Browsing by Author "Rakes, Christopher R."
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Item Co-teaching and the PrimeD framework: Radicals and Rational Exponents(2018-04) Rakes, Christopher R.; Kirvan, Rebecca; Witkowski, AshleyThis study examined the application of a co-teaching model to the PrimeD framework. Two teachers and a teacher educator collaborated to develop, implement, evaluate, and study a unit on radical expressions, equations, and functions in 3 high school algebra 2 classes. Results indicated that this approach to PD can be a powerful way to support the professional growth of teachers and teacher educators alike.Item Coping Responses Among Hospice Family Caregivers: A Confirmatory Factor Analysis(RELX Group, 2015-07-22) Washington, Karla T.; Rakes, Christopher R.Context Hospice family caregivers must often cope with significant stressors. Research into the ways caregivers attempt to cope with these stressors has been challenged by pronounced difficulties conceptualizing, measuring, and categorizing caregiver coping. Objectives The purpose of this study was to begin addressing these challenges by determining the structure of coping among hospice family caregivers. Methods Hospice family caregivers (n = 223) residing in the midsouthern U.S. completed the Ways of Coping Questionnaire as part of a cross-sectional survey. To examine the validity of various coping response factor structures, researchers conducted multiple confirmatory factor analyses. Results Although individual coping behaviors were able to be sorted into broader āways of copingā (i.e., first-order factors), data did not support the further grouping of ways of coping into more general āfamilies of copingā (i.e., second-order factors). Folkman and Lazarus's proposed structure of coping, which comprises eight first-order factors or subscales, better fit the data than the tested alternatives. Conclusion Despite its broad appeal, grouping ways of coping responses into families of coping based on the presupposed nature of the responses (e.g., positive or negative) lacked empirical support for this sample of hospice family caregivers, which suggests that relying on families of coping may oversimplify complex responses from caregivers. Rather than trying to characterize coping responses into broader families, hospice support for caregiver coping strategies may be more effective when based on individualized assessments of each caregiver's ways of coping and the consequences of those coping responses on their quality of life.Item Discovering Radical Simplification through Geometry Connections(NCTM) Rakes, Christopher R.; Kirvan, Rebecca J.; Witkowski, AshleyItem A Highly Structured Collaborative STEAM Program: Enacting a Professional Development Framework(J-STEM) Bush, Sarah B.; Cook, Kristin L.; Ronau, Robert N.; Rakes, Christopher R.; Mohr-Schroeder, Margaret J.; Saderholm, JonItem Jefferson County Public Schools Comprehensive School Surveys 2007-2008: Technical Report(Yola, 2008) Rakes, Christopher R.; Rudasill, Kathleen MoritzItem Making teacher PD effective using the PrimeD framework.(New England Mathematics Journal, 2017) Rakes, Christopher R.; Bush, Sarah B.; Mohr-Schroeder, Margaret J.; Ronau, Robert N.; Saderholm, JonItem Mathematics achievement and orientation: A systematic review and meta-analysis of education technology(Elsevier, 2020-06-16) Rakes, Christopher R.; Ronau, Robert N.; Bush, Sarah B.; Driskell, Shannon O.; Niess, Margaret L.; Pugalee, David K.Item Mathematics education technology professional development: Changes over several decades.(IGI Global, 2016) Driskell, Shannon O.; Bush, Sarah B.; Ronau, Robert N.; Niess, Margaret L.; Rakes, Christopher R.; Pugalee, David K.; EducationThe effective use of digital technologies in school settings calls for appropriate professional development opportunities that will transform inservice teachersā knowledge for integrating technologies as effective mathematics learning tools. To inform such opportunities, this study examined the contents of published mathematics education technology professional development papers over several decades using Sztajnās (2011) standards for high quality reporting in mathematics professional development research studies, the Technological Pedagogical Content Knowledge framework, and the Comprehensive Framework for Teacher Knowledge. Both the Professional Development Implementation and Evaluation Model and Education Professional Development Research Framework are recommended for further guidance on reporting key features of mathematics education technology professional development.Item Predicting Student Outcomes from Information Knowable at the Time of Hire: A Systematic Review(Yola, 2010-08-10) Valentine, Jeffrey C.; Rakes, Christopher R.; Canada, DerickaItem Preservice Teacher Perceptions of Preparedness to Teach in Inclusive Settings as an Indicator of Teacher Preparation Program Effectiveness(Sciendo, 2019-01-11) Stites, Michele L.; Rakes, Christopher R.; Noggle, Amy K.; Shah, SabrinaThis mixed methods study examined preservice teacher perceptions of their needs related to inclusion. The study examined 120 early childhood and elementary preservice teachers from two universities, from both general and special education programs. Inclusion has been considered best practice in education for many years; however, how to best facilitate inclusive practices to meet the needs of all learners remains an area of uncertainty for preservice teachers. Prior research has connected perceptions of preparedness to effective inclusive practices. A survey was developed and validated about inclusion and perceptions of preparedness to teach in an inclusive setting. The survey included both Likert-scale items and open response questions. Exploratory factor analysis was used to examine the structure of the survey. Descriptive statistics, analysis of variance, and multiple regression were used to examine the quantitative results. Responses to open-ended questions were coded to identify qualitative themes. The findings indicated that preservice teachers lacked a coherent understanding of inclusion and perceived themselves as needing additional development to be fully prepared to teach in an inclusive setting. The results suggest that teacher preparation programs need to provide a more coherent conceptual framework to guide the enhancement of both course and field work related to inclusion and effective inclusive practices.Item Structuring Integrated STEM Education Professional Development: Challenges Revealed and Insights Gained from a Cross-Case Synthesis(EJRSME, 2020-03-31) Bush, Sarah B.; Mohr-Schroeder, Margaret J.; Cook, Kristin L.; Rakes, Christopher R.; Ronau, Robert N.; Saderholm, Jon