Journal Articles
McKenzie, K. B., & Scheurich, J. J. (revise and resubmit). Teacher resistance to improvement of schools with diverse students: A critical naiveté in the scholarship on school change. International Journal of Leadership in Education.
Two university researchers who have considerable practitioner and research experience in urban schools conducted an interventionist action research project in collaboration with the professional staff of a diverse urban elementary school. The goal was to collaborate with the administration, faculty and staff in an average urban elementary school to improve the academic success of all students and all student groups regardless of the race, ethnicity and family income of the students and their families. While analyses of the school's state accountability data indicated that there was some improvement in the academic success of the school's diverse students, particularly among the lowest scoring student group, problems that arose in this process led the researchers to identify four themes of resistance to school change. These were 'externals are the cause of low achievement and achievement gaps', 'accountability systems are destructive to my teaching', 'suggesting change is critique' and 'we are not leaders'. Following a description of the themes, implications and recommendations are briefly discussed.
McKenzie, K. B., Suttmiller, E., Christman, D., Hernandez, F., Capper, C., Dantley, M. Gonzalez, M. L., Cambron-McCabe, N., & Scheurich, J. J. (2008). From the field: A proposal for educating leaders for social justice. Educational Administration Quarterly, 44(1), 111-138.
The purpose of this article is to suggest the structure and content of an educational leadership program whose aim is to prepare principals for social justice work. Research Design: The authors have conceptualized foundational components for a comprehensive principalship program focused on social justice. They assert that educational leaders for social justice must have three goals at the forefront of their efforts: (a) They must raise the academic achievement of all the students in their school, that is, high test scores do matter; (b) they must prepare their students to live as critical citizens in society; and (c) both of these goals can only be achieved when leaders assign students to inclusive, heterogeneous classrooms that provide all students access to a rich and engaging curriculum. The components addressed for this social justice-oriented principalship preparation program include (a) how students should be selected for such a program and (b) an outline of the knowledge and content for educating social justice leaders. The importance of induction/praxis after students graduate from these programs is discussed. Conclusions: The aim of this article is to provoke a discussion in the field and spark faculty to engage in ongoing conversations and thinking about their own programs and to imagine new avenues for future research in this area. Faculty also can use these suggestions as a guide to assess their efforts and to bolster program quality, sensitive to the unique needs and schooling contexts of their particular students.
McKenzie, K. B, & Scheurich, J. J. (2007). King Elementary: A new principal plans how to transform a diverse, urban school. Journal of Cases in Educational Leadership, 10(2), 19-27.
This case addresses a typical context faced by a new urban principal. Under the former principal, the school had several years of average academic success. Consequently, the superintendent appointed the new principal to significantly improve the success of the highly diverse elementary school. Although the new principal has been well trained and has had experience under a successful principal, she understands that her challenges are formidable. In response, she has been building trust and relationships with the staff, teachers, and parents, but now she must develop a yearlong improvement plan, as must the students who use this case in their coursework.
Torres, M. S., & Scheurich, J. J. (2007). The Odden High School fiasco: Examining the intersection of race, class, and values in rural school leadership and policy. Journal of Cases in Educational Leadership, 10(2), 38-45.
The clash of values between the principal and the community has political ramifications for how policies are developed and implemented. This case study describes a situation in which an African American principal in a White-dominant but increasingly diverse rural school district tests the limits of a community by enforcing a tardy policy for the students. The tensions between the community and its wishes, on one hand, and the principal's enforcement of a new policy, on the other, converge to create a dilemma with enormous implications. In particular, the principal's implementation and regulation of policies are likely to have serious ramifications for how the principal will be embraced by the community. To address this issue and its broader implications, this case narrative contains topics selected to promote dialogue about the development of policies in White-dominant but increasingly diverse rural communities where the principals' race and values vary greatly from those of the parents and students.
Skrla, L., McKenzie, K. B., & Scheurich, J. J. (2007). Concluding reflections on "Leadership for learning in the context of social justice: An international perspective." Journal of Educational Administration, 45(6), 782-787.
The purpose of the paper is to reflect on and respond to the papers contained in this Special Issue of Journal of Educational Administration. Design/methodology/approach: A commentary is provided for each of the nine articles in the Special Issue. Findings: The papers in the Special Issue constitute a substantial and important contribution toward incorporating international perspectives into an existing research discourse on educational leadership for social justice. One of the immediate challenges that will need to be addressed is how to systematically work against the hegemony of Western thought and colonialism that infiltrates all our discourses, even those that generate scholarship such as that found in this Special Issue. Originality/value: The paper reflects on the current Special Issue, and provides directions for future research.
Scheurich, J. J., & McKenzie, K. B. (2006). The continuing struggle for social justice: 2006 politics of education association yearbook. Educational Policy, 20(1), 8-12.
Book Chapters
Skrla, L., Scheurich, J. J., Garcia, J., & Nolly, G. (2006). Equity audits: A practical leadership tool for developing equitable and excellent schools. In C. Marshall & M. Oliva (Eds.), Leadership for Social Justice: Making revolutions in education (pp. 251-278). Boston: Allyn & Bacon.
Books
Skrla, L., & Scheurich, J. J. (Eds.) (2004). Educational equity and accountability: Paradigms, policies, and politics. London: Routledge.
Despite the intense political attention that has been focused on accountability, on standardized testing, and on the equity effects of both accountability and testing, the great majority of recent debate in education policy circles has failed to attend to either the dynamism or complexity of these issues and has, instead, been carried out in a dualistic, good versus evil, fashion. In contrast, the scholarship collected in this important new volume is designed to move beyond the prevailing dualism and to push the discourse about accountability, testing, and educational equity in public schools usefully forward, and to provide a much-needed resource for researchers, policy makers, and practitioners.
Scheurich, J. J., & Skrla, L. (2003). Leadership for equity and excellence: Creating high achievement classrooms, schools, and districts. Thousand Oaks, CA: Corwin.
