Nicole Miller

Comparing online and face-to-face learning experiences for non-traditional students: A case study of three online teacher education candidates

Author(s): Nicole Miller & Dana Franz

Abstract:
This case study examined learning experiences of three non-traditional online learners who were unsuccessful in an online course, Middle Level Education, and opted to repeat it in a face-to-face setting. Their unique experiences and perspective provided an opportunity to shed light on the nature of preservice teacher education for non-traditional learners in both contexts. Self-regulated learning and the Community of Inquiry model underpin the research and were lenses for analysis. Findings indicated the importance of establishing all elements of the Community of Inquiry model, but specifically, effectively establishing teaching presence and cultivating social presence among students to support online success.

Citation:
Thompson, N. L., Miller, N. C., & Franz, D. P. (2013). Comparing online and face-to-face learning experiences for non-traditional students: A case study of three online teacher education candidates. Quarterly Review of Distance Education, 14(4), 233-252.

Preservice elementary teachers’ economic literacy: Closing gates to full implementation of the social studies curriculum

Author(s): Kenneth Vance Anthony, Becky Smith & Nicole Miller

Abstract:
In the most recent National Assessment of Educational Progress (NAEP) Economics Report Card the average economics score on the NAEP for twelfth graders in the United States was at the basic level, below the goal of proficient. Only 42% of students scored at the proficient level and 3% at the advanced level (Mead & Sandene, 2007). Although economics education is important because individuals and society are more likely to make better choices when costs and benefits of those choices can be identified and compared, it is clear that U.S. students are not acquiring sufficient economic literacy through K-12 schooling. Our goal should be that all students exit school with a proficient level of economics literacy (Marri, 2011; Stigler, 1983). However, this goal should not fall solely on the shoulders of high school teachers. Often, when we think of economics education we think of a high school senior level economics course offered opposite the senior level government class, but most state social studies frameworks include economics concepts at all grade levels.

Citation:
Anthony, K. V., Smith, R. C., & Miller, N. C. (Available online: April 2014; Available in print: 2015). Preservice elementary teachers’ economic literacy: Closing gates to full implementation of the social studies curriculum. The Journal of Social Studies Research, 39, 29-37.

In the middle: Elementary education preservice teachers’ experiences, efficacy and interest in the education of young adolescents

Author(s): Nicole Miller & Jianzhong Xu

Abstract:
Given the dearth of research on elementary education majors' experiences in middle level endorsement programs (Anderson, 2009), and the shortage of teachers aspiring to work with young adolescents, this case study examined the topic to provide insight into the experiences of preservice elementary education teachers. Specifically, this study focused on elementary education preservice teachers perceptions of and experiences in a mandatory middle level education course and its required field experience, and the resulting effects on their interest and efficacy in relation to their preparedness for interacting with young adolescents. Further justifying the need for specific middle level education coursework, the study found preservice teachers in relatively diverse field placements increased feelings of efficacy, though not necessarily interest in working with young adolescents.

Citation:
Miller, N. C., Thompson, N. L., & Xu, J. (2013). In the middle: Elementary education preservice teachers’ experiences, efficacy and interest in the education of young adolescents. Middle Grades Research Journal, 7(4), 15-30.

Toward a social conflict evolution model: Examining the adverse power of conflictual social interaction in online learning

Abstract:
This case study examined an authentic online learning phenomenon where social conflict, including harsh critique and negative tone, weaved throughout peer-moderated online discussions in an online class. Opening coding and content analysis were performed on 1306 message units and course artifacts. The results revealed that a model of social conflict evolution, that is, social conflict within the learning community evolved through five general phases including cultural initiation, social harmonization cycle, escalation of conflict, intervention and stabilization, and adjourning. The results also suggested strong relationships between social and learning interactions during these five phases of social conflict development. This study has theoretical and practical implications for designing and managing learning activities in online classes.

Citation:
Xie, K., Miller, N. C., & Allison, J. R. (2013). Toward a social conflict evolution model: Examining the adverse power of conflictual social interaction in online learning. Computers & Education, 63, 404-415.