Cassandra Scharber

Biographic Data

ID5429131
NAMECassandra Scharber
GIVEN NAMESCassandra
FAMILY NAMEScharber
SIGNATURESCHARBER C
AFFILIATIONSUniversity of Minnesota
ORCID0000-0003-2965-3307
VERIFIEDYes
TOTAL WORKS11
TOTAL CITATIONS3
WORKS AS AUTHOR11
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2008
LATEST PUBLICATION YEAR2022
H-INDEX1

  • Team Mensa

    Sarah Barksdale, Cassandra Scharber et al.ARTICLEJournal of Research on Technology…2022

    This qualitative case study describes how participation in an outside-of-school program sustained middle school girls’ interest in computer science and positively influenced their computational perspectives. Data consists of interviews, observations, and videos analyzed from ten girls participating in a nine-month program during 2017–2018. Connected learning and computational participation are the study’s theoretical frameworks and were incorpora…

  • A Research-Practice Partnership about K12 Technology Integration

    Open AccessCassandra Scharber, Lana Peterson et al.ARTICLETechTrends2021References: 2

  • Examining the instructor-student collaborative partnership in an online learning community course

    Open AccessFan Ouyang, Yu-Hui Chang et al.ARTICLEInstructional Science2020

  • Meaningful and Expansive

    Open AccessAnne Crampton, Anne E Crampton et al.ARTICLEJournal of Adolescent & Adult…2018

    Most people have struggled with reading in one situation or another, depending on their appreciation for the content, their prior experiences, and the texts. This department column shares ways for educators to help literacy learners unlock their potential with instruction anchored in their skills, knowledge, ways of learning, interests, and attitudes

  • Illuminating the (in)visibility of female scholars

    Cassandra Scharber, Angelica Pazurek et al.ARTICLEGender and Education2017References: 9

    This research study utilized bibliometric methods to analyze publication rates among female and male lead authors in six prominent, peer-reviewed journals in Educational Technology (ET) fields over the past 12 years. The aim of the inquiry was to determine if differences or trends exist in the number of articles published by each gender. Data analysis revealed notable differences in publication rates between genders, and key findings indicate tha…

  • A Conceptual Exploration of Participation. Section I

    Ruth Thomas, KATHERINE WHYBROW et al.ARTICLEEducational Philosophy and Theory2011Cited by: 3References: 3

    This article is comprised of three sections (each in subsequent regular issues of EPAT) that explore the concept of participation. Section I: Introduction and Early Perspectives grounds our exploration of participation and explores definitions and early perspectives of participation we have identified as ‘historically original’ and ‘philosophical’. Section II: Participation as Engagement in Experience—An Aesthetics Perspective is a continuation o…

  • A Conceptual Exploration of Participation. Section III

    Ruth Thomas, KATHERINE WHYBROW et al.ARTICLEEducational Philosophy and Theory2011References: 3

    This is the third section of an article (each published in subsequent regular issues of EPAT) that explores the concept of participation. Section I: Introduction and Early Perspectives grounds our exploration of participation and explores definitions and early perspectives of participation we have identified as ‘historically original’ and ‘philosophical’. Section II: Participation as Engagement in Experience—An Aesthetics Perspective is a continu…

  • A Conceptual Exploration of Participation. Section II

    Ruth Thomas, KATHERINE WHYBROW et al.ARTICLEEducational Philosophy and Theory2011References: 6

    This is the second section of an article (each section in subsequent regular issues of EPAT) that explores the concept of participation. Section I: Introduction and Early Perspectives grounds our exploration of participation and explores definitions and early perspectives of participation we have identified as ‘historically original’ and ‘philosophical.’ Section II: Participation as Engagement in Experience—An Aesthetics Perspective is a continua…

  • Teaching Old Dogs New Tricks

    Open AccessDavid O’brien, David O'Brien et al.ARTICLEJournal of Adolescent & Adult…2010

    Today we thrive on an abundance of relatively cheap computing power and have the luxury of wasting most of it. It is quickly becoming not only possible but also financially sound, for educators to significantly complement, supplement, or even replace traditional print curricula with digital print and media, online curricula and websites, and online communication tools. Different generations perceive this abundance in contrasting ways, and these p…

  • Online Book Clubs

    Open AccessCassandra ScharberARTICLEJournal of Adolescent & Adult…2009

    In this Digital Literacies column, online book clubs are offered as one example of how to effectively bridge old and new literacy practices. These Internet‐based book clubs capitalize on children's interest in new literacy practices while complementing, and hopefully encouraging, traditional reading practices. Examples from online book clubs offered through a public library system are used to illustrate the possibilities these clubs. في عمود معرف…

  • Digital Literacies Go to School

    Open AccessDavid O’brien, David O'Brien et al.ARTICLEJournal of Adolescent & Adult…2008

    Oftentimes it seems that education, as an institution, is populated by persons who work to preserve practices of the past and who do not depend upon or explore the advantages of digital literacies. Digital literacies, however, are here to stay—they are at the core of new literacies—and educators should consider how to best weave together old, new, and future literacies so that young people leave school literate in the ways of school and the ways …