Cody Harrington
Biographic Data
| ID | 10374362 |
|---|---|
| NAME | Cody Harrington |
| GIVEN NAMES | Cody |
| FAMILY NAME | Harrington |
| SIGNATURE | HARRINGTON C |
| AFFILIATIONS | State University of New York |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Tandem conceptual progression (TCP)
Children experiencing difficulties learning mathematics often have a long-embedded coping mechanism of looking to others as authorities for the correctness of their solutions. In this pilot case study, we demonstrate ways in which promoting their checking of their own answers can empower their development. Specifically, we examine answer-checking schemes that a cognitively diverse 6th grader with difficulties learning mathematics used when solvin…
An examination of an inquiry-based hybrid online/in-person science methods course
This study explored elementary teacher candidates' perceptions of a hybrid (in-person/asynchronous online) science methods course and aimed to uncover how this blended approach could maximise the benefits of each modality. Grounded in the foundations of Dewey's experiential learning theory with a focus on an inclusive approach to course design, this study employed a qualitative methodology to investigate the experiences of teacher candidates. Dat…
No prominent works on this page.
An examination of an inquiry-based hybrid online/in-person science methods course
This study explored elementary teacher candidates' perceptions of a hybrid (in-person/asynchronous online) science methods course and aimed to uncover how this blended approach could maximise the benefits of each modality. Grounded in the foundations of Dewey's experiential learning theory with a focus on an inclusive approach to course design, this study employed a qualitative methodology to investigate the experiences of teacher candidates. Dat…
Tandem conceptual progression (TCP)
Children experiencing difficulties learning mathematics often have a long-embedded coping mechanism of looking to others as authorities for the correctness of their solutions. In this pilot case study, we demonstrate ways in which promoting their checking of their own answers can empower their development. Specifically, we examine answer-checking schemes that a cognitively diverse 6th grader with difficulties learning mathematics used when solvin…
Affordance (1 work) · Blended Learning (1 work) · Cognition (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Cognitive development (1 work) · Computer Science (1 work) · Concept learning (1 work) · Conceptual framework (1 work) · Correctness (1 work) · Diverse Educational Innovations Studies (1 work)