Drew Polly
Biographic Data
| ID | 1603470 |
|---|---|
| NAME | Drew Polly |
| GIVEN NAMES | Drew |
| FAMILY NAME | Polly |
| SIGNATURE | POLLY D |
| AFFILIATIONS | University of North Carolina at Charlotte |
| ORCID | 0000-0003-2370-4409 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 20 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Examining Teachers' Involvement in and Perceptions of Summer Mathematics Enrichment Programs
This exploratory study examined how teachers in North Carolina in the United States provided enhanced summer mathematics enrichment opportunities. Findings indicated that there was a range of mathematics concepts identified as goals for summer programs, great variance in activities, as well as who was invited or allowed to participate. On the whole, teachers and district leaders who participated in this study reported positive outcomes and benefi…
The Case for Boundary Spanning Activities in School–University Partnerships
Alone we can do so little; together we can do so much. Where would we be without school–university partnerships (SUPs) in education? It is a question that is worth considering. As university-based teacher educators we gain so much from SUPs with partner schools. This includes: placing teacher candidates in clinical practice internships, trying new ideas and researching their impact, learning about the most current and pressing educational ideas a…
Examining how teachers define and integrate digital citizenship into core content area curriculum
This study explored K-12 core content area teachers’ experiences teaching digital citizenship. It specifically examined how teachers define digital citizenship and integrate it into their core content area. A basic qualitative approach was used including interviews with a follow-up questionnaire to gather data. The data was analyzed using a six-step, hybrid approach of inductive and deductive coding and theme development. The S3 Guiding Principle…
Examining differences between games and pictorial flashcards on multiplication basic fact fluency
This study examined a 6-week intervention in which fourth grade students either played fluency games or used pictorial flashcards to develop fluency with their basic multiplication facts. Students who played fluency games showed more growth than the pictorial flashcards, but an analysis of variance showed that there was no statistically significant difference between the two groups. Additionally, pre- and post-intervention interviews indicated ch…
Moving From the Periphery to Practitioner
This research reports on a 3-year project involving the implementation of an intentionally designed year-long clinical experience delivered within a school-university partnership. Research questions focused on the extent the organizational facets of the experience contributed to the development of a community of practice (CoP) and how candidates' perceptions of their preparation were associated with components of the CoP. Findings demonstrated th…
Examining TPACK Enactment in Elementary Mathematics with Various Learning Technologies
As schools continue to invest more resources into learning technologies and their infrastructure, there is a need to consider ways to support teachers’ professional learning related to the appropriate uses of learning technologies. The construct of TPACK continues to provide a framework for the field to help make sense of the knowledge and skills related to effectively integrating learning technologies into teaching. The article includes three vi…
Considering the Role of Technology and Design in Ensuring Access to High-Quality Learning Experiences
A systematic review of research on K12 online teaching and learning
Bichronous online learning
College and Career Readiness
A continuing priority in education has focused on preparing students for postacademic success. The adoption of the Common Core State Standards Initiative prompted educational leaders to focus on preparing students to be “college and career ready.” Definitions, perceptions, and efforts to improve college and career readiness vary widely. This article will present an overview of each of these topics, define college and career readiness, discuss var…
Investigating U.S. and German pre-service teachers’ beliefs regarding digital technology
Based on different educational policies around the world, pre-service teachers are expected to use digital technology in their future teaching in school. However, to do this successfully, they need knowledge, skills and appropriate beliefs regarding utilising digital technology in learning scenarios. Thus, this study explores pre-service teachers’ beliefs regarding current digital technologies in their learning and future teaching. 232 pre-servic…
Teacher and School Concerns and Actions on Elementary School Children Digital Safety
Examining How Emergency Remote Teaching Influenced Mathematics Teaching
Future Directions for K-12 Technology-Enhanced Learning Environments
Examining the Development and Implementation of an Embedded, Multi-Semester Internship
Within the current educational context, educator preparation programs are under increasing pressure to demonstrate their effectiveness in producing teachers that impact P–12 student learning. As a result, programs must investigate organizational features that are powerful for preparing teacher candidates to enter the classroom. One facet is the clinical experience, which allows candidates to enact practices learned within the preparation program …
Identifying the Roadblocks to Effective Clinical Practice in Teacher Education Programs
As an editorial team, we would like to acknowledge the authors of each paper submitted for this special issue of the Peabody Journal of Education. Their accounts hopefully will inform and assist al
Instructional Design and Technology Trends in Teacher Education
Elementary Education Teacher Candidates’ Integration of Technology in the Design of Interdisciplinary Units
Evidence of impact
