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This particular partnership was initiated by the 82 teachers and administrators at a middle school who wished to have some guidance and added expertise in applying to become a STEM Designation School. In the fall 2017, professors within a college of education met with the school administrators and some of the lead teachers to discuss how to begin.

Presenters will demonstrate concrete examples and supporting research regarding professor presence within online courses. Additionally, the presentation will address the skill of transforming this content into practice, valuable practical applications, the importance of professor presence in the online classroom, and why such presence is important in building a learning community in the online environment. The presentation is appropriate for all instructors of blended and exclusively online environments.

Fun problem solving! Participants will leave with ideas to help students become engaged in the art of solving problems using 3-act tasks and open middle.

This session will present games that use materials you already have to help your students develop fluency in all operations.

The purpose of this study was to determine if there is a difference between the reading achievement test scores of first graders who have had reading instruction using a combination of structured educational television and the basal reader approach and the test scored of first graders who have had reading instruction using a combination of non-structured educational television and the basal reader approach. Two groups of first graders, a control group and an experimental group, comprising of twenty-three students in each group, were used in this study. The control group and the experimental group were taught using the basal reader approach and were exposed to television. The experimental group had follow-up lessons. Both groups were tested after eight weeks with the use of the Georgia Criterion-Referenced Test (reading scores). Findings from the posttest data revealed that there was not a significant difference in the reading achievement of students in the two groups.