The Educational Forum is a doubly masked peer-reviewed journal published quarterly to provide thought-provoking, challenging essays, research reports, and featured works designed to stimulate dialogue in education on a worldwide scale. Read more about The Educational Forum, the official academic journal of Kappa Delta Pi.

Check out articles written by TCNJ-RTC alumni:

Charlene Tackvic ’07 (4th from left) receives the 2016 NJ Exemplar Elementary Educators award. (Photo credit: Robert Reavey, Principal, Van Derveer Elementary School)

Digital Storytelling: Using Technology to Spark Creativity

Issue 76, pages 426-429, 2012

This article was written by Charlene Tackvic ’07. Tackvic is a technology and coding teacher at Van Derveer Elementary School in Somerville, New Jersey.

Abstract:

For any curriculum area that entails writing, digital storytelling could transform students’ perceptions of and their actual abilities to express themselves through the written word. The use of two Web sites has helped the students of one school go from staring apprehensively at blank pages to eagerly publishing stories.

Key words: 21st century skills, assessment, digital storytelling, elementary education, technology education, Web publishing, writing, writing prompts

Cindy Sobieski ’16 is a language arts teacher at Matawan-Aberdeen Middle School.

Sociograms as a Tool for Teaching and Learning: Discoveries From a Teacher Research Study

Issue 80, pages 417-429, 2016

This article was written by Cindy Sobieski ’16 and Dr. Tabitha Dell’Angelo, an instructor for the TCNJ-RTC M.Ed.: Instruction program. Sobieski is a language arts teacher at Matawan-Aberdeen Middle School in Cliffwood, New Jersey. She has since served as a guest speaker in our December 2016 webinar for school administrators. Watch the free webinar on Edu-Action to learn how TCNJ-RTC courses can benefit your school or district.

Abstract:

This collaborative article by a middle school teacher and her college faculty mentor explores the use of visual representations of data—specifically, using sociograms to explore peer relationships in an eighth-grade setting. The sociograms revealed the complexity and changing nature of relationships among students and informed classroom-based decisions that supported the entire class. The teachers’ project prompted reflections by the faculty mentor on her own approach to teaching data visualization.

Key words: data visualization, junior high/middle school education, peer mentoring, sociograms, teacher research

Read these articles and many others in The Educational Forum on Taylor & Francis Online.