Gonzalez, Lin, Broughton publish research
Three College of Education faculty members have recently published articles in their field.
Dr. Monica Gonzalez
Dr. Monica Gonzalez, along with recent graduate Savannah Phillips, published an article in The Centroid, the journal of the North Carolina Council of Teachers of Mathematics. Their article, titled “Zooming Through Number Talks: Considerations for Virtual Instruction,” was also Phillips’ signature honors project for the East Carolina University Honors College.
The abstract reads as follows:
In this time of COVID-19, teachers across North Carolina are learning a variety of new technologies to teach online. As a preservice teacher, I felt like my experiences of learning a new teaching practice while simultaneously learning to teach online are relevant to the current teaching conditions. My thesis advisor and I wanted to share my story of what I learned about implementing virtual number talks with North Carolina teachers in hopes that they too would try this beneficial teaching practice with their students. This article provides background information on number talks and how it helps third grade students build fact fluency with multiplication. Then I describe the study I completed for my honors thesis project when instruction moved online in the spring semester of 2020. Finally, I provide insight into the tensions that arose during this study and how to address those tensions if other teachers decided to implement virtual number talks with their own students.
Dr. Xi Lin
Dr. Xi Lin published an article along with her co-researchers, Qi Sun and Xiaoqiao Zhang, in the 42nd volume of Distance Education, the official journal of the Open and Distance Learning Association of Australia Inc. Their article, titled “Using learners’ self-generated quizzes in online courses,” looked at quiz activity in graduate courses.
The abstract reads as follows:
This qualitative study, through the lens of Bloom’s revised taxonomy, investigates adult learners’ self-generated quiz activity on their online learning in a graduate-level course offered in 3 semesters. The quiz activity aimed to engage students to think about their learning goals while actively interacting with the learning content and performing from an instructor’s perspective with the assessment tools they created. Furthermore, completing the activity was also intended to support the learners in the online class and evaluate their learning performance. Findings show that the quiz activity promotes learners’ active learning and motivates them to think and use questions for assessing their peers’ learning. Self-generated quizzes enhance learners’ engagement with the learning content and improve their cognitive processes to gain knowledge. Findings also indicate that adult learners benefit from creating an assessment tool as practical skills in online learning for their future career and current work settings as educators.
Dr. Phyllis Broughton
Dr. Phyllis Broughton published an article in the Delta Kappa Gamma Bulletin titled “Engaging Generational Cohorts for Strengthening Membership.”
The abstract reads as follows:
The author shares her view of generational cohorts within a chapter’s membership. Her emphasis is on working together, avoiding conflicts, and engaging members of all ages, experiences, and values.