Leadership for Equity and Excellence: Creating High-Achievement Classrooms, Schools, and Districts by James Joseph Scheurich and Linda Skrla and foreword by Carl Glickman. This book was written to help teachers, school leaders, and other school staff create classrooms, schools, and districts that are both equitable and excellent (i.e., high achieving). It is written in accessible language, but indicates the research upon which it is based. It is built on a strong belief in the absolute necessity of equity in a democratic society and in the research-proven possibility that educators can create schools that are both equitable and excellent. It is highly motivational, personal, and respectful to teachers and school leaders without avoiding the difficult topics surrounding equity in education. In fact, it has been widely used nationally for book study by teachers and school leaders and in leadership preparation classes in universities across the country, and thus it is a best seller for Corwin Press.
Journal Articles
Capraro, R. M., Yetkiner, Z. E., Özel, S., Corlu, M. S., Capraro, M. M., Ye, S., & Kim, H. G. (2011). An international perspective on students’ understanding of the equal sign. Mediterranean Journal for Research in Mathematics Education: An International Journal, 10, 185-211.
This study broadens the international knowledge base about second- and sixth-grade students' understanding of the equal sign and possible explanatory power of their textbooks affording insights about educationally relevant factors related to the presentation of the equal sign. Participants from China(Beijing, Xia Peng), S. Korea(Jeju), Turkey(Istanbul), and the U.S.(central Texas) (N = 1823) were administered a language-free instrument to determine their conceptualization of the equal sign. Textbooks used by each sample were coded for presentation of the equal sign. Results showed "operation equals answer" in S. Korean second- and sixth-grade textbooks (18%, 16%) was substantially lower than in Chinese (41%, 28%), Turkish (40%, 27%), and central Texas textbooks (54%, 18%), respectively. The achievement of students from Beijing and Jeju was substantially higher than the students from Istanbul and central Texas. The results from the equal sign instrument are discussed in relation to the presentation of equal sign in the textbooks.
Corlu, M. S., Capraro, R. M., & Corlu, M. A. (2011). Developing algorithmic computations with the help of science: A Turkish middle and high grades study. Turkish Online Journal of Educational Technology, 10(2)
Students need to achieve automaticity in learning mathematics without sacrificing conceptual understanding of
the algorithms that are essential in being successful in algebra and problem solving, as well as in science. This
research investigated the relationship between science-contextualized problems and computational fluency by
testing an instructional method that was implemented as a non-traditional drill exercise. The study employed a
quantitative analysis of pre- and post-test scores of Turkish middle and high school students after two
interventions. The questions addressed were: Do the science-contextualized drill practices (SCP) improve
students´ computational fluency better than traditional drill practices (TP)? Is there any statistical significance
between middle and high school students in terms of their benefit from SCP? This study showed that sciencecontextualized
drill exercises produced higher gains for both middle and high school studentsZ´ computational
fluencies than the traditional context-free drill exercises.
Keywords: computational fluency, integration, mathematics education
Zientek, L. R., Carter, T. A., Taylor, J. M., Capraro, R. M. (In press). Preparing prospective teachers: An examination of attitudes toward statistics.
Teachers' attitudes and knowledge of statistics may impact the K-12 classroom
implementation of the NCTM data-analytic standards. Presented in this study is
a set of benchmarks for future studies investigating prospective teachers'
attitudes toward statistics. The results suggested that (a) prospective teachers'
attitudes toward statistics impacted their academic achievement in a senior level
education course; and (b) students' perceptions of the instructor's explanations
and teaching methods were related to prospective teachers' attitudes toward
statistics.
Piccolo, D., Capraro, R. M., & Capraro, M. M. (2010, In Press). Student teachers’ general and content-specific pedagogical development within a mathematics milieu. Middle Grades Research Journal, 5(4), XXXX.
Fourteen elementary and 6 middle level student teachers were observed and interviewed throughout their initial field placement teaching experience. The Classroom Oberservation and Performance Assessment for Teachers-Revised (COPAT-R) observation instrument and semistructured interviews were used to compare general and content-specific pedagogical development. Results from interviews found that both groups of student teachers percieved themselves as most comptent in having lesson plans ready, routines evident, utilizing student-centered instruction, and having effective monitoring and motivational techniques. Conversely, both groups felt least competent in having a system for materials distribution, getting students on task quickly, using a variety of teaching strategies, using critical thinking skills, handling inappropriate behavior effectively and providing guided practice.
Capraro, R. M., Capraro, M. M., & Rupley, W. H. (2010). Semantics and syntax: A theoretical model for how students may build mathematical mis-understandings. Journal of Mathematics Education, 3(2), 58-66.
In this manuscript we examine the intersection of reading and mathematics
skills to theorize a model that may account for student understandings,
whether they be correct or incorrect. The theoretical model relies on research
from reading, special education, psychology, mathematics, and mathematics
education in the formation of the theoretical framework. By no means is this
manuscript intended to draw conclusions but to propose a synergistic and
interdependent idea to focus researchers from across several disciplines and to
issue a challenge to rigorously explore the model in various contexts with
broad levels of implementation.
Capraro, M. M., Capraro, R. M., Carter, T. A., & Harbaugh, A. (2010). Understanding, Questioning, and Representing Mathematics:What Makes a Difference in Middle School Classrooms?Research in Middle Level Education Online, 34(4), 1-19.
Understanding the nexus of theorized Teaching
Quality Measures (TQMs) and classroom
enactments of learning goals is important. Video
and student performance data for a two-year period
were examined for two sixth grade mathematics
teachers. Due to their importance in contributing
to the development of mathematical conceptual
understanding, the TQMs coded in the videos were
probing for student understanding, encouraging
curiosity and questioning, and using accurate
representational forms. For each of the TQMs,
graphical, time-integrated analyses were constructed
and used to aid analysis and presentation of the results
of coding. Although these middle school teachers
generally remained consistent in their delivery of
instruction, they modestly increased their enactments
of the three TQMs. By the second year, both teachers
demonstrated increases from their initial level of
enactments, and when comparing each teacher´s
performance to the prior year, their increased
enactments were related to improved student
performance based on the learning goal of converting
fractions, decimals, and percents.
