Mary Lundeberg
Biographic Data
| ID | 1605604 |
|---|---|
| NAME | Mary Lundeberg |
| GIVEN NAMES | Mary |
| FAMILY NAME | Lundeberg |
| SIGNATURE | LUNDEBERG M |
| AFFILIATIONS | University of Wisconsin–River Falls |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 52 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 4 |
Understanding affordances and challenges of three types of video for teacher professional development
Noticing Noticing
This study investigated the following question: To what extent and in what ways might using video help interns reflect on their discussion-based teaching in a more complex manner than when they use memory-based written reflection? Three elementary interns participated in the study. Findings suggest that video-supported reflection enabled interns to write more specific (vs. general) comments about their teaching than writing from memory, shift the…
Looking twice means seeing more
Listening to each other's voices
You Guys are Overreacting
It's hard to change something you don't know is there.... It's like CO, a silent killer. (Preservice teacher's reflection on subtle gender bias) Subtle gender bias is often present in classrooms, but teachers and preservice teachers may not notice it, at least on a conscious level. During classroom interaction, men may dominate discussions, interrupt women, ignore women's contributions, or attribute a woman's idea to a male. These subtle sexist b…
Inside/Outside
Influence of Social Interaction on Cognition
Additional informationNotes on contributorsMary Anna LundebergMary Anna Lundeberg is professor of professional studies and secondary education at the University of Wisconsin — River Falls, and Susan Diemert Moch is an associate professor at the School of Nursing at the University of Wisconsin — Eau Claire.Susan Diemert MochMary Anna Lundeberg is professor of professional studies and secondary education at the University of Wisconsin — River Falls…
Highly confident but wrong
Although gender differences are fairly consistent when people report their general confidence, much less is known about such differences when individuals assess the degree of confidence they have in their ability to answer any particular test question. The objective of this research was to investigate gender differences in item-specific confidence judgments. Data were collected from three psychology courses containing 70 men and 181 women. After …
Thinking Like a Teacher
Metacognitive Aspects of Reading Comprehension
THE AUTHOR conducted a descriptive study of the reading strategies used by lawyers and law professors. In four experimental studies she then taught these comprehension strategies to law students, to test the theory that novices can be taught to use the reading strategies employed by experts and thus improve their reading comprehension. In the descriptive study, protocol analyses and questioning were used to identify the metacognitive strategies u…
Understanding affordances and challenges of three types of video for teacher professional development
Noticing Noticing
This study investigated the following question: To what extent and in what ways might using video help interns reflect on their discussion-based teaching in a more complex manner than when they use memory-based written reflection? Three elementary interns participated in the study. Findings suggest that video-supported reflection enabled interns to write more specific (vs. general) comments about their teaching than writing from memory, shift the…
Influence of Social Interaction on Cognition
Additional informationNotes on contributorsMary Anna LundebergMary Anna Lundeberg is professor of professional studies and secondary education at the University of Wisconsin — River Falls, and Susan Diemert Moch is an associate professor at the School of Nursing at the University of Wisconsin — Eau Claire.Susan Diemert MochMary Anna Lundeberg is professor of professional studies and secondary education at the University of Wisconsin — River Falls…
Metacognitive Aspects of Reading Comprehension
THE AUTHOR conducted a descriptive study of the reading strategies used by lawyers and law professors. In four experimental studies she then taught these comprehension strategies to law students, to test the theory that novices can be taught to use the reading strategies employed by experts and thus improve their reading comprehension. In the descriptive study, protocol analyses and questioning were used to identify the metacognitive strategies u…
You Guys are Overreacting
It's hard to change something you don't know is there.... It's like CO, a silent killer. (Preservice teacher's reflection on subtle gender bias) Subtle gender bias is often present in classrooms, but teachers and preservice teachers may not notice it, at least on a conscious level. During classroom interaction, men may dominate discussions, interrupt women, ignore women's contributions, or attribute a woman's idea to a male. These subtle sexist b…
Looking twice means seeing more
Metacognitive Aspects of Reading Comprehension
THE AUTHOR conducted a descriptive study of the reading strategies used by lawyers and law professors. In four experimental studies she then taught these comprehension strategies to law students, to test the theory that novices can be taught to use the reading strategies employed by experts and thus improve their reading comprehension. In the descriptive study, protocol analyses and questioning were used to identify the metacognitive strategies u…
Highly confident but wrong
Although gender differences are fairly consistent when people report their general confidence, much less is known about such differences when individuals assess the degree of confidence they have in their ability to answer any particular test question. The objective of this research was to investigate gender differences in item-specific confidence judgments. Data were collected from three psychology courses containing 70 men and 181 women. After …
Thinking Like a Teacher
Influence of Social Interaction on Cognition
Additional informationNotes on contributorsMary Anna LundebergMary Anna Lundeberg is professor of professional studies and secondary education at the University of Wisconsin — River Falls, and Susan Diemert Moch is an associate professor at the School of Nursing at the University of Wisconsin — Eau Claire.Susan Diemert MochMary Anna Lundeberg is professor of professional studies and secondary education at the University of Wisconsin — River Falls…
Inside/Outside
Looking twice means seeing more
Listening to each other's voices
You Guys are Overreacting
It's hard to change something you don't know is there.... It's like CO, a silent killer. (Preservice teacher's reflection on subtle gender bias) Subtle gender bias is often present in classrooms, but teachers and preservice teachers may not notice it, at least on a conscious level. During classroom interaction, men may dominate discussions, interrupt women, ignore women's contributions, or attribute a woman's idea to a male. These subtle sexist b…
Noticing Noticing
This study investigated the following question: To what extent and in what ways might using video help interns reflect on their discussion-based teaching in a more complex manner than when they use memory-based written reflection? Three elementary interns participated in the study. Findings suggest that video-supported reflection enabled interns to write more specific (vs. general) comments about their teaching than writing from memory, shift the…
Understanding affordances and challenges of three types of video for teacher professional development
Psychology (10 works) · Mathematics education (7 works) · Pedagogy (6 works) · Cognitive psychology (4 works) · Innovative Teaching and Learning Methods (4 works) · Teacher Education and Leadership Studies (4 works) · Cognition (3 works) · Science Education and Pedagogy (3 works) · Social Psychology (3 works) · Sociology (3 works)