename%3DBridging_the_gap_between_research_and_pr.pdf\u0026Expires=1739849887\u0026Signature=Fu8m-bwyyzTp-mo3Vev9cBWgQ-2HWeeWKFKxx9dKZ7Q5FErIYfB7cMUgLIjUu-GZDvF-~tJ52xFELidewicLA9fL-y86TTa5qT1hC7h4vV4od-Eys~i-J9fnxlcTqGeFSqVu1xQ3alniyVb4To2kOJZuJ4GzaiU-8oSo7Zv9HatzUKGnRTWmDq2CigCtCeHieKFhL8dsvK9C--RVYl6Up2TgwhitPlRJFTWyDiNfa~F0vKh2k23yq-n1NgBC7GwHj2z24zfRQtnVKraXw-vjsLmXuBMjei7iUUa0Zx0dzL73A7H9JtRF6joG~50itCEd2DsrmVMcu6oL8Nzlz1lJzw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786243"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/61786243/Cyber_truancy_Addressing_issues_of_attendance_in_the_digital_age"><img alt="Research paper thumbnail of Cyber-truancy: Addressing issues of attendance in the digital age" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/61786243/Cyber_truancy_Addressing_issues_of_attendance_in_the_digital_age">Cyber-truancy: Addressing issues of attendance in the digital age</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Although mandatory attendance is easily determined in a traditional, brick-and-mortar school, mon...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Although mandatory attendance is easily determined in a traditional, brick-and-mortar school, monitoring and enforcing attendance and truancy in an online environment is less obvious. Despite this challenge, virtual schools, especially those that are publicly funded, have a requirement to ensure that students who are enrolled are actually logging on, completing lessons, and “attending” classes in an online setting��is article describes how attendance and truancy laws apply to online students and explores the notion of cyber-truancy. Within the context of Minnesota Virtual High School, one of the �rst schools to develop online attendance policies, we explore the impact and significance of enforcing cyber-truancy policy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786243"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786243"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786243; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786243]").text(description); $(".js-view-count[data-work-id=61786243]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786243; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786243']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=61786243]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61786243,"title":"Cyber-truancy: Addressing issues of attendance in the digital age","internal_url":"https://www.academia.edu/61786243/Cyber_truancy_Addressing_issues_of_attendance_in_the_digital_age","owner_id":6438680,"coauthors_can_edit":true,"owner":{"id":6438680,"first_name":"Leanna","middle_initials":null,"last_name":"Archambault","page_name":"LeannaArchambault","domain_name":"asu","created_at":"2013-10-28T14:19:51.540-07:00","display_name":"Leanna Archambault","url":"https://asu.academia.edu/LeannaArchambault","email":"SWJFM1J6Zmlpc1ZPcDFqazBKb1pEUk9jRitQdlBPT2k1enZCQXBmRU4yZE9vUEw2RGVrelA2amtXR0J5TStxeC0tY3hLazZtZ0gzZ3BFbzNuazJiS2VlZz09--9baca4d00606d86e2eb928365d27c56ce6e00d78"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786242"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/61786242/Technological_Pedagogical_Content_Knowledge_and_Teaching_Poetry_Preparing_Preservice_Teachers_to_Integrate_Content_with_VoiceThread_Technology"><img alt="Research paper thumbnail of Technological Pedagogical Content Knowledge and Teaching Poetry: Preparing Preservice Teachers to Integrate Content with VoiceThread Technology" class="work-thumbnail" src="https://attachments.academia-assets.com/74735395/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/61786242/Technological_Pedagogical_Content_Knowledge_and_Teaching_Poetry_Preparing_Preservice_Teachers_to_Integrate_Content_with_VoiceThread_Technology">Technological Pedagogical Content Knowledge and Teaching Poetry: Preparing Preservice Teachers to Integrate Content with VoiceThread Technology</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Guru abad 21 harus memiliki pengetahuan sekaligus keterampilan dalam menggunakan berbagai perangk...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Guru abad 21 harus memiliki pengetahuan sekaligus keterampilan dalam menggunakan berbagai perangkat teknologi baik yang tradisional maupun modern untuk memfasilitasi belajar dan meningkatkan hasil pembelajaran. Artikel ini bertujuan untuk mendefinisikan, menjelaskan tentang pengukuran, dan menjelaskan tentang pengembangan technological pedagogical content knowledge (TPACK). Penulisan artikel menggunakan metode kajian pustaka dari buku, artikel jurnal, dan dokumen lain yang berkaitan dengan topik pembahasan. Hasil kajian mendapati bahwa, TPACK merupakan salah suatu jenis pengetahuan baru yang harus dikuasi guru untuk dapat mengintegrasikan teknologi dengan baik dalam pembelajaran, pengukuran TPACK merupakan aktivitas penilaian tingkat penguasaan TPACK yang dilakukan menggunakan TPACK framework, dan pengembangan TPACK merupakan kelanjutan dari proses pengukuran yang dilakukan untuk meningkatkan penguasaan TPACK. TPACK dapat dijadikan sebagai kerangka kerja untuk mendesain kurikulum pendidikan guru yang lebih sesuai dengan era dan tuntutan pembelajaran Abad 21. Kata-kata kunci: pendidikan guru; pengetahuan guru; technological pedagogical content knowledge (TPACK)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="682a0cebf8161295b3a8e5b47d62eafb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":74735395,"asset_id":61786242,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/74735395/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786242"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786242"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786242; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786241"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/61786241/Demonstrating_Sustainability_Literacy_Using_Hapyak_in_Hybrid_Course"><img