Research

My research focuses on supporting and documenting learners’ engagement in activities focused around work with data. I also explore how new data sources and methods (such as log-trace data and network analysis) can be used as part of educational research.

The aims of this work are to design curricula and tools centered around learners’ use of data to make sense of phenomena and to document student engagement and learning. I carry out my research and development in the context of classrooms (at the K-12 and post-secondary levels) and other settings.

This page contains information on publications (peer-reviewed journal articles, book chapters, and conference proceedings), other products (R packages and simulations for learners) as well as information about ongoing research projects.

Publications

Peer-Reviewed Journal Articles

Greenhalgh, S. P., Staudt Willet, K. B., Rosenberg, J. M., & Koehler, M. J. (in press). Tweet, and we shall find: Using digital methods to locate participants in educational hashtags. TechTrends.

Beymer, P. N., Rosenberg, J. M., Schmidt, J. A., & Naftzger, N. (2018). Examining relationships between choice, affect, and engagement in out-of-school time STEM programs. Journal of Youth and Adolescence, 47(6), 1178-1191. https://doi.org/10.1007/s10964-018-0814-9

Akcaoglu, M., Rosenberg, J. M., Ranellucci, J., & Schwarz, C. V. (2018). Outcomes from a self-generated utility value intervention on fifth and sixth-grade students’ value and interest in science. International Journal of Educational Research, 87, 67-77. https://www.sciencedirect.com/science/article/pii/S0883035517308492

Schmidt, J. A., Rosenberg, J. M., & Beymer, P. (2018). A person-in-context approach to student engagement in science: Examining learning activities and choice. Journal of Research in Science Teaching, 55(1), 19-43. https://dx.doi.org/10.1002/tea.21409

Rosenberg, J.M., Greenhalgh, S.P., Graves Wolf, L. & Koehler, M.J. (2017). Strategies, use, and impact of social media for supporting teacher community within professional development: The case of one urban STEM program. Journal of Computers in Mathematics and Science Teaching, 36(3), 255-267. https://www.learntechlib.org/primary/p/180387/

Koehler, M. J., Greenhalgh, S. P., Rosenberg, M. J., & Keenan, S. (2017). What the tech is going on with digital teaching portfolios? Using the TPACK framework to analyze teachers’ technological understanding. Journal of Technology and Teacher Education, 25, 31-59. http://www.learntechlib.org/p/173346/

Rosenberg, J. M., Greenhalgh, S. P., Koehler, M. J., Hamilton, E., & Akcaoglu, M. (2016). An investigation of State Educational Twitter Hashtags (SETHs) as affinity spaces. E-Learning and Digital Media, 13(1-2), 24-44. http://dx.doi.org/10.1177/2042753016672351

Greenhalgh, S. P., Rosenberg, J. M., & Wolf, L. G. (2016). For all intents and purposes: Twitter as a foundational technology for teachers. E-Learning and Digital Media, 13(1-2), 81-98. http://dx.doi.org/10.1177/2042753016672131

Hamilton, E., Rosenberg, J. M., & Akcaoglu, M. (2016). Examining the Substitution Augmentation Modification Redefinition (SAMR) model for technology integration. Tech Trends, 60, 433-441. http://dx.doi.org/10.1007/s11528-016-0091-y

Rosenberg, J. M., Terry, C. A., Bell, J., Hiltz, V., & Russo, T. (2016). Design guidelines for graduate program social media use. Tech Trends, 2, 167-175. http://dx.doi.org/10.1007/s11528-016-0023-x

Rosenberg, J. M., & Koehler, M. J. (2015). Context and Technological Pedagogical Content Knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47, 186-210. http://dx.doi.org/10.1080/15391523.2015.1052663

Book Chapters

Eidelman, R., Rosenberg, J. M. ,& Shwartz, Y. (invited publication). E-Learning in chemistry education: Self-regulated learning in a virtual classroom. In D. Ifenthaler, M. Spector, P. Isafas, & S. Sergis (Eds), Learning technologies for transforming teaching, learning and assessment at large scale. Berlin, Germany: Springer.

Herring, M., Koehler, M. J., Mishra, P., Rosenberg, J. M., & Teske, J. (2016). Introduction to the 2nd edition of the TPACK handbook. Handbook of Technological Pedagogical Content Knowledge (TPACK) for educators (2nd ed.). In M. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for educators (2nd ed., pp. 1-8). New York, NY: Routledge.