Corlu, M. S., Burlbaw, L. M., Capraro, R. M., Corlu, M. A., & Han, S. (2010). The Ottoman Palace School Enderun and the man with multiple talents, Matrakçι Nasuh. Journal of the Korea Society of Mathematical Education Series D: Research in Mathematical Education. 14(1), 19-31.
Introduced in this paper is one of the most remarkable Ottoman institutions, the Ottoman Palace School Enderun, with a focus on the life story of MatrakçΙ Nasuh, one of its most noted graduates and teachers. Matrakçι Nasuh´s life and work as a prominent mathematician and a teacher of mathematics are investigated as a case study. It shows how young boys and girls were selected because of their academic potential, brought to Istanbul, and educated in Enderun to serve the Empire. This research articulates the mathematics education on the first institutionalized gifted education system of the world and discusses its implications for today.
Capraro, M. M., Helfeldt, J., Scott, C., & Capraro, R. M. (2010, in press). Urban teacher internships: A program designed to induct and retain teachers (Urban Education).
Abstract will be updated soon!
Capraro, R. M., Capraro, M. M., Yetkiner, Z. E., Özel, S., Kim, H. G., & Küç ük, A. R. (2010). An international comparison of the equal sign: An update. Psychological Reports, 106(1), 49-53.
This study extends the scope of international comparisons examining
students’ conceptions of the equal sign. Specifically, Korean (n = 193) and Turkish
(n = 334) Grade 6 students were examined to assess whether their conceptions
and responses were similar to prior findings published for Chinese and U.S. students
and to hypothesize relationships about problem types and conceptual understanding
of the equal sign. About 59.6% of the Korean participants correctly answered
all items providing conceptually accurate solutions, as compared to 28.4%
of the Turkish sample. Comparison with previous studies in China and the USA
indicated that the Chinese sample outperformed those from other nations, followed
by Korea, Turkey, and the USA. In large-scale international studies such as Trends
in International Mathematics and Science (TIMSS) and the Programme for International
Student Assessment (PISA), students from China and Korea have been
among the high achievers.
Capraro, M. M., Capraro, R. M., Yetkiner, Z. E., Rangel-Chavez, A. F., & Lewis, C. W. (2010). Examining Hispanic-students mathematics performance onhigh-stakes tests: An examination of one urban school district in Colorado. Urban Review, 42(3), 193-209.
Hispanic students, born both inside and outside the United States,
comprise over 80% of the US English language learner population. The difference
in mathematics achievement among Hispanic students and other populations has
been well documented. As a result, it is important to understand the effects of using
standards-based mathematics curriculum with high school Hispanic students.
Mathematics achievement scores from the Colorado Student Assessment Program
and Measurement of Academic Progress for Hispanic 9th and 10th grade students
(n = 1,318) who used the Core-Plus Mathematics Program were compared to the
progress of other student demographics (n = 2,003) who used the same curriculum.
In following the recommendations of the National Research Council (On evaluation
curricular effectiveness: judging the effectiveness of K-12 mathematics evaluations.
National Academies Press, Washington, DC 2005), a meta-analysis (Glass in Educ
Res 5:38, 1976) of Hispanic students using National Science Foundation Funded
(NSFF) curricula was conducted to contextualize this study´s findings within the
findings of previous studies. The results of this study indicated that Hispanic students
have shown modest gains; however, their relative position compared to other
ethnic groups is unremarkable. The meta-analysis Cohen´s d results ranged from
?.673 (SE = .131) to -.670 (SE = .045) with slightly positive effects for Hispanic
students using an NSFF curriculum when compared to those not using an NSFF
curriculum (.043, SE = .012).
Piccolo, D., Capraro, M. M., & Capraro, R. M. (2010). Mentoring urban interns: Amalgamation of experiences in the formation of mathematics teachers. The Teacher Educator, 45(1), 37-53.
In this study, eleven K-8 mathematics urban interns' perceptions of their mentoring support systems
and factors that influenced their ability to teach mathematics were examined. Semi-structured
interviews revealed that district and grade-level campus mentors provided the greatest amount of
mathematics instruction and pedagogically based support to interns. Three factors most instrumental
in developing the ability to teach mathematics were (a) manipulative use, (b) planning of classroom
instruction and activities, and (c) execution of the lesson. Four factors hindering interns' abilities to
teach mathematics included (a) mathematics-specific skills; (b) instructional-based strategies, but not
necessarily math-specific; (c) mentoring-support assistance; and (d) general or non-content specific
hindrances. [PUBLICATION ABSTRACT]
Capraro, M. M., Capraro, R. M., & Helfeldt, J. (2010). Do differing types of field experiences make a difference in teacher candidates perceived level of competence? Teacher Education Quarterly, 37(1), 131-154.
A ubiquitous national call for the reform of teacher education is of principle
importance to university and college-based teacher educators. For decades, individuals
such as Dewey (1965) and Barth (200 I), and professional groups such
a the Carnegie Forum on Education (1986) and The Holmes Group (1986) have
advocated for the essential role of field experiences
in the preparation of teachers.
Helfeldt, J., Capraro, R. M., Capraro, M. M., Foster, E., & Carter, N. (2009). An urban schools -university partnership that prepares and retains quality teachers for "high need" schools. The Teacher Educator, 44, 1-20.
This article describes a full time teaching internship program, where, in lieu of student teaching, interns serve as classroom teachers in urban area schools. Through a partnership between a university and participating school districts, all interns received intensive mentoring and induction during their first year. Among the program results, were a 100% retention rate of interns in the teaching profession, significant growth in teaching interns' confidence, readiness, and self-efficacy regarding their abilities to teach successfully. In addition, school administrators consistently rated interns as proficient teachers using a state approved evaluation instrument. Implications for continuing the internship program are presented.
