Browser-based social annotation was integrated with concept mapping for assessing graduate teache... more Browser-based social annotation was integrated with concept mapping for assessing graduate teacher education students’ learning in lieu of a final exam. Documents annotated online were required readings of three case studies and three chapters. Concept maps were organized around the theoretical framework that underpinned all coursework. Students chose whether to work individually or cooperatively and whether to use browser-based or hand-drawn concept maps. Most students did exemplary jobs synthesizing what they had learned, representing this knowledge and understanding in their concept maps, and explaining their thinking to the class. The results suggest that this is an effective, authentic, alternative assessment approach for summative evaluation. The uniqueness and complexity of this project led to a variety of recommendations for future implementations and research.
This book is designed to help new and experienced teachers teach both for and with reflective and... more This book is designed to help new and experienced teachers teach both for and with reflective and critical thinking. Teaching for reflective and critical thinking refers helping your students increase their awareness of their thoughts and knowledge and increase their control over their learning and thinking. Teaching with reflective and critical thinking refers to helping teachers become more aware of their own thoughts and knowledge about teaching and learning and enhancing their control over their thinking, knowledge and instructional activities. The overarching goal is for students to become exemplary, independent thinkers and learners with abilities to acquire, use, evaluate, and modify their knowledge in school and in their everyday lives. To accomplish this goal, students need teachers’ expertise, characterized by their own reflective and critical thinking. This book has two main sections. The first set of chapters apply to teachers in all subject area. The second set of chapters are subject-specific and include: reading, mathematics, science, English, foreign languages and history.
Web-based instruction is having a major impact on teaching and learning because of its pervasiv... more Web-based instruction is having a major impact on teaching and learning because of its pervasive access and ability to enhance meaningfulness by facilitating learner-centered approaches and social networking, the essence of Web 2.0 applications. WebQuests, Project-Based Learning, Wikis and authentic multiuser virtual environments such as Active Worlds, River City and Second Life allow learners to immerse themselves in intellectually stimulating, highly motivating social interactions as they learn from and with each other and experts.
Environmentally-mediated drug resistance in B-cell precursor acute lymphoblastic leukemia (BCP-AL... more Environmentally-mediated drug resistance in B-cell precursor acute lymphoblastic leukemia (BCP-ALL) significantly contributes to relapse. Stromal cells in the bone marrow environment protect leukemia cells by secretion of chemokines as cues for BCP-ALL migration towards, and adhesion to, stroma. Stromal cells and BCP-ALL cells communicate through stromal galectin-3. Here, we investigated the significance of stromal galectin-3 to BCP-ALL cells. We used CRISPR/Cas9 genome editing to ablate galectin-3 in stromal cells and found that galectin-3 is dispensable for steady-state BCP-ALL proliferation and viability. However, efficient leukemia migration and adhesion to stromal cells are significantly dependent on stromal galectin-3. Importantly, loss of stromal galectin-3 production sensitized BCP-ALL cells to conventional chemotherapy. We therefore tested novel carbohydrate-based small molecule compounds (Cpd14 and Cpd17) with high specificity for galectin-3. Consistent with results obtained using galectin-3-knockout stromal cells, treatment of stromal-BCP-ALL co-cultures inhibited BCP-ALL migration and adhesion. Moreover, these compounds induced antileukemic responses in BCP-ALL cells including a dose-dependent reduction of viability and proliferation, induction of apoptosis and, importantly, inhibition of drug resistance. Collectively, these findings indicate galectin-3 regulates BCP-ALL cell responses to chemotherapy through the interactions between leukemia cells and the stroma, and show that a combination of galectin-3 inhibition with conventional drugs can sensitize the leukemia cells to chemotherapy.
This chapter focuses on a two-year, college–school partnership in which ELL parents became studen... more This chapter focuses on a two-year, college–school partnership in which ELL parents became students who learned English and to tutor their own children. This program was part of a larger project piloting methods of students helping other students learn. It was conducted at three schools in an urban district: one elementary and two intermediate schools. The elementary school had three tutoring programs: reading, ESL and Parent Tutoring. One intermediate school developed a reading tutoring program and the other instituted cooperative learning. Topics addressed include: selecting schools, writing a grant proposal, working with district and school administrators and teachers, professional development, tutor training, and assessment. It gives an overview of the processes involved in planning, implementing, monitoring and evaluating the programs in this project. Results indicate the Parent Tutoring Program was successful both years. Recommendations for successful practices are specified f...