Examining PT3 Projects Designed to Improve Preservice Education
Examining PT3 Projects Designed to Improve Preservice Education
Evidence of impact
Instructional Design and Technology Trends in Teacher Education
Elementary Education Teacher Candidates’ Integration of Technology in the Design of Interdisciplinary Units
Future Directions for K-12 Technology-Enhanced Learning Environments
Examining the Development and Implementation of an Embedded, Multi-Semester Internship
Within the current educational context, educator preparation programs are under increasing pressure to demonstrate their effectiveness in producing teachers that impact P–12 student learning. As a result, programs must investigate organizational features that are powerful for preparing teacher candidates to enter the classroom. One facet is the clinical experience, which allows candidates to enact practices learned within the preparation program …
Identifying the Roadblocks to Effective Clinical Practice in Teacher Education Programs
As an editorial team, we would like to acknowledge the authors of each paper submitted for this special issue of the Peabody Journal of Education. Their accounts hopefully will inform and assist al
Teacher and School Concerns and Actions on Elementary School Children Digital Safety
Examining How Emergency Remote Teaching Influenced Mathematics Teaching
A systematic review of research on K12 online teaching and learning
Bichronous online learning
College and Career Readiness
A continuing priority in education has focused on preparing students for postacademic success. The adoption of the Common Core State Standards Initiative prompted educational leaders to focus on preparing students to be “college and career ready.” Definitions, perceptions, and efforts to improve college and career readiness vary widely. This article will present an overview of each of these topics, define college and career readiness, discuss var…
Investigating U.S. and German pre-service teachers’ beliefs regarding digital technology
Based on different educational policies around the world, pre-service teachers are expected to use digital technology in their future teaching in school. However, to do this successfully, they need knowledge, skills and appropriate beliefs regarding utilising digital technology in learning scenarios. Thus, this study explores pre-service teachers’ beliefs regarding current digital technologies in their learning and future teaching. 232 pre-servic…
Examining TPACK Enactment in Elementary Mathematics with Various Learning Technologies
As schools continue to invest more resources into learning technologies and their infrastructure, there is a need to consider ways to support teachers’ professional learning related to the appropriate uses of learning technologies. The construct of TPACK continues to provide a framework for the field to help make sense of the knowledge and skills related to effectively integrating learning technologies into teaching. The article includes three vi…
Considering the Role of Technology and Design in Ensuring Access to High-Quality Learning Experiences
Examining how teachers define and integrate digital citizenship into core content area curriculum
This study explored K-12 core content area teachers’ experiences teaching digital citizenship. It specifically examined how teachers define digital citizenship and integrate it into their core content area. A basic qualitative approach was used including interviews with a follow-up questionnaire to gather data. The data was analyzed using a six-step, hybrid approach of inductive and deductive coding and theme development. The S3 Guiding Principle…
Examining differences between games and pictorial flashcards on multiplication basic fact fluency
This study examined a 6-week intervention in which fourth grade students either played fluency games or used pictorial flashcards to develop fluency with their basic multiplication facts. Students who played fluency games showed more growth than the pictorial flashcards, but an analysis of variance showed that there was no statistically significant difference between the two groups. Additionally, pre- and post-intervention interviews indicated ch…
Moving From the Periphery to Practitioner
This research reports on a 3-year project involving the implementation of an intentionally designed year-long clinical experience delivered within a school-university partnership. Research questions focused on the extent the organizational facets of the experience contributed to the development of a community of practice (CoP) and how candidates' perceptions of their preparation were associated with components of the CoP. Findings demonstrated th…
Examining Teachers' Involvement in and Perceptions of Summer Mathematics Enrichment Programs
This exploratory study examined how teachers in North Carolina in the United States provided enhanced summer mathematics enrichment opportunities. Findings indicated that there was a range of mathematics concepts identified as goals for summer programs, great variance in activities, as well as who was invited or allowed to participate. On the whole, teachers and district leaders who participated in this study reported positive outcomes and benefi…
The Case for Boundary Spanning Activities in School–University Partnerships
Alone we can do so little; together we can do so much. Where would we be without school–university partnerships (SUPs) in education? It is a question that is worth considering. As university-based teacher educators we gain so much from SUPs with partner schools. This includes: placing teacher candidates in clinical practice internships, trying new ideas and researching their impact, learning about the most current and pressing educational ideas a…
Psychology (17 works) · Mathematics education (15 works) · Pedagogy (13 works) · Computer Science (11 works) · Technology integration (8 works) · Educational technology (7 works) · Medical education (7 works) · Medicine (7 works) · Teacher education (7 works) · Sociology (6 works)