Chrystalla Mouza

Search results

• 2023

  Design, Implementation, and Evaluation of Online Bioinformatics and Neuroinformatics Labs

  Doukakis, S., Vrahatis, A. G., Exarchos, T., Hadjinicolaou, M., Vlamos, P. & Mouza, C., 2023, In: International journal of online and biomedical engineering. 19, 1, p. 21-37 17 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • Bioinformatics 100%
  • Neuroinformatics 100%
  • Laboratory Education 100%
  • Masters Degrees 100%
  • Teaching Material 100%

• Preparing undergraduate students to support K-12 computer science teaching through school-university partnerships: reflections from the field

  Mouza, C., Sheridan, S., Lavigne, N. C. & Pollock, L., 2023, In: Computer Science Education. 33, 1, p. 3-28 26 p.

  Research output: Contribution to journal › Article › peer-review

  • Undergraduate Students 100%
  • Computer Science 100%
  • School-university Partnerships 100%
  • K-12 Computer Science Education 100%
  • Computer Science Teaching 100%
• 2022

  A Theoretical Proposal for the Development of Educators’ Preparedness in Relation to Educational Neuroscience

  Doukakis, S., Niari, M. & Mouza, C., Dec 2022, In: Italian Journal of Educational Technology. 30, 3, p. 78-90

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • Educators 100%
  • Educational Neuroscience 100%
  • Neuroscience 100%
  • Wearables 100%
  • Developmental Stages 40%

• A Virtual Professional Development Program for Computer Science Education During COVID-19

  Mouza, C., Mead, H., Alkhateeb, B. & Pollock, L., May 2022, In: TechTrends. 66, 3, p. 436-449 14 p.

  Research output: Contribution to journal › Article › peer-review

  • Professional Development Program 100%
  • Computer Science Education 100%
  • Virtual Professional Development 100%
  • Education during COVID-19 100%
  • Development Programmes 100%

• Editorial: Virtual Learning Environments as Contexts of Innovation in Teaching and Learning

  Mouza, C., Sep 2022, In: Contemporary Issues in Technology and Teacher Education. 22, 3, p. 449-452 4 p.

  Research output: Contribution to journal › Article › peer-review

  • Teaching-learning 100%
  • K-12 Education 100%
  • National Center for Education Statistics 100%
  • Mathematics Assessment 100%
  • Older Students 100%

• Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education

  Mouza, C., Codding, D. & Pollock, L., Apr 2022, In: Computers and Education. 186, 104530.

  Research output: Contribution to journal › Article › peer-review

  • Classroom Practice 100%
  • Professional Development 100%
  • Computer Science 100%
  • Research-based 100%
  • Teacher Learning 100%
• 2021

  Broadening Participation in Computing: Promoting Affective and Cognitive Learning in Informal Spaces

  Yang, H., Codding, D., Mouza, C. & Pollock, L., Mar 2021, In: TechTrends. 65, 2, p. 196-212 17 p.

  Research output: Contribution to journal › Article › peer-review

  • Competencies 100%
  • Lesson Plan 100%
  • University Partnerships 100%
  • Learning Communities 100%
  • Cognitive Learning Outcomes 100%

• Computing for communities: Designing culturally responsive informal learning environments for broadening participation in computing

  Codding, D., Yang, H., Mouza, C. & Pollock, L., 2021, In: Journal of Applied Instructional Design. 10, 4

  Research output: Contribution to journal › Article › peer-review

  • Culturally Responsive 100%
  • Computer Science 100%
  • Informal Learning Environments 100%
  • Broadening Participation in Computing 100%
  • Informal Learning 100%

• From Professional Development to Pedagogy: Examining How Computer Science Teachers Conceptualize and Apply Culturally Responsive Pedagogy

  Codding, D., Alkhateeb, B., Mouza, C. & Pollock, L., Dec 2021, In: Journal of Technology and Teacher Education. 29, 4, p. 497-532

  Research output: Contribution to journal › Article › peer-review

  • Pedagogy 100%
  • Professional Development 100%
  • Culturally Responsive Pedagogy 100%
  • Computer Science Teachers 100%
  • Computer Science Education 100%
• 2020

  A Multiyear Investigation of Student Computational Thinking Concepts, Practices, and Perspectives in an After-School Computing Program

  Mouza, C., Pan, Y. C., Yang, H. & Pollock, L., Sep 1 2020, In: Journal of Educational Computing Research. 58, 5, p. 1029-1056 28 p.