A holistic, learner-centered approach enables higher education faculty to create stimulating, nur... more A holistic, learner-centered approach enables higher education faculty to create stimulating, nurturing, safe and respectful classroom environments which promote student engagement, content mastery, cognitive skill development, intrinsic motivation and attitudes which foster thinking and learning. Consequently, this chapter provides faculty, administrators and policymakers with tools that can be used to help students, especially at graduate and post-graduate levels, learn academic material and become enlightened global citizens with enhanced thinking abilities and affect to meet current and future personal, professional and societal needs.
<jats:p>Browser-based social annotation was integrated with concept mapping for assessing g... more <jats:p>Browser-based social annotation was integrated with concept mapping for assessing graduate teacher education students' learning in lieu of a final exam. Documents annotated online were required readings of three case studies and three chapters. Concept maps were organized around the theoretical framework that underpinned all coursework. Students chose whether to work individually or cooperatively and whether to use browser-based or hand-drawn concept maps. Most students did exemplary jobs synthesizing what they had learned, representing this knowledge and understanding in their concept maps, and explaining their thinking to the class. The results suggest that this is an effective, authentic, alternative assessment approach for summative evaluation. The uniqueness and complexity of this project led to a variety of recommendations for future implementations and research.</jats:p>
... We are also indebted to Alfred Posamentier and Constanze Kaiser for their work on the book Ti... more ... We are also indebted to Alfred Posamentier and Constanze Kaiser for their work on the book Tips for the Mathematics Teacher: Research-Based Strategies to Help Students Learn (for which HopeHartman was a coauthor), which inspired and informed this book. ...
Chapter 21 Windows into Teaching and Learning Through Social Annotation Practices Hope J. Hartman... more Chapter 21 Windows into Teaching and Learning Through Social Annotation Practices Hope J. Hartman School of Education, The City College of New ... edu 427 MS Khine, IM Saleh (eds.), New Science of Learning, DOI 10.1007/978-1-4419-5716-0_21, C Springer Science+ ...
Abstract. Educational psychology needs to MUVE into the future by providing online opportunities ... more Abstract. Educational psychology needs to MUVE into the future by providing online opportunities for pre-service and in-service teachers to learn a wide scope of theories of learning, development, and instruction deeply enough for teachers to apply this ...
Browser-based social annotation was integrated with concept mapping for assessing graduate teache... more Browser-based social annotation was integrated with concept mapping for assessing graduate teacher education students’ learning in lieu of a final exam. Documents annotated online were required readings of three case studies and three chapters. Concept maps were organized around the theoretical framework that underpinned all coursework. Students chose whether to work individually or cooperatively and whether to use browser-based or hand-drawn concept maps. Most students did exemplary jobs synthesizing what they had learned, representing this knowledge and understanding in their concept maps, and explaining their thinking to the class. The results suggest that this is an effective, authentic, alternative assessment approach for summative evaluation. The uniqueness and complexity of this project led to a variety of recommendations for future implementations and research.
This book is designed to help new and experienced teachers teach both for and with reflective and... more This book is designed to help new and experienced teachers teach both for and with reflective and critical thinking. Teaching for reflective and critical thinking refers helping your students increase their awareness of their thoughts and knowledge and increase their control over their learning and thinking. Teaching with reflective and critical thinking refers to helping teachers become more aware of their own thoughts and knowledge about teaching and learning and enhancing their control over their thinking, knowledge and instructional activities. The overarching goal is for students to become exemplary, independent thinkers and learners with abilities to acquire, use, evaluate, and modify their knowledge in school and in their everyday lives. To accomplish this goal, students need teachers’ expertise, characterized by their own reflective and critical thinking. This book has two main sections. The first set of chapters apply to teachers in all subject area. The second set of chapters are subject-specific and include: reading, mathematics, science, English, foreign languages and history.
Web-based instruction is having a major impact on teaching and learning because of its pervasiv... more Web-based instruction is having a major impact on teaching and learning because of its pervasive access and ability to enhance meaningfulness by facilitating learner-centered approaches and social networking, the essence of Web 2.0 applications. WebQuests, Project-Based Learning, Wikis and authentic multiuser virtual environments such as Active Worlds, River City and Second Life allow learners to immerse themselves in intellectually stimulating, highly motivating social interactions as they learn from and with each other and experts.