Keenan, S., Rosenberg, J. M., Greenhalgh, S. P. & Koehler, M. J. (2016). Examining teachers’ technology use through digital portfolios. In L. Liu & D. C. Gibson (Eds.), Research highlights in technology and teacher education 2016 (pp. 53-60). Chesapeake, VA: Association for the Advancement of Computing in Education. [Invited reprint of conference presentation in edited book]

Phillips, M., Koehler, M. J. & Rosenberg, J. M. (2016). Considering context: Teachers’ TPACK development and enactment. In L. Liu & D. C. Gibson (Eds.), Research highlights in technology and teacher education (pp. 197-204). Chesapeake, VA: Association for the Advancement of Computing in Education. [Invited reprint of conference presentation in edited book]

Rosenberg, J. M., & Koehler, M. J. (2015). Context and teaching with technology in the digital age. In M.L. Niess & H. Gillow-Wiles (Eds.), Handbook of research on teacher education in the digital age (pp. 440-465). Hershey, PA: IGI Global.

Rosenberg, J. M., Greenhalgh, S. P., & Koehler, M. J. (2015). A performance assessment of teachers’ TPACK using artifacts from digital portfolios. In L. Liu & D. C. Gibson, Research highlights in technology and teacher education 2015. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). [Invited reprint of conference presentation in edited book]

Koehler, M. J., Mishra, P., Akcaoglu, M., & Rosenberg, J. M. (2013). Technological pedagogical content knowledge for teachers and teacher educators. In N. Bharati and S. Mishra (Eds.), ICT integrated teacher education: A resource book (pp. 1-8). Commonwealth Educational Media Center for Asia, New Delhi, India.

Other (Editor-reviewed) Publications

Rosenberg, J. M. (invited publication). Engaging students in “data practices” in online science classes: Opportunities, challenges, and recommendations. Michigan Virtual Learning Research Institute Blog: Research, Policy, Innovation & Networks.

Rosenberg, J. M., & Logan, C. W. (2017). Review of the book What’s Worth Teaching: Rethinking Curriculum in the Age of Technology, by A. Collins. Teachers College Record. http://www.tcrecord.org/Content.asp?ContentID=22173

Phillips, M., Harris, J., Rosenberg, J. M., & Koehler, M. J. (2017). TPCK/TPACK research and development: Past, present, and future directions. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.3907

Rosenberg, J. M., & Ranellucci, J. (2017). Student motivation in online science courses: A path to spending more time on course and higher achievement. Michigan Virtual Learning Research Institute Blog: Research, Policy, Innovation & Networks. Retrieved from https://mvlri.org/blog/student-motivation-in-online-science-courses-a-path-to-spending-more-time-on-course-and-higher-achievement/

Conference Proceedings Papers

Rosenberg, J. M., Akcaoglu, M., Staudt Willet, K. B., Greenhalgh, S. P., & Koehler, M. J. (2017). A Tale of two Twitters: Synchronous and Asynchronous Use of the Same hashtag. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 283-286). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Krist, C., & Rosenberg, J. M. (2016). Finding patterns in and refining characterizations of students’ epistemic cognition: A computational approach. In Looi, C.-K., Polman, J., Cress, U., & Reimann, P. (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences Proceedings 2016 (Vol. 2, pp. 1223-1224). Singapore, Singapore: ICLS.

Phillips, M., Koehler, M. J. & Rosenberg, J. M. (2016). Looking outside the circles: Considering the contexts influencing TPACK development and enactment. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 3029-3036). Chesapeake, VA: Association for the Advancement of Computing in Education. Retrieved from http://www.editlib.org/p/172122

Rosenberg, J. M., Koehler, M. J., Akcaoglu, M., Greenhalgh, S. P. & Hamilton, E. (2016). State Educational Twitter Hashtags: An introduction and research agenda. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 355-360). Chesapeake, VA: Association for the Advancement of Computing in Education. Retrieved from http://www.editlib.org/p/171698

Greenhalgh, S. P., Rosenberg, J. M. & Wolf, L. G. (2016). For every tweet there is a purpose: Twitter within (and beyond) an online graduate program. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 2044-2049). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved from http://www.editlib.org/p/171972

Keenan, S., Rosenberg, J. M., Greenhalgh, S. P. & Koehler, M. J. (2016). Examining teachers’ technology use through digital portfolios. In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 1084-1091). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved from http://www.editlib.org/p/171824

Rosenberg, J. M., Greenhalgh, S. P. & Koehler, M. J. (2015). A performance assessment of teachers’ TPACK using artifacts from digital portfolios. In D. Slykhuis & G. Marks (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2015 (pp. 3390-3397). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved from http://www.editlib.org/p/150472