Capraro, R. M., Burlbaw, L. M., & Zientek, L. R. (2009). Content and pedagogical knowledge in Colorado teachers, mathematics exams at the turn of the 20th century. Curriculum History. 158-174.
Astract will be updated soon!
Young, J. R., Woods, M., Yetkiner, Z. E., Lewis, C. W., & Capraro, R. M. (2009). An examination of mathematics achievement and growth in a midwestern urban school district: Implications for teachers and administrators. Journal of Urban Mathematics Education, 2(2), 46-65. (The correct authorship order for this article is reflected here and not what is in print)
In this article, the authors investigate the achievement gap in the context of a par-ticular region and the factors associated with student learning in that region. Da-ta were collected over several years from recent administrations of the mathemat-ics section of the Measurement of Academic Progress in Colorado. Black and Hispanic mathematics achievement and growth were compared to White student achievement and growth. The results indicate that gaps exist not only in mathe-matics achievement but also in mathematics growth. A statistically significant dif-ference in mathematics growth rates between Black and Hispanic students from different economic backgrounds were found; however, a statistically significant difference in mathematics growth rates by gender was only found in Black and Hispanic third grade students. The authors provide explanations as well as impli-cations of the factors associated with the results with the hope of influencing re-search and practice.
Capraro, R. M., & Capraro, M. M. (2009). Quantitative reporting practices in middle-grades research journals: Lessons to learn. Middle Grades Research Journal, 4, 1-10.
This study examines two journals specific to the middles grades
where original quantitative empirical articles are published, Research
in Middle Level Education and Middle Grades Research Journal to
determine what quantitative statistics are used, how they are used, and
what study designs are used. Important for those who write for the
middle-grades community is to make a cognizant effort to adhere to
recommendations that will improve the quality of what we know and
how we can best situate our research findings to provide maximum
information for the reader.
Denton, J. J., Davis, T. J., Capraro, R. M., Smith, B. L., Beason, L., Graham, D., & Strader, R. A. (2009). Examination of applicant profiles for admission into and completion of an online secondary teacher certification program. Educational Technology & Society, 12(1), 214-229.
This research examines the academic and biographic profile of applicants to
program admission and success in completing an online alternative secondary teacher
certification program. Results of statistical analyses conducted on 170 applicants over the
past three years affirm the importance of the applicant’s performance on the state content
licensure examination. Other academic variables and biographic variables were found not
to influence success in completing this secondary teacher certification program.
Books
Caskey, M. M., Andrews, P. G., Bishop, P. A., Capraro, R. M., Roe, M., & Weiss, C. (2010). Research and resources in support of This We Believe (2nd ed.). Westerville, OH: National Middle School Association
Astract will be updated soon!
Book Chapters
Capraro, R. M., & Capraro, M. M. (2010, In Press). Quantitative reporting practices in middle-grades research journals: Lessons to learn. In D. Hough (Ed.), Research supporting middle grades practice (pp. 79-89). Charlotte, NC: Information Age. (Best Paper- Reproduced as a chapter in edited volume).
Capraro, R. M., & Yetkiner, Z. E. (2010, In Press). P-value. In N. J. Salkind (Ed.), Encyclopedia of research design (pp. 1143-1148). Thousand Oaks, CA: Sage.
Capraro, R. M., Capraro, M. M., Morgan, J., & Scheurich, J. (Eds.). (2010). A companion to interdisciplinary STEM project based learning: For teachers by teachers. Rotterdam, The Netherlands: Sense.
Woods, C. J., & Capraro, R. M. (2010). Conrad foods: Packaging “R” us. In R. Capraro, M. Capraro, J. Morgan, & J. Scheurich (Eds.), A companion to interdisciplinary STEM project based learning: For teachers by teachers (pp. 79-86). Rotterdam, The Netherlands: Sense.
Malmros, C., & Capraro, R. M. (2010). Settling the west faster and safer. In R. Capraro, M. Capraro, J. Morgan, & J. Scheurich (Eds.), A companion to interdisciplinary STEM project based learning: For teachers by teachers (pp. 79-86). Rotterdam, The Netherlands: Sense.
Journal Articles
Capraro, M. M., & Shih, J. (2011, In Press). Middle school mathematics: Current issues in teacher preparation and student learning. Middle Grades Research Journal, 5(4).
Abstract will be updated soon!
Piccolo, D., Capraro, R. M., & Capraro, M. M. (2011, In Press). Student teachers’ general and content-specific pedagogical development within a mathematics milieu. Middle Grades Research Journal, 5(4), XXXX.
Fourteen elementary and 6 middle level student teachers were observed and interviewed throughout their initial field placement teaching experience. The Classroom Oberservation and Performance Assessment for Teachers-Revised (COPAT-R) observation instrument and semistructured interviews were used to compare general and content-specific pedagogical development. Results from interviews found that both groups of student teachers percieved themselves as most comptent in having lesson plans ready, routines evident, utilizing student-centered instruction, and having effective monitoring and motivational techniques. Conversely, both groups felt least competent in having a system for materials distribution, getting students on task quickly, using a variety of teaching strategies, using critical thinking skills, handling inappropriate behavior effectively and providing guided practice.
An, S., Ma, T., & Capraro, M. M. (2011, In press). Changing prospective teachers’ beliefs and attitude about teaching and learning mathematics through music: An intervention study. School Science and Mathematics.
Abstract will be updated soon!
Capraro, R. M., Yetkiner, Z. E., Özel, S., Corlu, M. S., Capraro, M. M., Ye, S., & Kim, H. G. (2011). An international perspective on students’ understanding of the equal sign. Mediterranean Journal for Research in Mathematics Education: An International Journal, 10, 185-211.
