Vanessa W Vongkulluksn
Biographic Data
| ID | 6509074 |
|---|---|
| NAME | Vanessa W Vongkulluksn |
| GIVEN NAMES | Vanessa W |
| FAMILY NAME | Vongkulluksn |
| SIGNATURE | VONGKULLUKSN V W |
| AFFILIATIONS | University of Nevada, Las Vegas |
| ORCID | 0000-0003-1864-5205 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Examining Event- and Person-Level Factors of Situational Engagement With Latent State-Trait Modeling
Learning engagement is situational and context-dependent. Reconceptualizing situational engagement as consisting of both “trait” and “state” aspects can be theoretically and practically informative. The purpose of this study was to examine undergraduate students’ situational engagement as they learn in out-of-classroom contexts, including how much variance in behavioral, cognitive, and affective engagement is at the trait- versus state-levels. An…
Understanding teacher leadership
Teacher leadership (TL) has been identified as key component of effective schools. While research has grown in this area, there is a dearth of empirically and theoretically supported measures for understanding TL. This study examines the validity and reliability of the Survey of Teacher Leadership (STL). The STL builds on previous theory and research in TL by creating an assessment of teacher TL practices and their associated self-efficacy in the…
Experience sampling methodology and technology
The effect of an intervention personalizing mathematics to students’ career and popular culture interests on mathematics interest and learning
Information literacy instruction in naturalistic high school science classrooms
Developing and Testing a Design-Based Learning Approach to Enhance Elementary Students’ Self-Perceived Computational Thinking
Computational Thinking (CT) is regarded as a crucial competency for all children in the 21st century. There are misconceptions about CT which confounds CT skills with programming skills. However, CT skills and programming skills are not the same. CT is a broader skillset of cognitive thinking that is integral to complex problem solving. Teaching and assessing CT should not only focus on computer programming. In this project, a new design-based le…
Teachers’ exposure to professional development and the quality of their instructional technology use
One way to help teachers use technology effectively is through professional development (PD). However, understanding of how exposure to PD relates to teachers’ personal characteristics is limited. The purpose of this research was to investigate the relationships among PD exposure, teachers’ abilities and values, and teachers’ quality of technology integration according to Bloom’s taxonomy. By surveying 724 middle and high school teachers, and usi…
Cognitive engagement with technology scale
Examining high-school students' motivation change through a person-centered approach
Cognitive tasks in the core content areas
Prior studies have focused on general technology use and technology use in domain‐general applications and quantity of technology use. Recent evidence suggests that investigations should consider how technology is used in more contextually specific ways, including how technology is used for various cognitive tasks in specific classrooms. The purpose of this study was to examine the ways in which classroom content area and student goal orientation…
Growth mindset development in design-based makerspace
Growth mindset plays an important role in students’ motivation for learning. Students who believe that their abilities are malleable are more likely to set mastery goals and to persist when encountering difficulties. Design-based makerspace – or a makerspace structured with design-based learning components – has many features known to improve growth mindset. The present study examined how growth mindset of 3rd–6th grade students developed over 2 …
Investing Time in Technology
Background Teachers’ value beliefs toward technology are important factors influencing their technology integration practices. Despite the complexity of value beliefs, past research in this area has tended to treat value beliefs as one monolithic factor. More work is needed to identify groups of teachers with different value belief patterns and how these groups of teachers use technology in the classroom. This understanding would help inform inte…
Understanding teacher technology integration from expectancy-value perspectives
The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration
The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration
Investing Time in Technology
Background Teachers’ value beliefs toward technology are important factors influencing their technology integration practices. Despite the complexity of value beliefs, past research in this area has tended to treat value beliefs as one monolithic factor. More work is needed to identify groups of teachers with different value belief patterns and how these groups of teachers use technology in the classroom. This understanding would help inform inte…
Understanding teacher technology integration from expectancy-value perspectives
Cognitive tasks in the core content areas
Prior studies have focused on general technology use and technology use in domain‐general applications and quantity of technology use. Recent evidence suggests that investigations should consider how technology is used in more contextually specific ways, including how technology is used for various cognitive tasks in specific classrooms. The purpose of this study was to examine the ways in which classroom content area and student goal orientation…
Growth mindset development in design-based makerspace
Growth mindset plays an important role in students’ motivation for learning. Students who believe that their abilities are malleable are more likely to set mastery goals and to persist when encountering difficulties. Design-based makerspace – or a makerspace structured with design-based learning components – has many features known to improve growth mindset. The present study examined how growth mindset of 3rd–6th grade students developed over 2 …
Teachers’ exposure to professional development and the quality of their instructional technology use
One way to help teachers use technology effectively is through professional development (PD). However, understanding of how exposure to PD relates to teachers’ personal characteristics is limited. The purpose of this research was to investigate the relationships among PD exposure, teachers’ abilities and values, and teachers’ quality of technology integration according to Bloom’s taxonomy. By surveying 724 middle and high school teachers, and usi…
Cognitive engagement with technology scale
Examining high-school students' motivation change through a person-centered approach
Developing and Testing a Design-Based Learning Approach to Enhance Elementary Students’ Self-Perceived Computational Thinking
Computational Thinking (CT) is regarded as a crucial competency for all children in the 21st century. There are misconceptions about CT which confounds CT skills with programming skills. However, CT skills and programming skills are not the same. CT is a broader skillset of cognitive thinking that is integral to complex problem solving. Teaching and assessing CT should not only focus on computer programming. In this project, a new design-based le…
Experience sampling methodology and technology
The effect of an intervention personalizing mathematics to students’ career and popular culture interests on mathematics interest and learning
Information literacy instruction in naturalistic high school science classrooms
Understanding teacher leadership
Teacher leadership (TL) has been identified as key component of effective schools. While research has grown in this area, there is a dearth of empirically and theoretically supported measures for understanding TL. This study examines the validity and reliability of the Survey of Teacher Leadership (STL). The STL builds on previous theory and research in TL by creating an assessment of teacher TL practices and their associated self-efficacy in the…
Examining Event- and Person-Level Factors of Situational Engagement With Latent State-Trait Modeling
Learning engagement is situational and context-dependent. Reconceptualizing situational engagement as consisting of both “trait” and “state” aspects can be theoretically and practically informative. The purpose of this study was to examine undergraduate students’ situational engagement as they learn in out-of-classroom contexts, including how much variance in behavioral, cognitive, and affective engagement is at the trait- versus state-levels. An…
Psychology (12 works) · Mathematics education (10 works) · Computer Science (6 works) · Social Psychology (6 works) · Educational technology (5 works) · Innovative Teaching and Learning Methods (5 works) · Online and Blended Learning (5 works) · Pedagogy (5 works) · Technology integration (5 works) · Structural equation modeling (4 works)