The purpose of this quasi-experimental study was to investigate the effect of using Twitter by high school mathematics students learning linear equations in Algebra 1. This quasi-experimental study used ninth grade Algebra 1 classes that were learning linear equations for 18 school days. First, the nonequivalent control group design, a pretest-posttest quasi-experimental design, was used in this quasi-experimental study. The research hypotheses were tested using a factorial analysis of covariance (ANCOVA) with the pretest on linear equations score as the covariate. The control group had three classes (n = 73) and the experimental group had three classes (n = 78). The experimental group received tweets on a daily basis as students learned linear equations. The tweets contained mathematical content, classroom logistics, or both. Lastly, the control group received the same information in class. The quantitative findings of this quasi-experimental study show that overall Twitter, content tweets, logistics tweets, and tweets containing both (content and logistics) did not have a statistically significant effect on the mean linear equations posttest score. Second, this quasi-experimental study looked at students’ performance on various subtopics throughout the unit. The ANCOVA showed that there were no statistically significant differences between the control group and the experimental groups in most of the quizzes. However, statistically significant differences were found in Quiz #2 and Quiz #4 among the logistics groups. Third, the experimental group took a 10-item survey. The purpose of survey was to understand the students’ opinion of using Twitter as they learned course content in Algebra 1. It can be concluded from the results of that survey that students had, for the most part, a positive attitude towards using Twitter as part of learning mathematics in high school. In conclusion, the use of Twitter is not likely to show an increase in students’ mean posttest linear equations score. However, the findings of the survey conducted after the study did show that the use of Twitter might be able to increase student motivation. The results of this quasi-experimental study made major contributions to the literature by investigating the effects of using Twitter in high school Algebra 1.

With evidence that arts engagement and nonlinear thinking style both utilize insight, intuition, and emotion in the decision making process, the literature has driven an investigation of the relationship between levels of arts engagement and thinking style preference. This nonexperimental correlational study (N = 101) explored (a) the prevalence of linear, nonlinear, or balanced linear/nonlinear thinking style of professionals working in museums. (b) Whether thinking style has a relationship with (i) age; (ii) sex; (iii) academic major; (iv) occupation; (v) levels of arts engagement. Two theoretical frameworks underpinned this study: (a) new literacies and (b) cognitive styles. A Web-based self-report survey instrument was used to investigate the relation among the variables of interest. Existing literature was used to provide a foundation for the study and guide the research. Correlational, means, and hierarchical regression analysis were used to test the hypothesized model and examine the hypotheses. The means analyses at the descriptive level revealed that females, those in the 60 or older age group, Humanities majors, and those who worked in education demonstrated more balanced linear/nonlinear thinking styles. The correlations results indicated that there was a statistically significant relationship between thinking style and sex and thinking styles and academic major. The hierarchical regression results suggested that after controlling for select demographic variables, only being a Humanities major uniquely predicted significant variance in thinking style. The lack of significant findings of a relationship between thinking style and age did not correspond to existing research that supports a correlation. Additionally, a significant relationship between thinking style and levels of arts engagement was not found during correlational and hierarchical regression analysis. A limitation of this research study was that the Web-based self-report survey version of the Linear/Nonlinear Thinking Style Profile (LNTSP) instrument did not transfer well to online use because the participants had some problem understanding how to score their answers properly. This issue could be handled readily and recommendations are made to revise the Web-base self-report version of the survey for future research use.

Excerpt: In response to the shortage of special education teachers in rural areas, many teacher preparation programs are providing supervision to pre-service teachers via distance education technologies.

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The department chair position is the most critical role in a university. It is complex and filled with ambiguity. Seasoned and new department level leaders share journeys and strategies to address concerns/challenges/barriers for transitioning to leadership positions. Session offers potential/current academic leaders a forum to discuss challenges, strategies, and solutions.

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