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The purpose of this paper is sharing out basic guidelines and examples from an extended collaboration to move educators move online while avoiding synchronous meetings. “gPortfolios” are public (to the class) pages where students write responses to carefully constructed engagement routines. Students then discuss their work with instructors and peers in threaded comments. gPortfolios usually include engagement reflections, formative self-assessments and automated quizzes. These assessments support and document learning while avoiding instructor “burnout” from grading. gPortfolios can be implemented using Google Docs and Forms or any learning management system.

The authors report practical insights gained from design-based implementation research. This research explored the late Randi Engle’s principles for productive disciplinary engagement and expansive framing. Engle used current theories of learning to foster student discussions that were both authentic to the academic discipline at hand and productive for learning. This research also used new approaches to assessment to support Engle’s principles. This resulted in a comprehensive approach to online instruction and assessment that is effective and efficient for both students and teachers.

The approach “frames” (i.e. contextualizes) online engagement using each learners’ own experiences, perspectives and goals. Writing this revealed how this was different in different courses. Secondary biology students framed each assignment independently. Secondary English and history students framed assignments as elements of a personalized capstone presentation; the history students further used a self-selected “historical theme.” Graduate students framed each assignment in an educational assessment course using a real or imagined curricular aim and context.

Engle’s ideas have yet to be widely taken up in online education.

The purpose of this paper is to investigate the effects of scaffolded lesson study on the content knowledge, conceptions of curriculum, and classroom practice of 22 elementary and secondary history teachers in four school districts.

Teachers, teacher educators, and historians collaborated to design and test research lessons grounded in a theory-based framework for problem-based historical inquiry (PBHI) practice. The authors sought to support consonance between the reform ideas of the formal, professional development, curriculum, and the curriculum as enacted in participants’ classrooms.

Project participation was associated with significant gains in content knowledge and the conceptualization and implementation of more challenging instruction consistent with the PBHI model and the standards of authentic intellectual work (AIW). Mean AIW instruction scores for research lessons were more than double the scores for participants’ non-lesson study lessons and indicated noteworthy progress in integrating the formal and enacted curricula. Evidence suggested that many teachers developed more nuanced understandings of historical phenomena, gained greater appreciation for the importance of authentic purpose in motivating student engagement in challenging learning, and began to reconsider what is required to facilitate complex learning and to refine their repertoire of learning strategies.

Evidence from the first year of this project offers hope for the potential of collaborative communities of practice to facilitate a shared professional knowledge base of wise practice that brings the formal, intended, and enacted curriculum into greater alignment. These results also emphasize the evolutionary process of conceptual change.

Computer-supported collaborative learning (CSCL) is widely used in different levels of education across disciplines and domains. Researchers in the field have proposed various conceptual frameworks toward a comprehensive understanding of CSCL. However, as the definition of CSCL is varied and contextualized, it is critical to develop a shared understanding of collaboration and common definitions for the metrics that are used. The purpose of this research is to present a synthesis that focuses explicitly on the types and features of coding schemes that are used as analytic tools for CSCL.

This research collected coding schemes from researchers with diverse backgrounds who participated in a series of workshops on collaborative learning and adaptive support in CSCL, as well as coding schemes from recent volumes of the International Journal of Computer-Supported Collaborative learning (ijCSCL). Each original coding scheme was reviewed to generate an empirically grounded framework that reflects collaborative learning models.

The analysis generated 13 categories, which were further classified into three domains: cognitive, social and integrated. Most coding schemes contained categories in the cognitive and integrated domains.

This synthesized coding scheme could be used as a toolkit for researchers to pay attention to the multiple and complex dimensions of collaborative learning and for developing a shared language of collaborative learning.

By analyzing a set of coding schemes, the authors highlight what CSCL researchers find important by making these implicit understandings of collaborative learning visible and by proposing a common language for researchers across disciplines to communicate by referencing a synthesized framework.

This paper aims to lay out the goals and challenges in using information for ambitious learning practices.

Through a review of the literature, the authors integrate across learning, information sciences and instructional design to identify challenges and possibilities for information searching and sense-making in ambitious learning practices (ALPs).

Learners face a number of challenges in using information in ALPs such as a problem-based learning. These include searching and sourcing, selecting information and sense-making. Although ALPs can be effective, providing appropriate scaffolding, supports and resources is essential.

To make complex ALPs available to a wide range of learners requires considering the information literacy demands and how these can be supported. This requires deep understanding and integration across different research literature areas to move toward solutions.

As in every state, rapid technological developments have affected the way California libraries deliver their services, and, in turn, have generated new relationships for them with private and public partners. The libraries of California were hit hard by a prolonged and severe recession, yet they could not afford to wait for better economic times before joining the technological revolution.

Phishing is a well-known cybersecurity attack that has rapidly increased in recent years. It poses risks to businesses, government agencies and all users due to sensitive data breaches and subsequent financial losses. To study the user side, this paper aims to conduct a literature review and user study.