Environmentally-mediated drug resistance in B-cell precursor acute lymphoblastic leukemia (BCP-AL... more Environmentally-mediated drug resistance in B-cell precursor acute lymphoblastic leukemia (BCP-ALL) significantly contributes to relapse. Stromal cells in the bone marrow environment protect leukemia cells by secretion of chemokines as cues for BCP-ALL migration towards, and adhesion to, stroma. Stromal cells and BCP-ALL cells communicate through stromal galectin-3. Here, we investigated the significance of stromal galectin-3 to BCP-ALL cells. We used CRISPR/Cas9 genome editing to ablate galectin-3 in stromal cells and found that galectin-3 is dispensable for steady-state BCP-ALL proliferation and viability. However, efficient leukemia migration and adhesion to stromal cells are significantly dependent on stromal galectin-3. Importantly, loss of stromal galectin-3 production sensitized BCP-ALL cells to conventional chemotherapy. We therefore tested novel carbohydrate-based small molecule compounds (Cpd14 and Cpd17) with high specificity for galectin-3. Consistent with results obtained using galectin-3-knockout stromal cells, treatment of stromal-BCP-ALL co-cultures inhibited BCP-ALL migration and adhesion. Moreover, these compounds induced antileukemic responses in BCP-ALL cells including a dose-dependent reduction of viability and proliferation, induction of apoptosis and, importantly, inhibition of drug resistance. Collectively, these findings indicate galectin-3 regulates BCP-ALL cell responses to chemotherapy through the interactions between leukemia cells and the stroma, and show that a combination of galectin-3 inhibition with conventional drugs can sensitize the leukemia cells to chemotherapy.
This chapter focuses on a two-year, college–school partnership in which ELL parents became studen... more This chapter focuses on a two-year, college–school partnership in which ELL parents became students who learned English and to tutor their own children. This program was part of a larger project piloting methods of students helping other students learn. It was conducted at three schools in an urban district: one elementary and two intermediate schools. The elementary school had three tutoring programs: reading, ESL and Parent Tutoring. One intermediate school developed a reading tutoring program and the other instituted cooperative learning. Topics addressed include: selecting schools, writing a grant proposal, working with district and school administrators and teachers, professional development, tutor training, and assessment. It gives an overview of the processes involved in planning, implementing, monitoring and evaluating the programs in this project. Results indicate the Parent Tutoring Program was successful both years. Recommendations for successful practices are specified f...
A holistic, learner-centered approach enables higher education faculty to create stimulating, nur... more A holistic, learner-centered approach enables higher education faculty to create stimulating, nurturing, safe and respectful classroom environments which promote student engagement, content mastery, cognitive skill development, intrinsic motivation and attitudes which foster thinking and learning. Consequently, this chapter provides faculty, administrators and policymakers with tools that can be used to help students, especially at graduate and post-graduate levels, learn academic material and become enlightened global citizens with enhanced thinking abilities and affect to meet current and future personal, professional and societal needs.
<jats:p>Browser-based social annotation was integrated with concept mapping for assessing g... more <jats:p>Browser-based social annotation was integrated with concept mapping for assessing graduate teacher education students' learning in lieu of a final exam. Documents annotated online were required readings of three case studies and three chapters. Concept maps were organized around the theoretical framework that underpinned all coursework. Students chose whether to work individually or cooperatively and whether to use browser-based or hand-drawn concept maps. Most students did exemplary jobs synthesizing what they had learned, representing this knowledge and understanding in their concept maps, and explaining their thinking to the class. The results suggest that this is an effective, authentic, alternative assessment approach for summative evaluation. The uniqueness and complexity of this project led to a variety of recommendations for future implementations and research.</jats:p>
... We are also indebted to Alfred Posamentier and Constanze Kaiser for their work on the book Ti... more ... We are also indebted to Alfred Posamentier and Constanze Kaiser for their work on the book Tips for the Mathematics Teacher: Research-Based Strategies to Help Students Learn (for which HopeHartman was a coauthor), which inspired and informed this book. ...
Chapter 21 Windows into Teaching and Learning Through Social Annotation Practices Hope J. Hartman... more Chapter 21 Windows into Teaching and Learning Through Social Annotation Practices Hope J. Hartman School of Education, The City College of New ... edu 427 MS Khine, IM Saleh (eds.), New Science of Learning, DOI 10.1007/978-1-4419-5716-0_21, C Springer Science+ ...
Abstract. Educational psychology needs to MUVE into the future by providing online opportunities ... more Abstract. Educational psychology needs to MUVE into the future by providing online opportunities for pre-service and in-service teachers to learn a wide scope of theories of learning, development, and instruction deeply enough for teachers to apply this ...
... and suggestions. I am also grateful to the other people who reviewed earlier versions of the ... more ... and suggestions. I am also grateful to the other people who reviewed earlier versions of the chapters: Alice Corkill, Cathy Fosnot, Annie Koshi, Nancy Lay, Rayne Sperling, and Claire Ellen Weinstein. Patricia Alexander was ...
