News

Dr. Benjamin C Heddy has published an article in the Annals of Dyslexia titled “Using Conceptual Change Theory to Help Preservice Teachers Understand Dyslexia” along with Peltier, T. K. & Peltier, C. Abstract Recently, many states passed laws requiring pre- and in-service teachers to receive professional development in dyslexia awareness. Even though misconceptions regarding dyslexia are widespread, there is a paucity of research on how to effectively remove misconceptions and replace them with accurate knowledge. The purpose of Read more

Dr. Benjamin C Heddy has published an article in the Journal of Transformative Learning titled Transformative Experience in Buddhism: A Case Study along with Brandon Chancey and Ji Y Hong of the University of Oklahoma. Abstract The goal of our research was to explore Transformative Experience (TE) in Buddhist monks living in the monastic setting. Pugh (2011) defines TE as learning that enhances every day experience, including three components 1) motivated use, 2) expansion of perception, Read more

Dr. Heddy has published an article in Journal of Biological Education, along with Parsons, A. E., Wilson, S. N., Williams, L. A., Atkinson, L. K., & Garn, G. A. (November 07, 2019). Abstract The purpose of this study was to explore the impact of authentically based instruction using the 5E model as the structure for lesson delivery on student emotions and the extent to which the students perceived that the teacher was facilitating mastery goals. Read more

Dr. Heddy has published an article in Frontiers in Education titled Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School Language Arts, along with Gage Jeter of University of Florida, Jane Baber, Scott Wilson and Leslie Williams of University of Oklahoma, Linda Atkinson, Sharon Dean and Gregg Garn, Lewis, C. and Stroukoff, A. Abstract This paper explores the 5E model of lesson design (engage, explore, explain, extend, evaluate) in English Language Arts (ELA) classrooms in consideration of an authentic Read more

Dr. Heddy has published an article in Composition Forum titled Extending the “Warming Trend” to Writing Transfer Research: Investigating Transformative Experiences with Writing Concepts along with Sandra Tarabochia of University of Oklahoma. Abstract In this article, we investigate a new construct for conceptualizing learning transfer with writing knowledge: Transformative Experience (TE). With origins in educational psychology, TE has been effective for promoting transfer with scientific concepts in previous research, but not yet considered in relation to writing Read more

Dr.Heddy and MOVElab member John Chancey, and Jacqueline Goldman have published an article in Educational Psychology titled Exploring the Predictive Relationship Between Perceived Instrumentality, Interest, and Transformative Experiences in Online Engineering Courses, along with Katherine Nelson, Katherine Cheng, and Jenefer Husman of University of Oregon. Abstract Our aim was to explore the usefulness of Use, Change, Value (UCV) discussions to facilitate Transformative Experiences (TE) in online engineering courses. We investigated the predictive relationship between perceived instrumentality (PI) and interest Read more