alt="Research paper thumbnail of Demonstrating Sustainability Literacy: Using Hapyak in Hybrid Course" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/61786241/Demonstrating_Sustainability_Literacy_Using_Hapyak_in_Hybrid_Course">Demonstrating Sustainability Literacy: Using Hapyak in Hybrid Course</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786241"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786241"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786241; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786241]").text(description); $(".js-view-count[data-work-id=61786241]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786241; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786241']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=61786241]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61786241,"title":"Demonstrating Sustainability Literacy: Using Hapyak in Hybrid Course","internal_url":"https://www.academia.edu/61786241/Demonstrating_Sustainability_Literacy_Using_Hapyak_in_Hybrid_Course","owner_id":6438680,"coauthors_can_edit":true,"owner":{"id":6438680,"first_name":"Leanna","middle_initials":null,"last_name":"Archambault","page_name":"LeannaArchambault","domain_name":"asu","created_at":"2013-10-28T14:19:51.540-07:00","display_name":"Leanna Archambault","url":"https://asu.academia.edu/LeannaArchambault","email":"amZFbDBuWWRYQVl4WjRmOWgyeWtpNGt5N0F1T085cUhlYXJzOFZYcXl2QmRqK3BSWkxHOWp6a1dYUWdTdCtZVy0tbWFSdnhLN3VRMDBwaFMrdzI0QzF4Zz09--257611f8f28496bc45b34f96a4e64ea1036e9918"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="61786240"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/61786240/Cyber_Truancy"><img alt="Research paper thumbnail of Cyber-Truancy" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/61786240/Cyber_Truancy">Cyber-Truancy</a></div><div class="wp-workCard_item"><span>Journal of Research on Technology in Education</span><span>, 2013</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ABSTRACT Although mandatory attendance is easily determined in a traditional, brick-and-mortar sc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ABSTRACT Although mandatory attendance is easily determined in a traditional, brick-and-mortar school, monitoring and enforcing attendance and truancy in an online environment is less obvious. Despite this challenge, virtual schools, especially those that are publicly funded, have a requirement to ensure that students who are enrolled are actually logging on, completing lessons, and “attending” classes in an online setting. This article describes how attendance and truancy laws apply to online students and explores the notion of cyber-truancy. Within the context of Minnesota Virtual High School, one of the first schools to develop online attendance policies, we explore the impact and significance of enforcing cyber-truancy policy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786240"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786240"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786240; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786240]").text(description); $(".js-view-count[data-work-id=61786240]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786240; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786240']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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</script> <div class="js-work-strip profile--work_container" data-work-id="61786183"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/61786183/The_Ever_Evolving_Educator_Examining_K_12_Online_Teachers"><img alt="Research paper thumbnail of The Ever-Evolving Educator: Examining K-12 Online Teachers" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/61786183/The_Ever_Evolving_Educator_Examining_K_12_Online_Teachers">The Ever-Evolving Educator: Examining K-12 Online Teachers</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="61786183"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="61786183"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61786183; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61786183]").text(description); $(".js-view-count[data-work-id=61786183]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61786183; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='61786183']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=61786183]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":61786183,"title":"The Ever-Evolving Educator: Examining K-12 Online Teachers","internal_url":"https://www.academia.edu/61786183/The_Ever_Evolving_Educator_Examining_K_12_Online_Teachers","owner_id":6438680,"coauthors_can_edit":true,"owner":{"id":6438680,"first_name":"Leanna","middle_initials":null,"last_name":"Archambault","page_name":"LeannaArchambault","domain_name":"asu","created_at":"2013-10-28T14:19:51.540-07:00","display_name":"Leanna Archambault","url":"https://asu.academia.edu/LeannaArchambault","email":"NEF5S3hUM0kvTUJiOXU4MU92VyttVUdSRWI4ZFVteUVNY2lHK2FJbkRBWDRNNnlyN3ZTTXozN3N4amc1YXlrcy0teUF3SXdjNmJ6cFBDVHVSMHl6dEZiQT09--d7ced5f474e10c1df5a66faed20215ec2ef6d54e"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="42922734"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42922734/Professional_Development_2_0"><img alt="Research paper thumbnail of Professional Development 2.0" class="work-thumbnail" src="https://attachments.academia-assets.com/63174300/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42922734/Professional_Development_2_0">Professional Development 2.0</a></div><div class="wp-workCard_item"><span>Journal of Digital Learning in Teacher Education</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper discusses the outcomes of a professional development project offered to faculty of Ari...