Glenda S Stump
Biographic Data
| ID | 788962 |
|---|---|
| NAME | Glenda S Stump |
| GIVEN NAMES | Glenda S |
| FAMILY NAME | Stump |
| SIGNATURE | STUMP G S |
| AFFILIATIONS | Massachusetts Institute of Technology |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 1 |
Translating the Icap Theory of Cognitive Engagement Into Practice
ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that I nteractive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to C onstructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of A ctive or P assive engagement, marked by manipulative and attentive behaviors, respectively. This paper disc…
An n bati lekòl tèt an wo
Pifò engredyan nan atik sa a se pou n rezime yon lòt atik ki te pibliye ane pase (an 2018) sou rezilta Inisyativ MIT-Ayiti a nan domenn edikasyon. Lòt atik sa a te parèt nan youn nan pi gwo jounal lengwistik nan lemonn—yon jounal syantifik ki rele Language ("Kreyòl, Pedagogy, and Technology for Opening Up Quality Education in Haiti," Language 94.2 [2018]). Se Sosyete Lengwistik oz Etazini ("Linguistics Society of America"), ki se pi gwo asosyasyo…
Kreyòl, pedagogy, and technology for opening up quality education in Haiti
We argue that local languages, coupled with modern pedagogy and technology, are necessary, though not sufficient, ingredients for universal access to quality education. Our case study is Haiti, where French is the primary language of school instruction, though it is spoken by only a small percentage of the population, while Haitian Creole (aka ‘Kreyòl’), the language fluently spoken by all Haitians in Haiti, is mostly excluded from the formal dis…
Changing “Course”
In massive open online courses (MOOCs), low barriers to registration attract large numbers of students with diverse interests and backgrounds, and student use of course content is asynchronous and unconstrained. The authors argue that MOOC data are not only plentiful and different in kind but require reconceptualization—new educational variables or different interpretations of existing variables. The authors illustrate this by demonstrating the i…
Examining students' future time perspective
The purpose of this study was to provide evidence for the internal structure of the domain‐general and context‐specific components of future time perspective (FTP) and to provide support for a top‐down structure of FTP theory. The participants included 546 engineering students from a large university in the southwest of the USA. The students responded to the Future Time Perspective Scale, the Perceptions of Instrumentality Scale, and the Student …
Changing “Course”
In massive open online courses (MOOCs), low barriers to registration attract large numbers of students with diverse interests and backgrounds, and student use of course content is asynchronous and unconstrained. The authors argue that MOOC data are not only plentiful and different in kind but require reconceptualization—new educational variables or different interpretations of existing variables. The authors illustrate this by demonstrating the i…
Kreyòl, pedagogy, and technology for opening up quality education in Haiti
We argue that local languages, coupled with modern pedagogy and technology, are necessary, though not sufficient, ingredients for universal access to quality education. Our case study is Haiti, where French is the primary language of school instruction, though it is spoken by only a small percentage of the population, while Haitian Creole (aka ‘Kreyòl’), the language fluently spoken by all Haitians in Haiti, is mostly excluded from the formal dis…
Examining students' future time perspective
The purpose of this study was to provide evidence for the internal structure of the domain‐general and context‐specific components of future time perspective (FTP) and to provide support for a top‐down structure of FTP theory. The participants included 546 engineering students from a large university in the southwest of the USA. The students responded to the Future Time Perspective Scale, the Perceptions of Instrumentality Scale, and the Student …
Changing “Course”
In massive open online courses (MOOCs), low barriers to registration attract large numbers of students with diverse interests and backgrounds, and student use of course content is asynchronous and unconstrained. The authors argue that MOOC data are not only plentiful and different in kind but require reconceptualization—new educational variables or different interpretations of existing variables. The authors illustrate this by demonstrating the i…
Translating the Icap Theory of Cognitive Engagement Into Practice
ICAP is a theory of active learning that differentiates students’ engagement based on their behaviors. ICAP postulates that I nteractive engagement, demonstrated by co‐generative collaborative behaviors, is superior for learning to C onstructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of A ctive or P assive engagement, marked by manipulative and attentive behaviors, respectively. This paper disc…
An n bati lekòl tèt an wo
Pifò engredyan nan atik sa a se pou n rezime yon lòt atik ki te pibliye ane pase (an 2018) sou rezilta Inisyativ MIT-Ayiti a nan domenn edikasyon. Lòt atik sa a te parèt nan youn nan pi gwo jounal lengwistik nan lemonn—yon jounal syantifik ki rele Language ("Kreyòl, Pedagogy, and Technology for Opening Up Quality Education in Haiti," Language 94.2 [2018]). Se Sosyete Lengwistik oz Etazini ("Linguistics Society of America"), ki se pi gwo asosyasyo…
Kreyòl, pedagogy, and technology for opening up quality education in Haiti
We argue that local languages, coupled with modern pedagogy and technology, are necessary, though not sufficient, ingredients for universal access to quality education. Our case study is Haiti, where French is the primary language of school instruction, though it is spoken by only a small percentage of the population, while Haitian Creole (aka ‘Kreyòl’), the language fluently spoken by all Haitians in Haiti, is mostly excluded from the formal dis…
Computer Science (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Context (archaeology) (2 works) · Fidelity (2 works) · Mathematics (2 works) · Multilingual Education and Policy (2 works) · Second Language Learning and Teaching (2 works) · Sociology (2 works)