This study broadens the international knowledge base about second- and sixth-grade students' understanding of the equal sign and possible explanatory power of their textbooks affording insights about educationally relevant factors related to the presentation of the equal sign. Participants from China(Beijing, Xia Peng), S. Korea(Jeju), Turkey(Istanbul), and the U.S.(central Texas) (N = 1823) were administered a language-free instrument to determine their conceptualization of the equal sign. Textbooks used by each sample were coded for presentation of the equal sign. Results showed "operation equals answer" in S. Korean second- and sixth-grade textbooks (18%, 16%) was substantially lower than in Chinese (41%, 28%), Turkish (40%, 27%), and central Texas textbooks (54%, 18%), respectively. The achievement of students from Beijing and Jeju was substantially higher than the students from Istanbul and central Texas. The results from the equal sign instrument are discussed in relation to the presentation of equal sign in the textbooks.
Capraro, M. M., Capraro, R. M., Carter, T. A., & Harbaugh, A. (2010). Understanding, Questioning, and Representing Mathematics:What Makes a Difference in Middle School Classrooms? Research in Middle Level Education Online, 34(4), 1-19.
Understanding the nexus of theorized Teaching
Quality Measures (TQMs) and classroom
enactments of learning goals is important. Video
and student performance data for a two-year period
were examined for two sixth grade mathematics
teachers. Due to their importance in contributing
to the development of mathematical conceptual
understanding, the TQMs coded in the videos were
probing for student understanding, encouraging
curiosity and questioning, and using accurate
representational forms. For each of the TQMs,
graphical, time-integrated analyses were constructed
and used to aid analysis and presentation of the results
of coding. Although these middle school teachers
generally remained consistent in their delivery of
instruction, they modestly increased their enactments
of the three TQMs. By the second year, both teachers
demonstrated increases from their initial level of
enactments, and when comparing each teacher´s
performance to the prior year, their increased
enactments were related to improved student
performance based on the learning goal of converting
fractions, decimals, and percents.
Capraro, M. M., Helfeldt, J., Scott, C., & Capraro, R. M. (2010, In press). Urban teacher internships: A program designed to induct and retain teachers. Urban Education.
Abstract will be updated soon!
Capraro, R. M., Capraro, M. M., & Rupley, W. H. (2010). Semantics and syntax: A theoretical model for how students may build mathematical mis-understandings. Journal of Mathematics Education, 3(2), 58-66.
In this manuscript we examine the intersection of reading and mathematics
skills to theorize a model that may account for student understandings,
whether they be correct or incorrect. The theoretical model relies on research
from reading, special education, psychology, mathematics, and mathematics
education in the formation of the theoretical framework. By no means is this
manuscript intended to draw conclusions but to propose a synergistic and
interdependent idea to focus researchers from across several disciplines and to
issue a challenge to rigorously explore the model in various contexts with
broad levels of implementation.
Capraro, M. M., Capraro, R. M., Yetkiner, Z. E., Rangel-Chavez, A. F., & Lewis, C. W. (2010). Examining Hispanic-students mathematics performance onhigh-stakes tests: An examination of one urban school district in Colorado. Urban Review, 42(3), 193-209.
Hispanic students, born both inside and outside the United States,
comprise over 80% of the US English language learner population. The difference
in mathematics achievement among Hispanic students and other populations has
been well documented. As a result, it is important to understand the effects of using
standards-based mathematics curriculum with high school Hispanic students.
Mathematics achievement scores from the Colorado Student Assessment Program
and Measurement of Academic Progress for Hispanic 9th and 10th grade students
(n = 1,318) who used the Core-Plus Mathematics Program were compared to the
progress of other student demographics (n = 2,003) who used the same curriculum.
In following the recommendations of the National Research Council (On evaluation
curricular effectiveness: judging the effectiveness of K-12 mathematics evaluations.
National Academies Press, Washington, DC 2005), a meta-analysis (Glass in Educ
Res 5:3–8, 1976) of Hispanic students using National Science Foundation Funded
(NSFF) curricula was conducted to contextualize this study’s findings within the
findings of previous studies. The results of this study indicated that Hispanic students
have shown modest gains; however, their relative position compared to other
ethnic groups is unremarkable. The meta-analysis Cohen’s d results ranged from
?.673 (SE = .131) to -.670 (SE = .045) with slightly positive effects for Hispanic
students using an NSFF curriculum when compared to those not using an NSFF
curriculum (.043, SE = .012).
Rowntree, R., & Capraro, M. M. (2010, Spring, In Press). Understanding and aiding students’ perceptions of algebraic inequalities. Texas Mathematics Teacher.
Abstract will be updated soon!
Capraro, R. M., Capraro, M. M., Yetkiner, Z. E., Özel, S., Kim, H. G., & Küç ük, A. R. (2010). An international comparison of the equal sign: An update. Psychological Reports, 106(1), 49-53.
This study extends the scope of international comparisons examining
students’ conceptions of the equal sign. Specifically, Korean (n = 193) and Turkish
(n = 334) Grade 6 students were examined to assess whether their conceptions
and responses were similar to prior findings published for Chinese and U.S. students
and to hypothesize relationships about problem types and conceptual understanding
of the equal sign. About 59.6% of the Korean participants correctly answered
all items providing conceptually accurate solutions, as compared to 28.4%
of the Turkish sample. Comparison with previous studies in China and the USA
indicated that the Chinese sample outperformed those from other nations, followed
by Korea, Turkey, and the USA. In large-scale international studies such as Trends
in International Mathematics and Science (TIMSS) and the Programme for International
Student Assessment (PISA), students from China and Korea have been
among the high achievers.
Piccolo, D., Capraro, M. M., & Capraro, R. M. (2010). Mentoring urban interns: Amalgamation of experiences in the formation of mathematics teachers. The Teacher Educator, 45(1), 37-53.
In this study, eleven K-8 mathematics urban interns' perceptions of their mentoring support systems
and factors that influenced their ability to teach mathematics were examined. Semi-structured
interviews revealed that district and grade-level campus mentors provided the greatest amount of
mathematics instruction and pedagogically based support to interns. Three factors most instrumental
in developing the ability to teach mathematics were (a) manipulative use, (b) planning of classroom
instruction and activities, and (c) execution of the lesson. Four factors hindering interns' abilities to
teach mathematics included (a) mathematics-specific skills; (b) instructional-based strategies, but not
necessarily math-specific; (c) mentoring-support assistance; and (d) general or non-content specific
hindrances. [PUBLICATION ABSTRACT]
Capraro, M. M., Capraro, R. M., & Helfeldt, J. (2010). Do differing types of field experiences make a difference in teacher candidates’ perceived level of competence? Teacher Education Quarterly, 37(1), 131-154.
