Learning in Motion: Teachers‟ Perspectives on the Impact of Stationary Bike Use in the Classroom

The potential of physical activity to support self-regulated learning in the classroom has encouraged the implementation of stationary bicycles across Canada and the United States. Positive testimonials suggest that their use by students has positive outcomes, but there is limited empirical evidence supporting the efficacy of this pedagogical practice. The current study analyzes teachers‟ perceptions of the use and impact of stationary exercise bicycles in classrooms as part of a community running program initiative through a nationwide survey of 107 participants. Key findings identify teacher perceptions of positive outcomes in students‟ social, emotional, and cognitive development, as well as to the learning environment. A small set of unique challenges were posed by the bike integration, including limited distraction and some scheduling difficulties. Teachers approached the integration of the bikes on a spectrum of control from “student-regulated” to “teacher-regulated” with some combination of both, and movement from teacher-directed use to more student-initiated use after the bike was in use for some time. The implications for the use of stationary bikes as a tool for self-regulated learning in an active classroom are discussed and future research measuring learning outcomes is suggested

Estimating Flagstaff residents willingness to pay for forest restoration in the Lake Mary and Upper Rio de Flag Watersheds: A pilot study: Working paper series--12-06

We estimate Flagstaff residents' willingness to pay (WTP) to provide monitoring and maintenance for forest restoration. The Four Forest Restoration Initiative (4FRI) plans to restore all of the ponderosa pine forests in the Lake Mary watershed and 11,500 acres in the Rio de Flag watershed. The Lake Mary and Upper Rio de Flag watersheds provide the municipal water supply for the City of Flagstaff, Arizona. Forest restoration reduces the probability of catastrophic wildfire and flooding, and protects the quantity and quality of water in a protected watershed. While start-up funding is available for 4FRI, funding sources for future monitoring and maintenance remain uncertain. We present results from a Contingent Valuation survey estimating the value of forest restoration for a specific set of potential beneficiaries - Flagstaff residents. Based on a pilot study of approximately 100 respondents, we find monthly willingness to pay for forest restoration to range from $1.78 to$9.72 per household per month. With approximately 20,000 single-family residences in the City of Flagstaff, our estimates show potential annual net benefits ranging from $331,000 to$1.9M. Our pilot study presents significant statistical evidence that positive net benefits exist from forest restoration in Flagstaff, Arizona, indicating that a potential payments system for residential water users to provide funding for forest restoration may be a viable policy option for the City of Flagstaff

Estimating Arizona residents' willingness to pay to invest in research and development in solar energy: Working paper series--10-12

We estimate Arizona residents' Willingness to Pay (WTP) to invest in a solar energy research and development fund using data obtained from a dichotomous-choice contingent valuation mail survey. We examine differences in willingness to pay estimates using different categorizations for respondent uncertainty. We also employ both commonly used Maximum Likelihood and less frequently applied Bayesian estimation techniques. We find that respondent uncertainty has a statistically significant impact on WTP estimates, while WTP estimates are robust to different estimation techniques. Our robust specification with strict uncertainty coding indicates the average Arizona household is willing to pay approximately $17 per month to invest in research and development in solar energy

Computer Integration in Elementary and Secondary Schools: Variables Influencing Educators

Given the prevalence of computers in education today, it is critical to understand teachers’ perspectives regarding computer integration in their classrooms. Research identifying stages of implementation, and literature identifying barriers and supports, fall short of explaining what variables impact an educator’s ultimate decision to integrate technology in their instruction. The current research surveyed a heterogeneous sample of 185 elementary and 204 secondary teachers in order to provide a comprehensive summary of teacher characteristics and variables that discriminate teachers who integrate technology from those who do not. Discriminant Function Analysis (DFA) identified the following variables as making unique contributions to discriminating high and low integrators: positive experiences with computers; teacher’s comfort with computers; specific beliefs about computer technology as an instructional tool; training; challenge; support; and, teaching efficacy. Qualitative analysis of open-ended survey questions and univariate analysis of differences between “nominated experts” and randomly selected teachers, triangulated the findings to build a model of successful integration that includes integration of content, pedagogical and technological knowledge; personal characteristics of teachers (learning style and willingness to accept challenge); and, support (both technical and human resources). Identification of discriminating individual characteristics has implications for professional development and policies regarding support and integration

Integrating Computer Technology in Early Childhood Education Environments: Issues Raised by Early Childhood Educators

