Calli Shekell
Biographic Data
| ID | 6509302 |
|---|---|
| NAME | Calli Shekell |
| GIVEN NAMES | Calli |
| FAMILY NAME | Shekell |
| SIGNATURE | SHEKELL C |
| AFFILIATIONS | Clarion University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Examining Mathematics and Science Teacher Educators’ Experiences with Digital Simulations Designed to Support Pre-Service Teachers’ Facilitation of Argumentation-Focused Discussions
This study investigates the experiences of five elementary mathematics and science teacher educators as they engage pre-service teachers in facilitating argumentation-focused discussions through a series of digital simulations. The research responds to the call for more explicit documentation and sharing of the evolving practices of teacher educators (TEs), particularly those leveraging innovative digital tools in teacher education. Utilizing a f…
Promoting preservice teachers’ facilitation of argumentation in mathematics and science through digital simulations
The Role of Program Theory in Evaluation Research: A Consideration of the What Works Clearinghouse Standards in the Case of Mathematics Education
We examined the extent to which mathematics program evaluations that have been conducted according to methodologically rigorous standards have attended to the theories underlying the programs being evaluated. Our analysis focused on the 37 reports of K–12 mathematics program evaluations in the last two decades that have met standards for inclusion in What Works Clearinghouse syntheses. Each report was coded for the extent to which program theory …
The Role of Program Theory in Evaluation Research: A Consideration of the What Works Clearinghouse Standards in the Case of Mathematics Education
We examined the extent to which mathematics program evaluations that have been conducted according to methodologically rigorous standards have attended to the theories underlying the programs being evaluated. Our analysis focused on the 37 reports of K–12 mathematics program evaluations in the last two decades that have met standards for inclusion in What Works Clearinghouse syntheses. Each report was coded for the extent to which program theory …
The Role of Program Theory in Evaluation Research: A Consideration of the What Works Clearinghouse Standards in the Case of Mathematics Education
We examined the extent to which mathematics program evaluations that have been conducted according to methodologically rigorous standards have attended to the theories underlying the programs being evaluated. Our analysis focused on the 37 reports of K–12 mathematics program evaluations in the last two decades that have met standards for inclusion in What Works Clearinghouse syntheses. Each report was coded for the extent to which program theory …
Promoting preservice teachers’ facilitation of argumentation in mathematics and science through digital simulations
Examining Mathematics and Science Teacher Educators’ Experiences with Digital Simulations Designed to Support Pre-Service Teachers’ Facilitation of Argumentation-Focused Discussions
This study investigates the experiences of five elementary mathematics and science teacher educators as they engage pre-service teachers in facilitating argumentation-focused discussions through a series of digital simulations. The research responds to the call for more explicit documentation and sharing of the evolving practices of teacher educators (TEs), particularly those leveraging innovative digital tools in teacher education. Utilizing a f…
Epistemology (2 works) · Facilitation (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics education (2 works) · Mathematics Education and Teaching Techniques (2 works) · Psychology (2 works) · Science education (2 works) · Teacher education (2 works) · Argumentation theory (1 works) · Community Health and Development (1 works)