Adrian Kuhlman
Biographic Data
| ID | 9976435 |
|---|---|
| NAME | Adrian Kuhlman |
| GIVEN NAMES | Adrian |
| FAMILY NAME | Kuhlman |
| SIGNATURE | KUHLMAN A |
| AFFILIATIONS | North Carolina State University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Examining Teachers’ Professional Learning in an Online Asynchronous System
Teachers’ professional learning often includes online components. This study examined how a case of 37 teachers utilized a specific online asynchronous professional learning platform designed to support teachers’ growth in learning to teach statistics and data science in secondary schools in the United States. The platform’s features and learning materials were designed based on effective online learning designs, supports for self-guided learning…
Effects of Game-Enhanced Supplemental Fraction Curriculum on Student Engagement, Fraction Knowledge, and STEM Interest
People with disabilities are underrepresented in STEM as well as information, communication, and technology (ICT) careers. The underrepresentation of individuals with disabilities in STEM may reflect systemic issues of access. Curricular materials that allow students to demonstrate their current fraction knowledge through multiple means and provide opportunities to share and explain their thinking with others may address issues of access students…
Elementary Teachers’ Perceptions and Enactment of Supplemental, Game-Enhanced Fraction Intervention
Curricula enhanced through the use of digital games can benefit students in their interest and learning of Science, Technology, Engineering, and Mathematics (STEM) concepts. Elementary teachers’ likelihood to embrace and use game-enhanced instructional approaches with integrity in mathematics has not been extensively studied. In this study, a sequential mixed methods design was employed to investigate the feasibility of a game-enhanced supplement…
No prominent works on this page.
Effects of Game-Enhanced Supplemental Fraction Curriculum on Student Engagement, Fraction Knowledge, and STEM Interest
People with disabilities are underrepresented in STEM as well as information, communication, and technology (ICT) careers. The underrepresentation of individuals with disabilities in STEM may reflect systemic issues of access. Curricular materials that allow students to demonstrate their current fraction knowledge through multiple means and provide opportunities to share and explain their thinking with others may address issues of access students…
Elementary Teachers’ Perceptions and Enactment of Supplemental, Game-Enhanced Fraction Intervention
Curricula enhanced through the use of digital games can benefit students in their interest and learning of Science, Technology, Engineering, and Mathematics (STEM) concepts. Elementary teachers’ likelihood to embrace and use game-enhanced instructional approaches with integrity in mathematics has not been extensively studied. In this study, a sequential mixed methods design was employed to investigate the feasibility of a game-enhanced supplement…
Examining Teachers’ Professional Learning in an Online Asynchronous System
Teachers’ professional learning often includes online components. This study examined how a case of 37 teachers utilized a specific online asynchronous professional learning platform designed to support teachers’ growth in learning to teach statistics and data science in secondary schools in the United States. The platform’s features and learning materials were designed based on effective online learning designs, supports for self-guided learning…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Cognitive and developmental aspects of mathematical skills (2 works) · Computer Science (2 works) · Curriculum (2 works) · Educational Games and Gamification (2 works) · Asynchronous communication (1 work) · Asynchronous learning (1 work) · Chemistry (1 work)