Loretta Donovan

California State University, Fullerton

Author Statistics

Papers

Citation

H-Index

i-10 index

Research Trends

Author Order

Document Type

Co-Authors

Timothy D. Green

East Carolina University

Jody Peerless Green

California State University, Fullerton

T.C. Green

Imperial College London

Tim D. Green

California State University, Fullerton

Cari L. Klecka

University of Nevada, Las Vegas

Gwendoline Pilkington

Duke Medical Center

Erin D. Besser

California State University, Fullerton

S. Birks

First Hospital of Jilin University

Jody Peerless Green

California State University, Fullerton

Jennifer Ponder

University of Alabama at Birmingham

Cooperative Institutions

Jilin University

387

First Hospital of Jilin University

384

Duke Medical Center

375

University of Portsmouth

372

Washington University in St. Louis

367

Ludwig-Maximilians-Universität München

168

Emory University

164

First Pavlov State Medical University of St. Petersburg

154

Cook Children's Medical Center

149

Heidelberg University

101

Author Statistics

Papers

Citation

H-Index

i-10 index

Research Field

Exploring Teaching and Research Practices During Cross-Cultural Collaboration: A Self-Study of Two Facilitator’s Involvement in an International Faculty Development Program

Studying Teacher Education (2023)

Tim D. Green Loretta Donovan Nahai Gu Songge Ma Ding-Jo Currry

This self-study focuses on two teacher educators' (from the United States) exploration and examination – with the help of two critical friends (faculty from China) – of the benefits and challenges associated with cross-cultural collaboration. The teacher educators designed and implemented a virtual collaborative cross-cultural, fifteen-week faculty development experience for thirty-two faculty members from six private universities located in China. The virtual experience assisted the faculty participants in being better equipped to implement hybrid teaching and learning. Our overarching goal with this self-study was to better understand ourselves as teacher educators who provide faculty development and conduct research. We share our self-study findings that we categorized into three main areas: a) improving the understanding of one's teaching practices b) navigating the tensions associated with delivering virtual professional development across different cultures, and c) realizations about collaborative research among higher education faculty from different cultures.

Facilitator

Faculty Development

Self study

Cross-Cultural

10.1080/17425964.2023.2227649

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Citations (0)

More than Amplifying Voice and Providing Choice: Educator Perceptions of Flipgrid Use in the Classroom

TechTrends (2021)

Tim D. Green Erin D. Besser Loretta Donovan

10.1007/s11528-021-00635-3

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Citations (16)

A Primer on Educational Change

Routledge eBooks (2020)

Timothy D. Green Loretta Donovan Jody Peerless Green

Primer (cosmetics)

10.4324/9780429398957-3

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Citations (0)

Talking the Talk of Educational Change

Routledge eBooks (2020)

Timothy D. Green Loretta Donovan Jody Peerless Green

10.4324/9780429398957-4

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Citations (0)

Teacher Self-Efficacy and Collective Teacher Efficacy

Routledge eBooks (2020)

Timothy D. Green Loretta Donovan Jody Peerless Green

10.4324/9780429398957-7

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Citations (0)

Educational Technology in Social Studies Education

Springer eBooks (2013)

Tim Green Jennifer Ponder Loretta Donovan

Social Studies

21st-century Skills

10.1007/978-1-4614-3185-5_45

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Citations (11)

Teacher Concerns During Initial Implementation of a One-to-One Laptop Initiative at the Middle School Level

Journal of Research on Technology in Education (2007)

Loretta Donovan Kendall Hartley Neal Strudler

AbstractMany schools are initiating projects that place laptop computers into the hands of each student and teacher in the school. These projects entail a great deal of planning and investment by all involved. The teachers in these schools are faced with significant challenges as they prepare for teaching in classrooms where every student has a computer. Using the Concerns-Based Adoption Model of change, this study investigated the concerns of teachers in the early stages of a one-to-one laptop initiative. The results of the study indicate that teachers fall into two relatively well-defined categories in terms of their concerns regarding the innovation. The majority of teachers have genuine concerns about how the introduction of laptop computers into the school environment will impact them personally. A lesser number have concerns about how they will be able to best use the laptops to meet the needs of the students. Implications for professional development include differentiating training based on teacher concerns, ensuring teachers have a voice in the process and are well-informed of decisions pertaining to the adoption, and implementation of the innovation.

Laptop

Middle level

10.1080/15391523.2007.10782483

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Citations (144)

Different Perspectives on Change

Routledge eBooks (2020)

Timothy D. Green Loretta Donovan Jody Peerless Green

10.4324/9780429398957-5

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Citations (0)

One-to-One Laptop Teacher Education

Journal of Research on Technology in Education (2011)

Loretta Donovan T.C. Green Laurie E. Hansen

This study compares teacher candidates' initial and changed beliefs, dispositions, and uses of technology in two credential program models: a one-to-one laptop program with ubiquitous technology use and a traditional credential program in which students are expected to have specific technology experiences and requirements in each course (a model most frequently used in teacher education). Survey analysis found that pretest candidates who self-selected to be involved in the laptop program had lower ratings on beliefs about technology use than candidates who did not, and there was no difference in expertise or use. At posttest, laptop candidates showed development in all three areas, whereas nonlaptop candidates showed no change over time. Findings of this study point to the fact that programs in which technology use is ubiquitous better prepare candidates for technology-rich classrooms than do programs that take a more traditional approach to meeting credentialing requirements for technology use.

Credential

Laptop

Credentialing

Technology education

10.1080/15391523.2011.10782582

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Citations (30)

Teacher Educator E-Portfolios: The How, the What, and the Why

Society for Information Technology & Teacher Education International Conference (2007)

Barbara Short Loretta Donovan Cari L. Klecka Karen Venditti

Source

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Citations (0)