To investigate phishing attacks, the authors provide a detailed overview of previous research on phishing techniques by conducting a systematic literature review of n = 367 peer-reviewed academic papers published in ACM Digital Library. Also, the authors report on an evaluation of a high school community. The authors engaged 57 high school students and faculty members (12 high school students, 45 staff members) as participants in research using signal detection theory (SDT).

Through the literature review which goes back to as early as 2004, the authors found that only 13.9% of papers focused on user studies. In the user study, through scenario-based analysis, participants were tasked with distinguishing phishing e-mails from authentic e-mails. The results revealed an overconfidence bias in self-detection from the participants, regardless of their technical background.

The authors conducted a literature review with a focus on user study which is a first in this field as far the authors know. Additionally, the authors conducted a detailed user study with high school students and faculty using SDT which is also an understudied area and population.

The purpose of this paper is to describe how elementary school principals adjust their leadership practice in response to Washington’s new teacher evaluation policy.

The authors conducted a modified content analysis of open-ended survey responses collected from elementary school principals in Washington State. In all, the survey included responses from 354 elementary school principals representing 25.0 percent of the state’s elementary school principal population. ATLAS.ti supported data analysis and assisted in the derivation of three key findings.

Elementary school principals changed their instructional leadership practice in response to the new teacher evaluation policy in three significant ways. First, principals adjusted their approach to classroom observation to complete more intentional, in-depth observational activities. Second, principals redistributed non-instructional responsibilities to clerical staff members to allow themselves and other administrators more time for classroom observation. Third, principals adopted a learning stance to the new policy and thus sought external support, especially coaching, to assist them with the implementation of new evaluation practices.

The study faced three limitations. First, the sample of respondents included in this study cannot be generalized to the state as participants were not randomly selected. Second, the survey did not utilize a longitudinal design, and thus its findings only relate to the first year of the policy’s implementation. Third, the study does not include school-based evidence to triangulate principals’ survey responses.

The study contributes to the instructional leadership literature. Specifically, the study offers further insights into the adjustments principals make in their leadership to accommodate expectations found in new teacher evaluation policy.

The purpose of this paper is to propose practical and usable interactions that will allow more informed, risk-aware comparisons for individuals during app selections. The authors include an explicit argument for the role of human decision-making during app selection and close with a discussion of the strengths of a Bayesian approach to evaluating privacy and security interventions.

The authors focused on the risk communication in mobile marketplace’s realm, examining how risk indicators can help people choose more secure and privacy-preserving apps. Combining canonical findings in risk perception with previous work in usable security, the authors designed indicators for each app to enable decisions that prioritize risk avoidance. Specifically, the authors performed a natural experiment with N = 60 participants, where they asked them to select applications on Android tablets with accurate real-time marketplace data.

In the aggregate, the authors found that app selections changed to be more risk-averse in the presence of a user-centered multi-level warning system using visual indicators that enabled a click-thru to the more detailed risk and permissions information.

Privacy research in the laboratory is often in conflict with privacy decision-making in the marketplace, resulting in a privacy paradox. To better understand this, the authors implemented a research design based on clinical experimental approaches, testing the interaction in a noisy, confounded field environment.

The purpose of this paper is to report findings from a systematic literature review that explore how recent research on instructional leadership has addressed the role of mathematics and science instruction.

Using Hallinger’s (2014) approach to conducting systematic reviews, the review included 109 peer-reviewed articles published since 2008 in leading mathematics and science education journals. An a priori coding scheme based upon key leadership behaviors articulated in Hitt and Tucker’s (2016) unified leadership framework informed the analysis presented.

Results indicate that leaders support content area instruction by facilitating high-quality instructional experiences through curricular and assessment leadership. Leadership frequently involves establishing organizational conditions that support teachers’ efforts to improve their own practice instead of direct leadership action on the part of instructional leaders. This support takes different forms and can include distributing leadership to teacher leaders with content area experience as well as using resources strategically to provide professional development or instructional coaching.

The review strengthens the connections between the instructional leadership, mathematics and science literatures, and identifies some of the leadership practices that these literatures deem important for instructional improvement. The review also reveals the potential for future research exploring the influence of a particular content area on supervisory practice and leadership discourse.

More than five years have passed since A Nation at Risk was published in 1983 by then‐Secretary of Education Terrance Bell's National Commission on Excellence in Education. Those years have seen the publication of an enormous body of both primary material, composed of research reports, essays, and federal and state reform proposals and reports; and secondary material, composed of summaries and reviews of the original reform reports and reports about effective programs that are based on reform recommendations. This annotated bibliography seeks to identify, briefly describe, and organize in a useful manner those publications dealing with K‐12 education reform and improvement. The overall purposes of this article are to bring organization to that list, and also to trace relationships and influences from the federal initiatives to the states and professional associations, and from there to the school districts and individual schools.