Project Activities
Structured Abstract
Setting
Sample
Key measures
Data analytic strategy
Key outcomes
People and institutions involved
IES program contact(s)
Products and publications
Publications:
Brown S.W., and Lawless K.A. (2014). Promoting Students' Writing Skills in Science through an Educational Simulation: The GlobalEd 2 Project. In Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences (pp. 371-379).
Brown, S.W., and Lawless, K.A. (2014). Promoting Students' Writing Skills in Science Through an Educational Simulation: The GlobalEd 2 Project. In P. Zaphiris (Ed.), Human-Computer Interaction, Part I, LNCS 8523 (pp. 371-379). Switzerland: Springer International Publishing.
Brown, S. W., Lawless, K. A., and Boyer, M. A (2015). The GlobalEd 2 simulations: Promoting Positive Academic Dispositions in Middle School Students in a Web-Based PBL Environment. In A.E Walker, H. Leary, C.E. Hmelo-Silver, and P.A. Ertmer (Eds.), Essential Readings in Problem-Based Learning (pp. 147-159).
Brown, S.W., Lawless, K.A., and Boyer, M.A. (2015). The GlobalEd 2 Simulations: Promoting Positive Academic Dispositions in Middle School Students in a Web-Based PBL Environment. In A. Walker, H. Leary, C. Hmelo-Silver, and P. Ertmer (Eds.), Essential Readings in Problem-Based Learning (pp. 147-159). West Lafayette, IN: Purdue University Press.
Brown, S., Lawless, K., Boyer, M., Yukhymenko, M., Powel, N. and Browdowinska, K. (2013). Promoting Middle School Students' Science Knowledge: The GlobalEd 2 Game. In Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1764-1773).
Brown, S., Lawless, K., Boyer, M., Yukhymenko, M., Powel, N., & Browdowinska, K. (2013). Promoting Middle School Students' Science Knowledge: The GlobalEd 2 Game. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1764-1773).
Brown, S.W., Lawless, K.A., Rhoads, C., Newton, S.D., and Lynn, L. (2016). Increasing students' science writing skills through a PBL simulation. In Proceedings of The 13th IADIS International Conference Cognition and Exploratory Learning in Digital Age (pp. 86-94).
Brown, S.W., Lawless, K.A., Rhoads, C., Newton, S.D., and Lynn, L. (2016). Increasing Students' Science Writing Skills through a PBL Simulation. In International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (pp. 86-94).
Lawless, K.A., Brown, S.W., and Boyer, M.A. (2016). Educating Students for STEM Literacy: GlobalEd 2. In R.D. Lansiquot (Ed.), Technology, Theory and Practice in Interdisciplinary STEM Programs: Connecting STEM and Non-STEM Approaches (pp. 53-82). New York: Palgrave Macmillan.
Lawless, K.A., Brown, S.W., and Boyer, M.A. (2016). Educating students for STEM literacy: GlobalEd 2. In R.D. Lansiquot (Ed.), Technology, theory and practice in interdisciplinary STEM programs: Connecting STEM and non-STEM approaches (pp. 53-82).
Lawless, K.A., Brown, S.W., Brodowinska, K., Lynn, L., Riel, J., Fields, K., Le-Gervais, L., and Mullin, G. (2014). The GE2 Project - Developing a Scientifically Literate Citizenry. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology (3rd ed.). Hershey, PA: IGI Global.
Lawless, K.A., Brown, S.W., Rhoads, C., Lynn, L., Newton, S.D., Brodowiksa, K.,.. and Wang, M. (2018). Promoting Students' Science Literacy Skills Through a Simulation of International Negotiations: The GlobalEd 2 Project. Computers in Human Behavior, 78: 389-396.
Lawless, K.A., Brown, S.W., Rhoads, C., Lynn, L., Newton, S.D., Brodowiksa, K., Oren, J., Riel, J., Song, S. and Wang, M (2018). Promoting students' science literacy skills through a simulation of international negotiations: The GlobalEd 2 Project. Computers in Human Behavior,, 78: 389-396.
Lynn, L.J., and Lawless, K.A. (2015). Observed Score Versus Rasch Score Analysis of Efficacy Data: A Case Study Comparison. Advances in Psychology Research (pp. 1-16). Hauppauge, NY: Nova Publishers.
Lynn, L.J., Lawless, K.A., Brown, S.W., Brodowinska, K., Mullin, G., Powell, N., Richards, K.A., and Boyer, M.A. (2014). Science Vocabulary Development in a Problem-Based Learning Simulation. National Teacher Education Journal , 7(3): 5-12.
Rieli, J., Lawless, K.A., and Brown, S.W. (2016). Listening to the Teachers: Using Weekly Online Teacher Logs for ROPD to Identify Teachers' Persistent Challenges When Implementing a Blended Learning Curriculum. Journal of Online Learning Research, 2(2): 169-200.
Riel, J., Lawless, K.A., Brown, S.W., and Lynn, L.J. (2015). Teacher Participation in Ongoing Online Professional Development to Support Curriculum Implementation: Effects of the GlobalEd 2 PD Program on Student Affective Learning Outcomes. In Proceedings of the 2015 Annual Meeting of the Society for Information Technology and Teacher Education. Las Vegas, NV.
Yukhymenko-Lescroart, M.A., Brown, S.W., Lawless, K., Brodowinska, K., and Mullin, G. (2014). Thematic Analysis of Teacher Instructional Practices and Student Responses in Middle School Classrooms With Problem-Based Learning Environment. Global Education Review, 1(3): 93-110.
Related projects
Supplemental information
Co-Principal Investigator: Lawless, Kimberly
- interest in science-related education/career trajectories and global issues
- quality of persuasive writing
- science topic knowledge
- quantity and depth of science topics discussed
Control Group: Students in the control group received the standard "business-as-usual" instruction based on the district curriculum.
Research Methods and Design: Using a three-level randomized block design (students, classrooms, and teachers), data collection occurred over 4 years with the same teachers but different cohorts of students. All participating teachers taught at least two periods of 8th-graders each day. For each teacher, one classroom was randomly assigned to participate in GE2 and the other classroom to the control condition; because the GE2 intervention is heavily dependent on technology, whose access is controlled by the research team, the chance of contamination between treatment and control conditions was very unlikely. In Year 1, the topic of investigation was Water. In Year 2, water was again the topic covered with teachers from both Year 1 and teachers new to the study. In Year 3, all the teachers continued to participate, but with a new topic (Climate). Finally, in Year 4, the same teachers covered both topics, one per semester. Students in both treatment and control groups were assessed at three points (pre- and post- simulation and 4 months after the end of the simulation). Researchers collected information on fidelity of implementation of GE2 and moderators (e.g., gender, race, SES) as predictors of treatment effects.
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