A ubiquitous national call for the reform of teacher education is of principle
importance to university and college-based teacher educators. For decades, individuals
such as Dewey (1965) and Barth (200 I), and professional groups such
a the Carnegie Forum on Education (1986) and The Holmes Group (1986) have
advocated for the essential role of field experiences
in the preparation of teachers.
Capraro, M. M., & Belliston, A. (2009). Middle school preservice teachers’ notions of representativeness: A replication study. Tennessee Association of Middle School Journal. 41, 1-10.
Abstract will be updated soon!
Yetkiner, E., & Capraro, M. M. (2009, in press). Middle school mathematics teachers' knowledge for teaching fractions. RMLE Online.
Abstract will be updated soon!
Helfeldt, J., Capraro, R. M., Capraro, M. M., Foster, E. S., & Carter, N. (2009) An urban schools-university partnership that prepares and retains quality teachers for "high need" schools. The Teacher Educator, 44, 1-20.
This article describes a full-time teaching internship program, where, in lieu
of student teaching, interns serve as classroom teachers in urban area schools.
Through a partnership between a university and participating school districts,
all interns received intensive mentoring and induction during their first year.
Among the program results, were a 100% retention rate of interns in the teaching
profession, significant growth in teaching interns’ confidence, readiness,
and self-efficacy regarding their abilities to teach successfully. In addition, school
administrators consistently rated interns as proficient teachers using a stateapproved
evaluation instrument. Implications for continuing the internship
program are presented.
Research Reports
Capraro, R. M., & Capraro, M. M. (2010). Quantitative reporting practices in middle-grades research journals: Lessons to learn. In D. Hough (Ed.), Research supporting middle grades practice (pp. 79-89). Charlotte, NC: Information Age. (Best Paper- Reproduced as a chapter in edited volume).
This study examines two journals specific to the middles grades
where original quantitative empirical articles are published, Research
in Middle Level Education and Middle Grades Research Journal to
determine what quantitative statistics are used, how they are used, and
what study designs are used. Important for those who write for the
middle-grades community is to make a cognizant effort to adhere to
recommendations that will improve the quality of what we know and
how we can best situate our research findings to provide maximum
information for the reader.
Book Chapters
Capraro, R. M., Capraro, M. M., Morgan, J., & Scheurich, J. (Eds.). (2010). A companion to interdisciplinary STEM project based learning: For teachers by teachers. Rotterdam, The Netherlands: Sense.
Cetiner, N., & Capraro, M. M. (2010). Selling handmade items in a Turkish school kermes (Chapter 24). In R. M. Capraro, M. M. Capraro, J. Morgan, & J. Scheurich (Eds.), A companion to interdisciplinary STEM project-based learning: For teachers by teachers, pp. 213-222. Rotterdam, The Netherlands: Sense
Boyd, D., & Capraro, M. M. (2010). Where do earthquakes occur? (Chapter 1). In R. M. Capraro, M. M. Capraro, J. Morgan, & J. Scheurich (Eds.), A companion to interdisciplinary STEM project-based learning: For teachers by teachers, pp. 3-10. Rotterdam, The Netherlands: Sense.
Paul, W., & Capraro, M. M. (2010). The depression now and then (Chapter 13). In R. M. Capraro, M. M. Capraro, J. Morgan, & J. Scheurich (Eds.), A companion to interdisciplinary STEM project-based learning: For teachers by teachers, pp. 119-126. Rotterdam, The Netherlands: Sense.
Sections in Books
Chapter 4 "Working in a Team Environment", Visualization, Modeling and Graphics for Engineering Design by Lieu, D.K., and Sorby, S.A., Visualization, Modeling, and Graphics for Engineering Design, Thomson/Delmar Publishers, 2008
After completing this chapter, you should be able to
- Understand the benefits of working in a team.
- Organize team projects and team member responsibilities.
- Communicate and work in a team.
- Assess the strengths and weaknesses of your team.
- Apply strategies for improving team performance.
- Solve problems with team members.
- Work in a team effectively.
Jim Morgan and Barbara Williams, "Overview of Problem Solving," Thinking about Thinking section, Faculty Guidebook, 4th edition, Pacific Crest, 2007
Problem solving is a process whereby a "best" outcome is determined for some "situation", subject to certain constraints. Many models for problem solving exist, differing in the emphasis and sequence of steps employed as well as the accessibility of these steps to practitioners with different levels of experience. There are two distinct types of problem solving, analytical problem solving and open-ended problem solving. Analytical problem solving tends to be more discipline-specific where as open-ended or creative problem solving draws on a wide variety of cognitive, affective, and social skills. Important differences in the level of skill development and skill integration between these domains can be noted in the behavior of novice and expert problem solvers.
Jim Morgan and Dan Apple, "The Accelerator Model," Self-Growth section, Faculty Guidebook, 1st-4th edition, Pacific Crest, 2004-2007
The conventional wisdom is that teachers teach best by reducing the stress (of any kind) on the students (to make them happy). This is often implemented by methods that have the effect of lowering expectations, even though nothing could be farther from the real needs of the students (or the desires of their teachers). This module contains a description of a useful tool, the Accelerator Model, which educators can use to guide their efforts to create the right level of challenge in learning situations. Research evidence and educational theory support the concept and design of the model and how it helps with assessing learning situations as well as learners. Analyzing how the interaction of learner ability, level of academic challenge, and learner affective skills affect learning outcomes provides educators with an enhanced understanding of facilitation possibilities. Work with the accelerator model also provides a way to increase educators' self-growth in learning facilitation.