New forms of shared or social annotation practices are changing the way scientific research is co... more New forms of shared or social annotation practices are changing the way scientific research is conducted and transforming the machinery of knowledge creation itself. Yet, our knowledge of how best to use social annotation systems and related technologies to help facilitate learning and improve the quality of instruction across the curriculum is largely uncharted territory. This paper proposes that to realize the full potential of social annotation for learning, we need to know much more about how various factors affect requirements for social annotation systems across the curriculum. In what follows, we discuss a variety of factors that affect social annotation practices and influence the design of annotation systems to support learning environments. We further describe an adaptable annotation and hypermedia authoring system which is now in use and available for research into this promising area.
Recent research highlights the importance of both metacognitive knowledge and metacognitive skill... more Recent research highlights the importance of both metacognitive knowledge and metacognitive skills in learning. This chapter reviews some of the recent literature on metacognition in learning and describes some methods of helping students acquire strategic metacognitive knowledge and executive management skills to improve their learning. Topics focused on include reading metacognition, graphic organizers, modeling, self-assessment, self-questioning, and thinking aloud, all of which can be used across content domains. This chapter discusses research on metacognition in learning and tutoring and describes ways to help students develop and apply metacognitive knowledge and strategies. In this chapter, a strategy is defined as a conscious, deliberate use of a specific method, whereas a skill is defined as a refined strategy which is used selectively, automatically and unconsciously as needed. From an information processing perspective, metacognitive, executive control processes, which guide the flow of information through the mind and regulate cognition, explain why some students learn and remember more than others (Woolfolk, 1998). High achieving students have been found to possess more metacognitive awareness and engage in more self-regulatory behavior than low achieving students. Indeed, metacognition in general has been found to be an important characteristic of expertise (Meichenbaum & Biemiller, 1998; see Sternberg, Chapter 12). The kinds of metacognition discussed in this chapter can "make or break" academic success; they are the kinds of knowledge and strategies that successful people tend to figure out for themselves and that some people must be taught. When used extensively and in varied contexts, metacognitive knowledge and strategies can be used automatically in skilled performance.
This chapter is a case study which examines how graduate teacher-education students designed WebQ... more This chapter is a case study which examines how graduate teacher-education students designed WebQuests (WQs) that engaged their students metacognitively through embedded activities. As a course requirement, students created their own WQs for their adolescent students after having engaged in one and learning about metacognition from both the perspectives of a teacher and a student. The results showed various types of metacognition were embedded at both the junior high (JH) and high school (HS) levels. Both executive management metacognition (EMM) and strategic knowledge metacognition (SKM) were embedded at both school levels. In addition to individual metacognition, metacognitive activities were embedded in a social context, involving pair and group assignments. Sometimes metacognition was required, while other times it was expected. Metacognition was embedded in several WQ components, especially tasks, process, evaluation and conclusions. Conclusion-component metacognitive embeds were generally expected but not required, while metacognitive embeds in the tasks, process and evaluation components were more often required. Affective self-reflections (ASRs) were also embedded in the WQs at both school levels. Implications for future research and designing WQs to maximize metacognitive engagement are discussed. Abstract This chapter is a case study which examines how graduate teacher-education students designed WebQuests (WQs) that engaged their students meta-cognitively through embedded activities. As a course requirement, students created their own WQs for their adolescent students after having engaged in one and learning about metacognition from both the perspectives of a teacher and a student. The results showed various types of metacognition were embedded at both the junior high (JH) and high school (HS) levels. Both executive management metacognition (EMM) and strategic knowledge metacognition (SKM) were embedded at both school levels. In addition to individual metacognition, meta-cognitive activities were embedded in a social context, involving pair and group assignments. Sometimes metacognition was required, while other times it was expected. Metacognition was embedded in several WQ components, especially tasks, process, evaluation and conclusions. Conclusion-component metacognitive embeds were generally expected but not required, while metacognitive embeds in the tasks, process and evaluation components were more often required. Affective self-reflections (ASRs) were also embedded in the WQs at both school levels. Implications for future research and designing WQs to maximize metacognitive engagement are discussed.
Uploads
Books by Hope Hartman
This book has two main sections. The first set of chapters apply to teachers in all subject area. The second set of chapters are subject-specific and include: reading, mathematics, science, English, foreign languages and history.
Papers by Hope Hartman
This book has two main sections. The first set of chapters apply to teachers in all subject area. The second set of chapters are subject-specific and include: reading, mathematics, science, English, foreign languages and history.