IMG_2174

Scholarly Achievement

Publications

Thesis

The Development of Pedagogical Content Knowledge in Science Teachers: New Opportunities Through Technology-Mediated Reflection and Peer Exchange.

Referred Conferences/Published Work

Madeira, C.A. & Slotta, J.D. (2012). Teacher Paradigm Shifts for 21st Practice Skills: The Role of Scaffolded Reflection Within A Peer Community. Paper Presentation at the International Conference of the Learning Sciences, Vol 1, June 2-6th, Sydney, Australia, p 227-234.

Madeira, C.A., & Slotta, J.D. (2012). Embedded Phenomena of Knowledge Communities: Supporting Complex Practices and Interactions Within a Community of Inquiry in the Elementary Science Classroom. Symposium Presentation at the International Conference of the Learning Sciences, Vol 2, June 2-6th, Sydney, Australia, p 64-71.

Maderia, C.A., & Slotta, J.D. (2012). Building Upon What it Already There: The Role of Prior Knowledge, Background Information, and Scaffolding in Inquiry Learning. Symposium Presentation at the International Conference of the Learning Sciences, Vol 2, June 2-6th, Sydney, Australia, p 17-24.

Madeira, C.A., Gnoli, A. & Messina, R. (2012). Fostering an ‘Adaptive Nature’ for Teacher Practice: Technology Supports in a Co-Design Community. Paper Presentation at the annual meeting of the American Educational Research Association, April 12th-14th, Vancouver, Canada.

Madeira, C.A., & Slotta, J.D. (2012). Collaborative Improvement of Project-Based Science Lessons: Planning, Enactment and Reflection. Paper Presentation at the annual meeting of the American Educational Research Association, April 12th-14th, Vancouver, Canada.

Fong, C., Cober, R.M., Madeira, C.A., & Slotta, J.D. (2012). Common Knowledge: Scaffolding Collective inquiry for Knowledge Communities. Paper Presentation at the annual meeting of the American Educational Research Association, April 12th-14th, Vancouver, Canada.

Madeira, C.A., & Slotta, J.D. (2011). Technology-mediated reflection and peer-exchange: Supports for teacher professional development communities. Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference, Hong Kong, China.

Madeira, C.A., & Slotta, J.D. (2011). Visual Representations of Videotaped Interactions: Understanding Activity Patterns in the Classroom. Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference, Hong Kong, China.

Madeira,  C.A., & Slotta, J.D. (2011). Fostering Inquiry Practices: The Role of Reflection and Peer Exchange. Poster Presentation at the annual meeting of the American Educational Research Association, April 8th-12th. New Orleans, Lousianna.

Forbes, C., Madeira, C.A. & Slotta, J.D. (2010).  Activity-Theoretical Research on Science Teachers’ Expertise and Learning.  Proceedings of the Ninth International Conference of the Learning Sciences:  ICLS. International Society of the Learning Sciences, Inc., Chicago, USA.

Slotta, J.D., Madeira, C.A., Peters, V. L., Najafi, H., & Zhao, N. (2010). Supporting Knowledge Communities in Secondary Science.  Paper presented at the annual meeting of the Canadian Society for Studies in Education. May 29 – June 1. Montreal, Quebec, Canada

Madeira, C.A. & Slotta, J.D. (2010). Teacher Knowledge Deeply Bound in the Context of Practice: Using an Activity-Theoretical Perspective. Paper presented at the annual meeting of the American Educational Research Association, April 30 – May 4. Denver, Colorado.

Madeira, C.A. & Slotta, J.D. (2010). Designing a Teacher Community for Curriculum Planning, Enactment, and Reflection. Paper presented at the annual meeting of the American Educational Research Association, April 30 – May 4. Denver, Colorado.

Madeira, C.A. & Slotta, J.D. (2009).  Designing On-line Communities to Enhance Teacher Professional Development. Proceedings of the Computer Supported Collaborative Learning (CSCL) Conference, Volume 2, (pp 79-81), Rhodes, Greece.

Madeira, C.A. & Slotta, J.D. (2009).  Supporting Teachers’ Planning, Enactment and Reflection Through Online Community. In. J. D. Slotta (Chair), Co-designing technology-enhanced curriculum with secondary science teachers. Paper presentation at the Annual Conference of the Canadian Society for Studies in Education (CSSE). May 25-27. Ottawa, Ontario, Canada.

Forbes, C.T., Madeira, C.A. Davis, E.A. & Slotta, J.D. (2009). Activity-Theoretical Research on Science Teachers’ Learning: Challenges and Opportunities. Paper presentation at the Annual Meeting of the American Educational Research Association, (April), San Diego, California.

Madeira, C.A. & Slotta, J.D. (2009). The role of peer exchange and reflection in the development of pedagogical content knowledge: Toward a distributed knowledge community of teachers.  Paper presentation at the Annual Meeting of the American Educational Research Association (April), San Diego, California.