  Research output: Contribution to journal › Article › peer-review

  • After-school 100%
  • Computing Programs 100%
  • Computational Perspective 100%
  • Computational Concepts 100%
  • Computational Thinking Practices 100%
• 2019

  Beliefs, Models, and Practices on Fostering Teacher Learning in Technology Integration

  Mouza, C., Sep 1 2019, In: Contemporary Issues in Technology and Teacher Education. 19, 3, p. 302-304 3 p.

  Research output: Contribution to journal › Article › peer-review

  • Digital Technology 100%
  • Technology Integration 100%
  • Student Learning 100%
  • Student Needs 100%
  • Student Knowledge 100%
• 2018

  Examining pre-service teacher knowledge trajectories of computational thinking through a redesigned educational technology course

  Yang, H., Mouza, C. & Pan, Y. C., 2018, In: Proceedings of International Conference of the Learning Sciences, ICLS. 1, 2018-June, p. 368-375 8 p.

  Research output: Contribution to journal › Article › peer-review

  • Computational Thinking 100%
  • Knowledge Trajectories 100%
  • Pre-service Teacher Knowledge 100%
  • Educational Technology Course 100%
  • Computation Thinking 100%

• Professional development design considerations in climate change education: teacher enactment and student learning

  Drewes, A., Henderson, J. & Mouza, C., Jan 2 2018, In: International Journal of Science Education. 40, 1, p. 67-89 23 p.

  Research output: Contribution to journal › Article › peer-review

  • Design Considerations 100%
  • Student Learning 100%
  • Student Teachers 100%
  • Climate Change 100%
  • Teacher Enactment 100%

• Teacher practices during Year 4 of a one-to-one mobile learning initiative

  Reichert, M. & Mouza, C., Dec 2018, In: Journal of Computer Assisted Learning. 34, 6, p. 762-774 13 p.

  Research output: Contribution to journal › Article › peer-review

  • Teacher Practices 100%
  • Mobile Devices 100%
  • Mobile Learning 100%
  • Learning Initiative 100%
  • Electronic Learning 100%
• 2017

  A Longitudinal Examination of Preservice Teachers’ Technological Pedagogical Content Knowledge in the Context of Undergraduate Teacher Education

  Mouza, C., Nandakumar, R., Yilmaz Ozden, S. & Karchmer-Klein, R., May 3 2017, In: Action in Teacher Education. 39, 2, p. 153-171 19 p.

  Research output: Contribution to journal › Article › peer-review

  • Longitudinal Assessment 100%
  • Pre-service Teachers 100%
  • Undergraduate Teacher Education 100%
  • Technological Pedagogical Content Knowledge (TPACK) 100%
  • Pre-Service Teacher 100%

• Development of an Empirically-based Conditional Learning Progression for Climate Change

  Breslyn, W., Drewes, A., McGinnis, J. R., Hestness, E. & Mouza, C., 2017, In: Science Education International. 28, 3, p. 214-223

  Research output: Contribution to journal › Article › peer-review

  • Climate Change 100%
  • Empirically Based 100%
  • Learning Progression 100%
  • Conditional Learning 100%
  • Education Research 100%

• Examining science educators’ perspectives on learning progressions in a climate change education professional development program

  Hestness, E., McGinnis, J. R., Breslyn, W., McDonald, R. C. & Mouza, C., 2017, In: Journal of Science Teacher Education. 28, 3, p. 250-274 25 p.

  Research output: Contribution to journal › Article › peer-review

  • Science Educator 100%
  • Learning Progression 100%
  • Education Professionals 100%
  • Professional Development Program 100%
  • Educator Perspectives 100%

• Patterns in Teachers' Instructional Design When Integrating Apps in Middle School Content-Area Teaching

  Karchmer-Klein, R., Mouza, C., Harlow Shinas, V. & Park, S., Jul 3 2017, In: Journal of Digital Learning in Teacher Education. 33, 3, p. 91-102 12 p.

  Research output: Contribution to journal › Article › peer-review

  • Technology Integration 100%
  • Instructional Design 100%
  • Multimodality 100%
  • Middle School 100%
  • Interactivity 100%

• Resetting educational technology coursework for pre-service teachers: A computational thinking approach to the development of technological pedagogical content knowledge (TPACK)

  Mouza, C., Yang, H., Pan, Y. C., Yilmaz Ozden, S. & Pollock, L., 2017, In: Australasian Journal of Educational Technology. 33, 3, p. 61-76 16 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • Coursework 100%
  • Pre-service Teachers 100%
  • Educational Technology 100%
  • Computational Thinking 100%
  • Computational Concepts 100%
• 2016

  Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs

  Shea, N. A., Mouza, C. & Drewes, A., Apr 1 2016, In: Journal of Science Teacher Education. 27, 3, p. 235-258 24 p.