Papers in Journals
Luciana R. Barroso and Jim Morgan, "Project Enhanced Learning: Addressing ABET Outcomes and Linking the Curriculum," tentatively accepted (under re-review), Journal of Professional Issues in Engineering Education and Practice, American Society of Civil Engineers, 2008
This paper discusses the development of project-enhanced courses that combine the best of problem-based learning and traditional "topic" focused instruction. This approach addresses the need to ensure that students receive the technical content required while developing critical problem solving skills. This balance between skill development and technical content assurance is a key feature of this approach and a main difference to problem-based learning. It is also different from traditional approaches, where a project is simply added to the tasks the students are expected to accomplish, and the impacts of the approaches on student learning are significantly different. The implementation of the projects into a junior level introductory structural analysis course is discussed, including details into the goals of the projects, and the changes made to make room for the projects. Assessment and evaluation of the impact of these projects include an evaluation on how the courses and projects address specific department and Accreditation Board for Engineering and Technology learning outcomes. Student perceptions are evaluated immediately at the conclusion of the course and substantially after the conclusion of the course (while in a senior design course), enabling the assessment of knowledge and skill transfer. Performance in this senior design course also is used to assess the impact these projects by comparing those with (1) a project enhanced experience, (2) a project-added experience, and (3) no project experience in their structural analysis course. Those with a project-enhanced experience perform much better than students in either of the other groups in the follow-on course, and the contrast with a project-added experience is particularly striking. The process of balancing the outcomes for this course with the needs of follow-on courses, and the tradeoffs that are needed to accomplish both could be applied to any junior level engineering course.
Papers in Conferences
Jim Morgan, Luciana R. Barroso, and Nancy Simpson, "Active Demonstrations for Enhancing Learning," Frontiers in Education Conference, Milwaukee, Wisconsin, October 10-13, 2007
Demonstrations can be very effective at engaging students, generating interest in a topic, and enhancing student learning. A key component to an effective demonstration is active student engagement throughout the entire process. This means students are involved in discussing the purpose of the demo; predicting what will happen during the demo; discussing who developed theories to help us understand what happens during the demo; and comparing observations to predictions, as opposed to simply passively watching a demonstration. Demonstrations can occur at three different stages of a course topic: as an introduction, as a wrap-up and an aid used throughout the class discussion of a topic. Depending on when they occur, different types of learning outcomes are achieved. This paper presents a model for infusing demonstrations into an engineering science class and the use of this model during a semester. Assessment includes components from both faculty and students, as well as from a faculty development professional who is an instructor in a different discipline.
James Morgan and Luciana Barroso, "Did You Ever Wonder if Anything Could Make Dynamics Fun?," 2007 ASEE Annual Conference & Exposition, Honolulu, Hawaii, June 24-27, 2007
The civil engineering department at our university has adopted a course in Dynamics & Vibrations as the standard introductory undergraduate dynamics course. The course emphasizes model development and the use of general kinematic equations and differential equations of motion for problem solving. In addition, the course includes the demonstration of physical models; the use of simulation; team based projects & incorporates civil engineering examples and real-world applications with much more emphasis on vibration than in a traditional dynamics course.
The increased emphasis on the vibration material keeps our civil engineering students more engaged in the course. There is an initial resistance to learning the material when all students see are box-spring examples when first going through the derivation of the equation of motion for single degree of freedom systems. Instead of starting with the simplified model, a one-story building is presented to the class and the first step in solving the problem is the development of the analytical model for the system. This also serves to connect the concepts of the dynamics course with other courses in the curriculum.
Course projects are based on realistic civil engineering examples, with an emphasis on the assumptions required to develop the analytical model. The projects are team assignments and rely on numerical analysis, a pre-requisite for the course. These projects have several objectives: (1) to allow students to tackle a larger and more realistic civil engineering dynamics problem, (2) expose students to computational tools used in solving dynamics problems for which a closed form solution does not exist, (3) evaluate critical thinking and communication skills. The projects also allow for the introduction to advanced engineering concepts, such as seismic response.
This paper presents the implementation of this course for all civil engineering undergraduate students. Course content and structure, materials (including projects); student acceptance and performance; and course assessment and evaluation are addressed in the paper.
Joshua Peschel, Luciana Barroso, Anthony Cahill, and James Morgan, "An Online Real-Time Quiz System for Readiness Assessment Testing," 2007 ASEE Annual Conference & Exposition, Honolulu, Hawaii, June 24-27, 2007
Readiness assessment tests (RATs) are a simplified formative assessment tool to evaluate the incremental progress of individual learners in a classroom environment. Often times, a RAT is administered to measure the understanding of one or two general concepts from prior course material; it is also used to estimate the preparedness of each learner to move forward with new material in the current course lecture. As a means of individual formative assessment, RATs have shown promise as a feedback tool for learners within a variety of classroom environments.
RAT usage in the classroom was first proposed and investigated by Michaelson et al., who were evaluating individual learning in large courses within a business-related curricula1. Adaptation of the RAT concept within engineering education occurred later, most likely in the early 1990s, where it provided a modern placement of the traditional unannounced quiz into engineering education pedagogy. Since that time, engineering education researchers have shown the effectiveness that RATs may have on learner performance and, more importantly, improved learner understanding of the course material2.
Because RATs are usually paper-based and therefore require grading, the instructor cannot immediately adjust his/her content to the learners' preparedness, even when classroom discussion is used to evaluate learner understanding. To mitigate this problem, researchers have developed near real-time feedback techniques for RAT scoring. Yost et al. solicited responses to RAT questions on scantron forms and then used a portable scantron reading device in the classroom for grading2. Other researchers have begun to utilize online course management systems such as BlackBoard and WebCT for RAT scoring and other course assessments3,4,5.
In each of the cases above, the RAT feedback results must typically be manipulated to have any type of immediate pedagogical value to both the instructor and the learners. Therefore, to transform the RAT concept into a real-time formative assessment tool, an online real-time quiz system was developed. The real-time quiz system administers the RAT electronically but also provides real-time feedback to the instructor both numerically and graphically in the classroom. Graphical results of the real-time quiz can be used immediately by the instructor to create 'teachable moments' that may better facilitate learner understanding of the course material.