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper discusses the outcomes of a professional development project offered to faculty of Arizona State University's College of Teacher Education and Leadership. The goal of this project was to assist instructors with progressing technologies and to help them transform their pedagogy to leverage the affordances provided through the integration of Web 2.0 tools. Through the redesign of an instructional unit to incorporate social networking, instructors experienced positive outcomes. Findings suggest that the benefits of integrating social networking tools used in a meaningful way while carefully considering how they fit within specific content areas and teaching methodologies included increased feedback for students and a more student-centered approach to teaching.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3b9cc22c6d72e9bd8441bc8bd0cbe060" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63174300,"asset_id":42922734,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63174300/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42922734"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42922734"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42922734; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="42922733"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/42922733/Teachers_Favorite_Websites_as_an_Indicator_of_Classroom_Web_Use"><img alt="Research paper thumbnail of Teachers’ Favorite Websites as an Indicator of Classroom Web Use" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/42922733/Teachers_Favorite_Websites_as_an_Indicator_of_Classroom_Web_Use">Teachers’ Favorite Websites as an Indicator of Classroom Web Use</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... Leanna Archambault Department of Curriculum and Instruction University of Nevada Las Vegas Un...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Leanna Archambault Department of Curriculum and Instruction University of Nevada Las Vegas United States <a href="mailto:leanna.archambault@ccmail.nevada.edu" rel="nofollow">leanna.archambault@ccmail.nevada.edu</a> ... out and characteristics of each began to emerge, a template analysis strategy adapted from Crabtree and Miller (1992) was ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42922733"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42922733"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42922733; 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} }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="42922732"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/42922732/The_Impact_of_US_National_and_State_Level_Policy_on_the_Nature_and_Scope_of_K_12_Virtual_Schooling"><img alt="Research paper thumbnail of The Impact of US National and State Level Policy on the Nature and Scope of K-12 Virtual Schooling" class="work-thumbnail" src="https://attachments.academia-assets.com/63174282/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/42922732/The_Impact_of_US_National_and_State_Level_Policy_on_the_Nature_and_Scope_of_K_12_Virtual_Schooling">The Impact of US National and State Level Policy on the Nature and Scope of K-12 Virtual Schooling</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">During the past five years, virtual schools in the United States have gained popularity and accep...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">During the past five years, virtual schools in the United States have gained popularity and acceptance as viable alternatives to the traditional school system through provisions for charter schools under Title V, Part B, Subpart 1 of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6605cf1d009be40eba72a375e4edf4ad" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63174282,"asset_id":42922732,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63174282/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42922732"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42922732"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42922732; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="10349288" id="1blendedlearningresearch"><div class="js-work-strip profile--work_container" data-work-id="44011381"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44011381/Comunidades_Acad%C3%A9micas_con_Compromiso_un_lente_que_se_expande_y_permite_examinar_las_estructuras_de_apoyo_para_el_aprendizaje_en_modalidades_combinada_y_en_l%C3%ADnea"><img alt="Research paper thumbnail of Comunidades Académicas con Compromiso: un lente que se expande y permite examinar las estructuras de apoyo para el aprendizaje en modalidades combinada y en línea" class="work-thumbnail" src="https://attachments.academia-assets.com/64345716/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44011381/Comunidades_Acad%C3%A9micas_con_Compromiso_un_lente_que_se_expande_y_permite_examinar_las_estructuras_de_apoyo_para_el_aprendizaje_en_modalidades_combinada_y_en_l%C3%ADnea">Comunidades Académicas con Compromiso: un lente que se expande y permite examinar las estructuras de apoyo para el aprendizaje en modalidades combinada y en línea</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://byu.academia.edu/CharlesRGraham">Charles R. Graham</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://asu.academia.edu/LeannaArchambault">Leanna