Beating the Odds

Journey to Commencement: First-gen student Cellas Hayes seizes opportunities and sets sights on pharmacy doctorat

Shawnboda Mead to Advance UM Diversity, Equity and Inclusion Goals

Respected leader named vice chancellor for diversity and community engagemen

UM Establishes Center for Graphene Research and Innovation

New center to capitalize on decade of cross-disciplinary graphene and nano materials researc

UM Releases Enrollment for Fall 2020

Graduate and professional enrollment experience increased deman

Explosive Growth in Freshman Class Boosts UM Enrollment

University records historically high retention rat

University Announces Plans for 60th Anniversary of Integration

Events, activities this fall and yearlong to honor distinguished alumnus James Meredit

A Retirement Tribute to Robin Buchannon

So Long, My Boss, My Mentor, My Frien

University Appoints David Whitcomb as General Counsel

Accomplished attorney brings more than 25 years of legal experienc

Opened Eyes, Opened Minds: The Story of a Collaborative Inquiry into Electronic Book Use in the Primary Reading Classroom

In order to prepare students to be globally competitive, teachers must equip them with the knowledge and skills to be successful in the 21st century. To this aim, school spending on e-books and e-readers is at an all-time high, but evidence indicates teachers are not fully integrating them into the reading classroom. This qualitative study was grounded in sociocultural theory and explored veteran primary teachers’ knowledge of and persistent attitudes about using e-books in reading instruction. Within a collaborative inquiry group, five teachers explored the way to best use e-books in their primary reading classrooms. Through the cyclical process of planning, observing, acting, and reflecting, the teachers explored e-books during the meetings and then took them into the classroom to use with their students. Data sources included semi-structured interviews, participant observation notes, transcribed audio recordings, and reflective journals. Thematic and directed content analyses were used on the data, and findings of both analyses were presented in a pleated text that framed analytical texts with researcher notes. Findings demonstrated that there was an emotionality to reading books in traditional and electronic format, but by experimenting with the e-books in the supportive, dialogic context of the collaborative inquiry meeting, teachers changed both their knowledge of and persistent attitudes about electronic books. Important implications were noted for professional development coordinators, administrators, and policy-makers

Andrea Jekabsons Named UM Chief Human Resources Officer

Experienced HR professional has led improvements to campus employee and wellness program