Schwarz, C. V., Ke, L., Lee, M, & Rosenberg, J. M. (2014). Developing mechanistic explanations of phenomena: Case studies of two fifth grade students’ epistemologies in practice over time. In J. L. Polman, E. A. Kyza, K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, … L. D’Amico (Eds.), Learning and becoming in practice: The international conference of the learning sciences (ICLS) 2014 (Vol. 1, pp. 182-189). Boulder, CO: ISLS. http://www.isls.org/icls2014/Proceedings.html

Rosenberg, J. M., & Koehler, M. (2014). Context and Technological Pedagogical Content Knowledge: A content analysis. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 2412-2417). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/131183

Greenhalgh, S. P., Rosenberg, J. M., Zellner, A. & Koehler, M. J. (2014). Zen and the art of portfolio maintenance: Best practices in course design for supporting long-lasting portfolios. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 1604-1610). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/131027

Rosenberg, J., Terry, C., Bell, J., Hiltz, V., Russo, T. & The EPET Social Media Council (2014). What we’ve got here is failure to communicate: Social media best practices for graduate school programs. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 1210-1215). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/130949

Rosenberg, J. (2013). Review of mobile device use policies in public high schools. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013 (pp. 3774-3779). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/48698

Software

R packages on Comprehensive R Archive Network (CRAN)

prcr: Person-centered analysis (w/ J. Schmidt, P. Beymer, & R. Steingut; v. 0.2.0). CRAN: https://cran.r-project.org/web/packages/prcr/index.html

clustRcompaR: Easy interface for clustering a set of documents and exploring group-based patterns (w/ A. Lishinski; v. 0.2.0). CRAN: https://cran.r-project.org/web/packages/clustRcompaR/index.html

railtrails: Rail trail data for trails in the Snited States from the Rails-to-Trails Conservancy (v. 0.0.3). CRAN: https://cran.r-project.org/package=railtrails [the railtrails data is also available as a CSV]

tidyLPA: Interface to MCLUST to perform Latent Profile Analysis in R (w/ J. Schmidt, P. Beymer, & R. Steingut; v. 0.1.0). https://cran.r-project.org/web/packages/tidyLPA/index.html

konfound: R package to carry out sensitivity analysis (with R. Xu & K. Frank). https://github.com/jrosen48/konfound

Shiny Web Applications

Konfound: https://jmichaelrosenberg.shinyapps.io/shinykonfound/

State Educational Twitter Hashtags (SETHs): https://jmichaelrosenberg.shinyapps.io/SETHs

Ongoing Research Projects

Here is information about ongoing and recently completed research projects.

Profiles of Science Engagement

With Jennifer Schmidt (MSU), Neil Naftzger (American Institutes for Research), Lee Shumow (Northern Illinois University) and colleagues.

  • Investigate student engagement through the use of data collected through an Experience Sampling Method (ESM).
  • Use data collected from both middle and high school classes as well as outside-of-school STEM programs.
  • Using person-oriented and within-person analytic approaches.

STEM Interest and Engagement

With Jennifer Schmidt (MSU), Lee Shumow (Northern Illinois University), and colleagues.

  • Explore the impact of learners’ participation in outside-of-school STEM programs.
  • Understand momentary, personal, and program predictors of students’ interest and engagement.
  • Use of ESM, survey, and video data and use mixed effects (or multi-level) models.

The REX Virtual Experiment Platform

With Rochelle Schwartz-Bloom (Duke), Lisa Linnenbrink-Garcia (MSU), and colleagues.

  • Understand high school students’ development of situational interest as part of their use of an online virtual experiment platform.
  • Use self-report and log-trace data to document student motivation and learning.

Teaching and Learning in Online Science Classes at Michigan Virtual School

With John Ranellucci (Hunter College).

  • Design activities to support student work with authentic data sources in high school science classes.
  • Document the development of students’ ability to engage in work with data through the use of embedded assessments.
  • Use self-report and log-trace data to explore relationships among students’ motivation, engagement, and achievement.

Supporting Scientific Practices in Elementary and Middle School Classrooms

With Christina Schwarz (MSU), Christina Krist (University of Illinois), Brian Reiser (Northwestern University), and colleagues.

  • Develop curricula, providing teacher professional development, and documenting student (and teacher) learning across multiple years.
  • Document student learning using computational and traditional qualitative and quantitative approaches.
  • Understand longitudinal changes in teachers’ instructional practice focused around support students’ development of scientific models of phenomena.

The MSU-Wipro STEM & Leadership Teaching Fellowship

With Leigh Graves Wolf (MSU), Punya Mishra (Arizona State), Matthew Koehler (MSU) and colleagues.

  • Develop and explore the development of online learning communities through the use of a Twitter hashtag, a Facebook group, and other educational and communication technologies.
  • Use social network analysis models and methods to understand how teachers’ influence one another and impact changes in their teaching practice.