Jim Morgan and Luciana Barroso, "Project Enhanced Learning in Structural Analysis," 9th International Conference on Engineering Education, San Juan, Puerto Rico, July 23-28, 2006
This paper discusses implementation of the projects into a junior level introductory structural analysis course. The goals of the projects, and the changes made to make room for the projects are also discussed in detail. Assessment and evaluation of the impact of these projects include an evaluation on how the courses and projects address specific department and Accreditation Board for Engineering and Technology learning outcomes. Student perceptions are evaluated immediately at the conclusion of the course and substantially after the conclusion of the course (while in a senior design course). Performance in this senior design course also is used to assess the impact these projects by comparing those with and with out project experience in their structural analysis course. The process of balancing the outcomes for this course with the needs of follow-on courses, and the tradeoffs that are needed to accomplish both could be applied to any junior level engineering course.
Luciana Barroso and James Morgan, "Projects in Department-Wide Junior Civil Engineering Courses," 2006 ASEE Annual Conference & Exposition, Chicago, Illinois, June 18-21, 2006 & 5th ASEE Global Colloquium on Engineering Education, Rio de Janeiro, Brazil, October 9-12, 2006
The civil engineering department at Texas A&M University (TAMU) has modified two junior-level courses, dynamics and introductory structural analysis, to incorporate design-oriented team projects based on realistic civil-engineering systems. This change represents a move towards project-based learning, a pedagogical approach that closely models engineering practice. These projects are open ended problems with multiple possible solutions and are designed to emphasize interpretation of numerical results rather than pure numerical computations. As such, they serve to improve learning outcomes through critical thinking and evaluation. In addition, the project teams serve to give the students experiences intended to improve ABETREF and TAMU departmental outcomes, specifically:
TAMU 1. Ability to apply knowledge of basic mathematics, science, and engineering [ABET a]
TAMU 2. Ability to function on multi-disciplinary teams [ABET d]
TAMU 3. Ability to formulate and solve civil\ocean engineering problems [ABET e]
TAMU 4. Ability to communicate effectively (verbal & written) [ABET g]
TAMU 5. Ability to use computers to solve civil\ocean engineering problems [ABET k]
These projects have several objectives: (1) to allow students to tackle a larger and more realistic civil engineering dynamics problem, (2) expose students to computational tools used in solving problems, (3) evaluate critical thinking and communication skills. The projects are designed to be solved by student teams, who are told they are acting as consultants on the project posed (TAMU 2). As the problems posed are more realistic than standard homework assignments, the structures to be analyzed are more complex and computer software applications are used to solve the numerical component of the projects. The content in these courses was modified to include how to convert a physical system (structure and corresponding loads) into the most adequate mathematical model in order to perform the analyses (TAMU 1 and 3). To emphasize good written communication skills, a detailed written report and discussion is part of the submission requirement and counts as a third of the project grade (TAMU 4). Additionally, the students are required to use approximate methods to evaluate the results from the computer software package (TAMU 5). This requirement is important in addressing a major deficiency that many new graduates have: the lack of ability to evaluate whether the computer results make sense or someone committed an error in the input.
This paper discusses the changes in the courses and the implementation of the projects. Assessment and evaluation of the impact of these projects include data from faculty and students. These include an evaluation on how the courses and projects address specific Department and ABET outcomes. Student perceptions are evaluated immediately at the conclusion of the course and substantially after the conclusion of the course, for example in a follow-on course. Performance in a senior design course is used to compare the impact of having exposure to these projects prior to the complete design experience at the senior level.
Jeffrey Froyd, Jacqueline Hodge, Jo Howze, Egidio (Ed) Marotta, Jim Morgan, Arun Srinivasa, and Andrew Conkey, "Improving a Mechanics Project for First-Year Engineering Students," Proceedings of the 2006 ASEE Gulf-Southwest Annual Conference, Southern University and A&M College, March 2006
With support from the STEM Talent Expansion Program (STEP) of the National Science Foundation, the Dwight Look College of Engineering at Texas A&M University (TAMU) has created a project-based first-year engineering course. In the process of creating the course, the faculty team has identified four major challenges that a renewed first-year engineering course should address. Employing an engineering design project, the faculty team translated the challenges into a set of needs, functional, and performance requirements. Then, the faculty team designed a set of five projects in an attempt to satisfy these functional and performance requirements. A sequence of two first-year engineering courses that used these five projects was implemented in the 2004-05 academic year and offered to approximately 200 students. In one of the projects, students used Lego Mindstorms™ to construct a model of a wheelchair lift that satisfied several constraints. Although student teams successfully designed model wheelchair lifts, the faculty team thought that there was room for considerable improvement.
In the Fall Semester of the 2005-06 academic year, the STEPS program was offered to approximately five hundred students and the faculty members used the wheelchair project, but made four major changes to the project. First, the faculty team was dissatisfied with the variety of mechanisms that students in the 2004-05 academic year constructed. All of the projects tended to use very similar mechanisms. To promote greater variety, one faculty member asked student teams to create three different conceptual designs, and not just variations in configuration, for the wheelchair lift mechanism. Then, the faculty member selected the most complex mechanism to implement. Second, analysis of the wheelchair lift mechanism in the 2004-05 academic year focused on kinetics, that is, forces in the various members. In the revised version, faculty formulated additional kinematical constraints. Third, faculty members noted that many student teams were assembling their models only a short time before the projects were going to be demonstrated. To encourage students to engage in a more detailed analysis of their design, faculty members required that students demonstrate a prototype of their design in a dry run one week before the actual demonstration. Fourth, faculty members prepared constraints that required more elaborate programming of the microcomputer controller for the wheelchair lift. More detailed descriptions of the rationale for the changes, implementations of the actual changes, and results from the changes will be presented in the paper.
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