Lori Olafson
University of Nevada, Las Vegas
RecreationEpistemologyEngineeringOutdoor educationSociologyMathematics educationPsychologyEducational technologyCognitionPolitical sciencePedagogyGeographyAdventure educationCheatingLearning environmentContext (language use)Earth (chemistry)Teacher educationCurriculum planningEducational evaluationCurriculumMedical educationEngineering ethicsSocial psychology
37Publications
11H-index
674Citations
Publications 44
Newest
#1Linda F. QuinnH-Index: 5
#2Lori OlafsonH-Index: 11
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Thirty-five elementary teacher education candidates, three university professors, a school administrator in charge of curriculum and technology, a school principal, a lead teacher, fifteen cooperating teachers, and an IBM educational consultant were engaged in a school/university collaboration designed for candidates to complete teacher education coursework in meaningful contexts of real classrooms in real schools. Evidence from the collaboration demonstrates that the key elements of communicati...
Smartphone use in learning environments can be productive or distracting depending upon the type of use. The use is also impacted by the learner’s view and understanding of the smartphone and self-regulated learning skills. Measures are needed to specify uses and learner understandings to address the implications for teaching and learning. This study reports on the development of a multi-factor inventory designed to measure multitasking while studying, avoiding distractions while studying, mindf...
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#1Gregory SchrawH-Index: 68
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The focus of this book is to explore teachers’ evolving personal epistemologies, or the beliefs we hold about the origin and development of knowledge in the context of teaching. The chapters focus on a range of conceptual frameworks about how university and field‐based experiences influence the connections between teachers’ personal epistemologies and teaching practice. In an earlier volume we investigated preservice and inservice teachers’ beliefs and teaching practices (Brownlee, Schraw and Be...
#2Lori OlafsonH-Index: 11
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We provide a rationale for this volume and summarize three main goals within the context of a teacher’s epistemological beliefs and their relationship to classroom practice. A summary of each chapter is provided and linked to these goals. We also discuss five emergent themes within the volume that describe ways in which teacher’s beliefs change and develop. Although these themes are discussed in the chapters included in the volume, we sought to make them explicit so that readers of this volume m...
Academic dishonesty, also known as academic misconduct, includes a variety of actions such as plagiarism, cheating on tests using text messaging or concealed notes, exchanging work with other students, buying essays from students or on the Internet, and having other students write examinations (Diekhoff, LaBeff, Shinohara, & Yasukawa, 1999; Ellery, 2008; Underwood & Szabo, 2003). Although academic dishonesty is believed to be widespread among college students, very few are caught and fewer still...
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#1Gregory SchrawH-Index: 68
#2Lori OlafsonH-Index: 11
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AbstractSeventeen teacher education candidates enrolled in an instructional strategies course experienced an innovative approach to infusing technology into teacher education coursework. All of the participants became proficient at using digital imaging devices and editing software, and these new skills had an impact on their understanding of content knowledge and the classroom learning environment. Maintenance of attitudes that value risk taking was a key component in successfully integrating t...
#1Jillian InouyeH-Index: 14
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#1Lori Olafson (UNLV: University of Nevada, Las Vegas)H-Index: 11
#2Gregory Schraw (UNLV: University of Nevada, Las Vegas)H-Index: 68
Last. Nicolas Kehrwald (KU: University of Kansas)H-Index: 1
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This study examined differences between university students who were caught and sanctioned for cheating, students admitting to cheating but who were not caught, and students reporting that they had never cheated. Our findings showed that noncheaters are older, have better grade point averages, and have more sophisticated moral and epistemological reasoning skills. Qualitative analyses revealed that denial of responsibility and injury were the most common neutralization techniques and differed be...
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#1Gregory Schraw (UNLV: University of Nevada, Las Vegas)H-Index: 68
#2Lori Olafson (UNLV: University of Nevada, Las Vegas)H-Index: 11
Last. Daphne Sewing (UNLV: University of Nevada, Las Vegas)H-Index: 1
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We examined the relationship between metacognitive knowledge and learning in a field-based environmental education program. Students (N = 134) in 4th and 5th grades completed the 12-item Jr. MAI (Sperling et al. Contemp Educ Psychol 27:51–79, 2002) prior to a half-day science field trip on a floating classroom at Lake Mead National Recreation Area. The Jr. MAI assessed students’ knowledge and regulation of cognition. Students also completed pre- and posttest attitude and knowledge scales. Signif...
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