Archambault</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/KSpring1">Kristian Spring</a></span></div><div class="wp-workCard_item"><span>Educational Technology Research and Development</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Spanish translation for Academic Communities of Engagement: An expansive lens for examining suppo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Spanish translation for Academic Communities of Engagement: An expansive lens for examining support structures in blended and online learning</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="967c26a5738dddb81628adc6603b8fb6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64345716,"asset_id":44011381,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64345716/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44011381"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44011381"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44011381; 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Graham</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://byu.academia.edu/RichardWest">Richard West</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://asu.academia.edu/LeannaArchambault">Leanna Archambault</a></span></div><div class="wp-workCard_item"><span>Educational Technology Research and Development</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this article we share the Academic Communities of Engagement (ACE) framework, which describes ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this article we share the Academic Communities of Engagement (ACE) framework, which describes a student’s ability to engage affectively, behaviorally, and cognitively in an online or blended course independently and with support. Based on Vygotsky’s (1978) zone of proximal development, the framework examines how a student’s ability to engage in online or blended courses increases with support from two types of communities. The course community is organized and facilitated by those associated with the course or program. The personal community is comprised of actors not officially associated with the course who have typically formed relationships with the student before the course or program began and may extend well beyond its boundaries. Actors within each community have varying skills and abilities to support student engagement, and a student is most likely to reach the necessary engagement for academic success with active support from both. The framework identifies the community actors most likely to provide specific support elements, aligning them to the different types of student engagement. The article outlines implications for practice and research, concluding with illustrative examples.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e8de70c299dcc1973934aa58e0caa84b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63162929,"asset_id":42912983,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63162929/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="42912983"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="42912983"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 42912983; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=42912983]").text(description); $(".js-view-count[data-work-id=42912983]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 42912983; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='42912983']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e8de70c299dcc1973934aa58e0caa84b" } } $('.js-work-strip[data-work-id=42912983]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":42912983,"title":"Academic Communities of Engagement: An expansive lens for examining support structures in blended and online learning","translated_title":"","metadata":{"doi":"10.1007/s11423-020-09744-x","abstract":"In this article we share the Academic Communities of Engagement (ACE) framework, which describes a student’s ability to engage affectively, behaviorally, and cognitively in an online or blended course independently and with support. 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Based on Vygotsky’s (1978) zone of proximal development, the framework examines how a student’s ability to engage in online or blended courses increases with support from two types of communities. The course community is organized and facilitated by those associated with the course or program. The personal community is comprised of actors not officially associated with the course who have typically formed relationships with the student before the course or program began and may extend well beyond its boundaries. Actors within each community have varying skills and abilities to support student engagement, and a student is most likely to reach the necessary engagement for academic success with active support from both. The framework identifies the community actors most likely to provide specific support elements, aligning them to the different types of student engagement. The article outlines implications for practice and research, concluding with illustrative examples. 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This exploratory study examined characteristics and quality of secondary U.S. history resources on TeachersPayTeachers.com. Findings show that activities were esthetically well-designed, but 70% were of moderate or low overall quality according to our rubric that assessed areas such as higher order thinking, connections to student experiences, and representations of multiple perspectives. Thirty percent of the activities were found to be potentially harmful to students. 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