  Research output: Contribution to journal › Article › peer-review

  • Student Teachers 100%
  • Student Beliefs 100%
  • Teacher Practices 100%
  • Climate Change 100%
  • Teacher Learning 100%

• Development, implementation, and outcomes of an equitable computer science after-school program: Findings from middle-school students

  Mouza, C., Marzocchi, A., Pan, Y. C. & Pollock, L., 2016, In: Journal of Research on Technology in Education. 48, 2, p. 84-104 21 p.

  Research output: Contribution to journal › Article › peer-review

  • Middle School Students 100%
  • Computer Science 100%
  • Development Implementation 100%
  • After-school Programs 100%
  • Development Outcomes 100%

• Teaching Knowledge with Curriculum-Based Technology: Development of a Survey Instrument for Pre-Service Teachers

  Ozden, S. Y., Mouza, C. & Shinas, V. H., Oct 1 2016, In: Journal of Technology and Teacher Education. 24, 4, p. 471-499 29 p.

  Research output: Contribution to journal › Article › peer-review

  • Survey Instrument 100%
  • Pre-service Teachers 100%
  • Technology Development 100%
  • Teaching Knowledge 100%
  • Curriculum-based 100%
• 2015

  Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program

  Shinas, V. H., Karchmer-Klein, R., Mouza, C., Yilmaz-Ozden, S. & J. Glutting, J., Apr 3 2015, In: Journal of Digital Learning in Teacher Education. 31, 2, p. 47-55 9 p.

  Research output: Contribution to journal › Article › peer-review

  • Pre-service Teachers 100%
  • Teacher Preparation Programs 100%
  • Knowledge Development 100%
  • Technological Pedagogical Content Knowledge (TPACK) 100%
  • Pre-Service Teacher 100%

• Bridging the app gap: An examination of a professional development initiative on mobile learning in urban schools

  Mouza, C. & Barrett-Greenly, T., Apr 22 2015, In: Computers and Education. 88, p. 1-14 14 p.

  Research output: Contribution to journal › Article › peer-review

  • Educational Apps 100%
  • Urban Schools 100%
  • Mobile Learning 100%
  • IPad Apps 100%
  • Professional Development Initiatives 100%
• 2014

  Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK)

  Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz Ozden, S. & Hu, L., 2014, In: Computers and Education. 71, p. 206-221 16 p.

  Research output: Contribution to journal › Article › peer-review

  • Pre-service Teachers 100%
  • Technological Pedagogical Content Knowledge (TPACK) 100%
  • Pre-Service Teacher 100%
  • Technological Pedagogical Content Knowledge 100%
  • Pre-service Teacher Knowledge 66%

• Pre-service Teachers’ Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program

  Habowski, T. & Mouza, C., Oct 1 2014, In: Journal of Technology and Teacher Education. 22, 4, p. 471-495 25 p.

  Research output: Contribution to journal › Article › peer-review

  • Secondary Science Teachers 100%
  • Pre-service Teachers 100%
  • Pre-service Teacher Education 100%
  • Teacher Education Programs 100%
  • Technological Pedagogical Content Knowledge (TPACK) 100%
• 2013

  Drawing on technology: An investigation of preservice teacher beliefs in the context of an introductory educational technology course

  Funkhouser, B. J. & Mouza, C., 2013, In: Computers and Education. 62, p. 271-285 15 p.

  Research output: Contribution to journal › Article › peer-review

  • Pre-service Teachers 100%
  • Preservice Teacher Beliefs 100%
  • Teacher-centered 100%
  • Educational Technology Course 100%
  • Teacher Beliefs 100%

• Examining domains of technological pedagogical content knowledge using factor analysis

  Shinas, V. H., Yilmaz-Ozden, S., Mouza, C., Karchmer-Klein, R. & Glutting, J. J., 2013, In: Journal of Research on Technology in Education. 45, 4, p. 339-360 22 p.

  Research output: Contribution to journal › Article › peer-review

  • Factor Analysis 100%
  • Technological Pedagogical Content Knowledge (TPACK) 100%
  • Technological Pedagogical Content Knowledge 100%
  • Content Knowledge 80%
  • Pedagogical Content Knowledge 60%

• Promoting and Assessing pre-service teachers' technological pedagogical content knowledge (TPACK) in the context of case development

  Mouza, C. & Karchmer-Klein, R., Jan 1 2013, In: Journal of Educational Computing Research. 48, 2, p. 127-152 26 p.