Madeira, C.A. & Slotta, J.D. (2009). A Distributed Knowledge Community for Science Teachers: The Impact of Peer Exchange and Reflection Tools.  Paper presentation at the Annual Meeting of the National Association for Research in Science Teaching, (April), Orange County, California.

Madeira, C.A. & Slotta, J.D. (2009). The Development of PCK in Science Teachers: Classroom Enactment as a Prompt for Reflection.  Poster Presentation at the Annual Meeting of the National Association for Research for Science Teaching, (April), Orange County, California.

Madeira, C.A. & Slotta, J.D. (2008).  Book Review of The Cambridge Handbook of the Learning Sciences (R. Keith Sawyer, Ed., 2005). Curriculum Inquiry, 38(4), 473-477.

Madeira, C.A. (2008). How pedagogical content knowledge develops:  The impact of teacher reflections and peer exchange. Doctorial Consortium Candidate, presentation of dissertation work. International Conference for the Learning Sciences, Utrecht, Amsterdam.

Jang, E.E., Breen, A., Madeira, C.A., Russell, P., Wong, A. (2006). Collaborative project on mixed-methodology practices.  Tracing conceptual shifts in the journey toward mixed-methods research inquiry.   Paper presentation in the Annual Meeting of Assessment and Evaluation Research, Portland, Oregon.

Madeira, C.A. (2005). Creativity:  A Motivational Tool For Increased Interest and Conceptual Understanding in Science Education. In proceedings and paper presentation of the Annual meeting for Hawaii International Conference in Education.

Madeira, C.A. (2005). To Engage or Not to Engage:  Creative Activities as a Motivational Vehicle for Increased Interest and Conceptual Understanding in Science Education.  Poster/Paper Presentation in the Annual meeting for the National Association in Research in Science Teaching (NARST), Dallas, Texas.

Madeira, C.A. (2005). Creative Activities:  A Vehicle for Motivation and Increased Understanding of Science Concepts. Paper presentation at the Annual Meeting of the American Educational Research Association (April), Montreal, Quebec.

Non Referred Conferences/Published Work

Visiting Scholar at University of Illinois at Chicago May 2012

Post CSCL Conference (2011) Technology-mediated reflection and peer-exchange: Supports for teacher professional development communities.

Invited Guest Presentation South East China Normal (Ghaunzhou, China 2011). Inquiry-Based Teaching for Graduate Students.

Invited Guest Presentation China Association of Education Technology (China 2010). Fostering Inquiry-Based Teaching Practices: The Role of Reflection and Peer-Exchange.

OISE/University of Toronto Equity Conference (2010). Workshop: Making Science Accessible: Inquiry Ensures Equity.

 OISE Science, Mathematics and Technology Centre Monthly Seminars (Brown Bag Presentation) (2010).  The Development of Pedagogical Content Knowledge: Opportunities through technology-mediated reflection and peer-exchange.

OISE Science, Mathematics and Technology Centre Monthly Seminars (Brown Bag Presentation) (2007).  Connections with Enactments, Using Activity Theory as a framework for understandings the actions within the classroom.

Technology Enhanced Learning Sciences (TELS) Symposium workshop at AERA, Chicago (2007).  Presented initial work on thesis; The relationship between teacher knowledge, pedagogical flow and student achievement in a technology-enhanced science classroom.

TELS Retreat San Francisco (2007/2008). Poster and Presentation Connections between thesis work and TELS objective.

DECIDE Synergy Conference San Francisco (2007).  Graduate participation with the conference proceedings.

Student Experience Program Award and Presentation (2007):  Knowledge, Media and Design Institute Collaborative Program-University of Toronto.  Developed Wiki community for teachers and students to help manage and evolve ideas of new media design and community at a high school platform.

Science Teacher’s Of Ontario Conference (STAO/APSO) (2011). Inquiry-Based Teaching with Aboriginal Perspectives (K-12).

Science Teacher’s Of Ontario Conference (STAO/APSO) (2010). The Many Faces of Inquiry-Based Teaching. (K-6).

Science Teacher’s Of Ontario Conference (STAO/APSO) (2010). The Trials and Tribulations of Project-Based Learning. (K-12).

Science Teachers’ of Ontario Conference (STAO/APSO) (2004, 2005). Do you know what your students have learning?

Science Teachers’ of Ontario Conference (STAO/APSO) (2004). Xavier Faxio, Cheryl Ann Madeira, Tom Seliotis.  Teacher Know They Self. 

Pedagogical and Academic Reviewer for McGraw Hill Publisher.  Grade 11 Chemistry University Preparation (2001)

Pedagogical and Academic Reviewer for McGraw Hill Publisher.  Grade 12 Chemistry University Preparation (2003).

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