Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Polka, Walter S. | 2 |
| Carter, Theresa | 1 |
| Clyde, Rozella | 1 |
| Cozart, Joe | 1 |
| Creach, Laura | 1 |
| Eller, Amanda | 1 |
| Eller, Amanda L. | 1 |
| Hibbard, Laura | 1 |
| Kellerer, Eric | 1 |
| Kellerer, Paula | 1 |
| Kennedy, Kathryn | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 2 |
| Reports - Evaluative | 2 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
Audience
Location
| Idaho | 3 |
| Georgia | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textEller, Amanda; Polka, Walter S.; Young, William – Educational Research: Theory and Practice, 2019
This article is designed to facilitate guided teacher reflections about teaching-learning practices so that more educators recognize and appreciate that they already employ many constructivist strategies, techniques, and activities on a frequent basis. And, that the most appropriate consultants to help them become even more constructivist teachers…
Descriptors: Constructivism (Learning), Teaching Methods, Individualized Instruction, Student Centered Learning
Eller, Amanda L.; Polka, Walter S.; Mete, Rosina E. – Educational Research: Theory and Practice, 2019
As part of a 12-state nationwide study, elementary teachers in small-town and rural Idaho were surveyed regarding their actual use of differentiation versus their desired use of differentiation in the classroom across five teaching-learning behaviors: classroom expectations of students; student objectives; student evaluations; teacher…
Descriptors: Elementary School Teachers, Individualized Instruction, Teacher Attitudes, Expectation
Kellerer, Paula; Kellerer, Eric; Werth, Eric; Werth, Lori; Montgomery, Danielle; Clyde, Rozella; Cozart, Joe; Creach, Laura; Hibbard, Laura; LaFrance, Jason; Rupp, Nadine; Walker, Niki; Carter, Theresa; Kennedy, Kathryn – International Association for K-12 Online Learning, 2014
A qualitative study exploring rural teacher perspectives on the impact of blended learning on students and teachers was conducted in Idaho during the Fall of 2013. Researchers from Northwest Nazarene University's DOCEO Center in partnership with Idaho Digital Learning Academy (IDLA) and the International Association for K-12 Online Learning…
Descriptors: Teacher Attitudes, Rural Education, Blended Learning, Semi Structured Interviews