The purpose of this study was to assess the educators’ perspectives on the introduction of computer technology in the early childhood education environment. Fifty early childhood educators completed a survey and participated in focus groups. Parallels existed between the individually completed survey data and the focus group discussions. The qualitative data provided a richer understanding of the issues faced by these educators. Thematic analyses of the focus group discussions revealed that many of the educators’ concerns involved the effect of technology on the educators themselves, with secondary emphasis on how computers affected the students and parents. Although educators generally supported the integration of computers, they also identified critical concerns and limitations. L’objectif de cette étude était d’évaluer les points de vue des éducateurs relatifs à l’introduction de la technologie informatique dans un milieu d’éducation des jeunes enfants. Cinquante éducateurs de la petite enfance ont complété une enquête et ont participé aux sessions de groupes de discussion. La recherche a trouvé des correspondances entre les données des enquêtes individuelles et les discussions de groupe. Les données qualitatives ont permis une meilleure connaissance des enjeux auxquels sont confrontés ces éducateurs. Des analyses thématiques des discussions de groupe ont révélé que plusieurs des préoccupations des éducateurs portaient sur l’effet de la technologie sur les éducateurs eux-mêmes et, en deuxième lieu, sur l’influence des ordinateurs sur les élèves et les parents. Tout en indiquant qu’ils appuyaient globalement l’intégration des ordinateurs, les éducateurs ont également identifié des préoccupations et des limites importantes

Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom

This study followed an innovative introduction of mobile technology (i.e., BlackBerry® devices) to a graduate level business program and documented students’ use of the technology from the time students received the devices to the end of their first term of study. Students found the BlackBerry® device easy to use, and were optimistic regarding its potential role as an instructional tool. Students were self-directed in their use of the devices and found ways to use them within and outside of their classroom even when specific uses were not provided by instructors. Students used their devices most frequently for communication purposes outside the classroom through applications such as BlackBerry Messenger. Overall, although supporting a modest positive view toward this initial introduction to mobile technology as a learning tool, classroom instructional use was more limited than student-directed use in and outside the classroom. A comprehensive examination of the instructional pedagogy that best supports the potential of mobile technology as a self-directed learning tool is necessary to address the limitations seen in this implementation

Fact sheet: Estimating Flagstaff residents' willingness to pay for forest restoration in the Lake Mary and Upper Rio de Flag Watersheds: A pilot study

The purpose of the study was to estimate the willingness to pay (WTP) of Flagstaff residents for forest restoration in the Lake Mary and Upper Rio de Flag watersheds. Both the Lake Mary and Upper Rio de Flag watersheds provide municipal water for residents of Flagstaff, Arizona

Does distance impact willingness to pay for forested watershed restoration? A spatial probit analysis: Working paper series--14-06

While the relationship between ecological restoration and forested watershed health is well established in the literature, funding for restoration remains a significant constraint. Thus, estimates of the benefits of restoration are essential for efficient decision-making. While much research exists estimating the non-market value of wildfire, less research exists estimating the value of forested watershed restoration, and no studies explicitly model spatial variables estimating Willingness to Pay (WTP) for forested watershed restoration. We estimate WTP for forested municipal watershed restoration in Flagstaff, AZ, located in an arid region of the southwestern United States. We find policy-relevant differences in estimated WTP when explicitly incorporating spatial information on the distance to restoration treatment area. Our results indicate that careful consideration of the distance to proposed environmental improvements may be necessary to ensure accurate WTP estimates from dichotomous choice Contingent Valuation models

Investigating a Professional Development School Model of Teacher Education in Canada

We examined the effectiveness of a professional development school model of teacher education in Canada. Teacher education candidates responded positively to program features related to sustained participation and collaboration in school communities throughout the year. Their efficacy beliefs about developing professional knowledge were most strongly related to the school component of the program. This highlights the importance of careful selection and preparation of associate teachers where teacher candidates are placed in only one school. Nous avons fait l’examen de l’efficacité d’un modèle de développement professionnel de formation des enseignants en milieu scolaire au Canada. Les candidats enseignants ont réagi positivement aux dimensions du programme relatives à une participation soutenue et à la collaboration au sein des communautés scolaires tout au long de l’année. Leurs convictions relativement au développement efficace d’un savoir professionnel étaient fortement liées à la dimension scolaire du programme. Cette conclusion souligne l’importance de sélectionner et de préparer avec soin les maîtres associés lorsque les candidats à l’enseignement sont assignés à un seul établissement

Exploring the Relationship Between Self-Regulated Learning and Reflection in Teacher Education

Literature on teacher learning has shown links between being a self-regulated learner, reflecting effectively on one’s own practice, and being described as an “adaptive expert”. For instance, the metacognitive skills needed for effective reflection on teaching practice are seen as critically important to developing adaptive expertise in the context of the highly complex classroom environment. Similarly, self-regulated learning is often defined, at least in part, in terms of using metacognitive skill to adapt one’s approach to complex learning situations or problems. Although there is rich literature on reflective practice in teacher education, less is known about measuring teachers’ self-regulated learning or the relationship between self-regulated learning and teacher reflections. This research examines reflective practice and self-regulated learning through pre-service teachers’ written reflections. The study makes a novel adaptation of a rubric designed to evaluate teacher education candidates’ reflections to measure self-regulated learning. Findings suggest that the rubric could also be useful in understanding the self-regulated practices of teacher education candidates