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2004 - International Communication Association Pages: 48 pages || Words: 9976 words || 
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1. Heo, Nokon. and Sundar, S. Shyam. "The Role of Screen Size in Inferring the Effects of Content Type on Attention, Arousal, Memory, and Content Evaluation: A Search for Content-Specific Effects" Paper presented at the annual meeting of the International Communication Association, New Orleans Sheraton, New Orleans, LA, May 27, 2004 Online <.PDF>. 2019-08-19 <http://citation.allacademic.com/meta/p113414_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study examined the role of screen size in making inferences about the effects of television content on viewers’ attention, arousal, memory, and content evaluation. Both main and combined effects of two levels of screen size and three levels of content type on the four criterion variables were investigated via a 2x3 mixed factorial-experiment. A total of seventy-five participants were randomly assigned to one of the two screen size conditions (big or small). Those in each condition watched six 2 to 3-minute-long television segments representing three different content types (news, advertising, and entertainment). During the viewing, heart rate and skin conductance (SC) were measured as indicators of attention and arousal respectively. Heart rate data were later converted into beats per minutes (BPM). Skin conductance data were converted into skin conductance response (SCR) and skin conductance level (SCL). After watching, participants completed a questionnaire containing measures of psychological responses to the segments.
The results showed that, with few exceptions, content on the large screen resulted in better memory and was more attention-getting and arousing, as indicated by an cardiac deceleration and an increased SC responses. However, the predicted effect of screen size on participants’ subjective content evaluation did not materialize. Of most importance, viewers’ cardiac and SC responses were most prominent when entertainment content appeared on the big screen, which demonstrated content-specific effects for large screens.

2010 - North American Chapter of the International Group for the Psychology of Mathematics Education Pages: unavailable || Words: 504 words || 
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2. Cardetti, Fabiana., Truxaw, Mary. and Bushey, Cynthia. "Influences of Mathematics Content Courses on Elementary Preservice Teachers’ Content Knowledge and Pedagogical Content Knowledge" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, The Ohio State University, Columbus, OH, Oct 28, 2010 Online <PDF>. 2019-08-19 <http://citation.allacademic.com/meta/p428111_index.html>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: There is a general consensus that mathematical content knowledge (M-CK) is crucial for enabling elementary school teachers to effectively teach mathematics. However, it has been suggested that M-CK is not sufficient for elementary school teachers – it must be accompanied by mathematics pedagogical content knowledge (M-PCK). In order to better identify coursework that may promote M-CK and M-PCK, this study investigates confidence of M-CK and M-PCK of elementary preservice teachers (PSTs) who have participated in math content coursework designed specifically for elementary teachers. Findings suggest that participation in these courses positively influences PSTs’ M-CK and M-PCK.

2015 - Accelerate Learning: Racing into the Future - AECT Words: 73 words || 
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3. Xie, Kui. and Cheng, Sheng-Lun. "Improving Teachers’ Technological Pedagogical Content Knowledge through Digital Content Evaluation" Paper presented at the annual meeting of the Accelerate Learning: Racing into the Future - AECT, Hyatt Regency, Indianapolis, Indiana, Nov 03, 2015 <Not Available>. 2019-08-19 <http://citation.allacademic.com/meta/p1018189_index.html>
Publication Type: Concurrent Presentation
Review Method: Peer Reviewed
Abstract: The present study reported a professional development intervention where teachers were trained about how to evaluate digital content and technologies. 158 in-service teachers participated in this project. Both correlation and regression results revealed the significant role of self-efficacy on TPACK. With a professional development program focusing on digital content evaluation, teachers can improve not only their self-efficacy and competency in digital content evaluation, but also can improve their technological, pedagogical, and content knowledge.

2007 - International Studies Association 48th Annual Convention Pages: 14 pages || Words: unavailable || 
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4. Jütersonke, Oliver. and Stucki, Philipp. "Consolidating Content and Discourse Analysis: Pragmatism and Context-Sensitive Content Analysis in the Field of International Relations" Paper presented at the annual meeting of the International Studies Association 48th Annual Convention, Hilton Chicago, CHICAGO, IL, USA, Feb 28, 2007 <Not Available>. 2019-08-19 <http://citation.allacademic.com/meta/p180585_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper will seek to explore the possibilities of linking content analysis with discursive approaches, as applicable to research conducted in the field of International Relation (IR). The point of departure is the critique of content analysis stemming from discourse analytical approaches, and the tendency to couple content analysis with often only vague discussions of context. The paper will attempt to take a more pragmatic approach to this problem, based on the notion that although meaning is fluid, it can nonetheless be captured at a certain point in time. By engaging in a commensurable conversation between content and discourse analysis, the authors seek to tackle the hermeneutical circle following a Gadamerian approach. This conversation finally leads to a method in which the (idea) categories for studying the texts and
co-texts are developed inductively, while the analytical categories used to incorporate the context of text production and reception are established deductively. The result is what the authors choose to call "context-sensitive" content analysis. Relying on peer review as its source of validity, it will be argued that such an approach may lead to more constructive results for the type of texts (defined in a conventional sense) students and researchers in the field of IR engage with.

2016 - LRA Annual Conference Pages: unavailable || Words: unavailable || 
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5. Dennis, Danielle., Branson, Stephanie., Flores, Brian., Papke, Allison. and Sweeney, Sherridon. "Developing Pre-service Teachers’ Pedagogical Content Knowledge in Literacy through Content Coaching in a Study Abroad Context" Paper presented at the annual meeting of the LRA Annual Conference, OMNI Nashville, Nashville, Tennessee, Nov 29, 2016 Online <PDF>. 2019-08-19 <http://citation.allacademic.com/meta/p1145413_index.html>
Publication Type: Individual Paper
Review Method: Peer Reviewed

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