  Research output: Contribution to journal › Article › peer-review

  • Pre-service Teachers 100%
  • Case Development 100%
  • Technological Pedagogical Content Knowledge (TPACK) 100%
  • Content Knowledge 100%
  • Service Teacher 100%
• 2011

  Promoting urban teachers' understanding of technology, content, and pedagogy in the context of case development

  Mouza, C., 2011, In: Journal of Research on Technology in Education. 44, 1, p. 1-29 29 p.

  Research output: Contribution to journal › Article › peer-review

  • Teacher Knowledge 100%
  • Technology Content 100%
  • Case Development 100%
  • Urban Teachers 100%
  • Technology Pedagogy 100%
• 2009

  Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration

  Mouza, C., May 2009, In: Teachers College Record. 111, 5, p. 1195-1241 47 p.

  Research output: Contribution to journal › Article › peer-review

  • Technology Integration 100%
  • Professional Development 100%
  • Research-based 100%
  • Teacher Learning 100%
  • Longitudinal Investigation 100%

• Studying Classroom Practice: Case Development for Professional Learning in Technology Integration

  Mouza, C. & Wong, W., Apr 1 2009, In: Journal of Technology and Teacher Education. 17, 2, p. 175-202 28 p.

  Research output: Contribution to journal › Article › peer-review

  • Classroom Practice 100%
  • Professional Learning 100%
  • Technology Integration 100%
  • Case Development 100%
  • Online Discussion 100%
• 2008

  A Framework for Addressing Challenges to Classroom Technology Use

  Groff, J. & Mouza, C., Jan 2008, In: AACE Review (formerly AACE Journal). 16, 1, p. 21-46 26 p.

  Research output: Contribution to journal › Article › peer-review

  • Technology Integration 100%
  • Classroom Technology 100%
  • Integration Technology 100%
  • Educational Environment 100%
  • Effective Technology 50%

• Implementation and outcomes of a laptop initiative in career and technical high school education

  Mouza, C., Cavalier, A. & Nadolny, L., Jan 1 2008, In: Journal of Educational Computing Research. 38, 4, p. 411-452 42 p.

  Research output: Contribution to journal › Article › peer-review

  • Professional Occupations 100%
  • Occupational Career 100%
  • Focus Group 100%
  • Teacher Professional Development 100%
  • Learning Disabilities 100%

• Learning with laptops: Implementation and outcomes in an urban, under-privileged school

  Mouza, C., 2008, In: Journal of Research on Technology in Education. 40, 4, p. 447-472 26 p.

  Research output: Contribution to journal › Article › peer-review

  • Low Income 100%
  • Learning Experience 100%
  • Classroom Interaction 100%
  • Student Attitude 100%
  • Digital Divide 100%
• 2007

  The impact of professional development on teacher learning, practice and leadership skills: A study on the integration of technology in the teaching of writing

  Scott, P. & Mouza, C., 2007, In: Journal of Educational Computing Research. 37, 3, p. 229-266 38 p.

  Research output: Contribution to journal › Article › peer-review

  • Technology Integration 100%
  • Teacher Practices 100%
  • Professional Development 100%
  • Leadership Skills 100%
  • Teacher Learning 100%
• 2006

  Linking professional development to teacher learning and practice: A multi-case study analysis of urban teachers

  Mouza, C., 2006, In: Journal of Educational Computing Research. 34, 4, p. 405-440 36 p.

  Research output: Contribution to journal › Article › peer-review

  • Teacher Practices 100%
  • Professional Development 100%
  • Teacher Learning 100%
  • Case Study Analysis 100%
  • Urban Teachers 100%
• 2005

  Using technology to enhance early childhood learning: The 100 days of school project

  Mouza, C., 2005, In: Educational Research and Evaluation. 11, 6, p. 513-528 16 p.

  Research output: Contribution to journal › Article › peer-review

  • Technology Integration 100%
  • School Project 100%
  • Early childhood Learning 100%
  • Social Interaction 100%
  • Early Childhood 100%
• 2002

  Learning to teach with new technology: Implications for professional development

  Mouza, C., 2002, In: Journal of Research on Technology in Education. 35, 2, p. 272-289 18 p.

  Research output: Contribution to journal › Article › peer-review

  • Teaching-learning 100%
  • Professional Development 100%
  • Technology Implications 100%
  • Technological Change 100%
  • K-12 Education 66%
• 2001

  Assessing the Impact of a Web-Driven, Goal-Based Scenario in the Science Classroom

  Bell, B. L. & Mouza, C., 2001, In: Journal of Computers in Mathematics and Science Teaching. 20, 3, p. 265-292 28 p.

  Research output: Contribution to journal › Article › peer-review

  • Science Classroom 100%
  • Technology Integration 100%
  • Technology Effect 100%
  • Problem Solving 100%
  • Development Experience 100%