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Editorial:
Defining Education Research: Continuing the
Conversation
Debra Sprague, George Mason University, USA
pp. 431-438
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Comparative Analysis of Preservice Teachers’ Reflective Thinking in Synchronous Versus Asynchronous Online Case Discussions
Barbara B. Levin, Ye He & Holly H. Robbins, University of North Carolina at Greensboro, USA
pp. 439-460
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Teachers Roles’ and Professional Learning in Communities of Practice Supported by Technology in Schools
Elizabeth Hartnell-Young, The University of Melbourne, Australia
pp. 461-480
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Practices for the Use of Technology in High Schools: A Delphi Study
Kevin Clark, George Mason University, USA
pp. 481-499
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Inquiry-Based Instruction Through Handheld-Based Science Activities: Preservice Teachers’ Attitude and Self-Efficacy
Issaou Gado & Robert Ferguson, Cleveland State University, USA; Mark van ’t Hooft, Kent State University, USA
pp. 501-529
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The Impact of Online Teaching on Faculty Load: Computing the Ideal Class Size for Online Courses
Dr. Lawrence Tomei, Robert Morris University, USA
pp. 531-541
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The Effect of Social Context on the Reflective Practice of Preservice Science Teachers: Incorporating a Web-Supported Community of Teachers
James MaKinster, Hobart and William Smith Colleges, USA; Sasha Barab, William Harwood & Hans Andersen, Indiana University, USA
pp. 543-579
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How Teachers Integrate Technology and Their Beliefs About Learning: Is There a Connection?
Eugene Judson, CRESMET at Arizona State University, USA
pp. 581-597
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From the University to the Elementary Classroom: Students’ Experiences in Learning to Integrate Technology in Instruction
Dina Brown, Argosy University, USA; Mark Warschauer, University of California, Irvine, USA
pp. 599-621
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Evidence-Based Education: Postcards From the Edge
Amy Overbay, Lisa Grable & Ellen Vasu, NC State University, USA
pp. 623-632
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Teachers Explore Linear and Exponential Growth: Spreadsheets as Cognitive Tools
Mara Alagic, Wichita State University, USA; Diana Palenz, Wiichita State University, USA
pp. 633-649
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