Kelley Walters

Northcentral University, Education, Director of Curriculum

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Dr. Kelley Walters is the Director of Curriculum for Northcentral University's School of Education. She has worked in various administrative, instructional, and service capacities within online education since 2006. Previously, Dr. Walters served as a Program Director for Walden University and in multiple positions in the PK-12 industry, including consultant and elementary principal.

Dr. Walters has presented at numerous statewide, national, and international conferences - including TCEA Convention, the Annual Sloan Consortium International Conference on Online Learning, the Global Learn Conference on Learning and Technology, the Conference on Higher Education Pedagogy, the International Learning Conference and more.
Phone: 480-369-6681
Address: Armada, Michigan, United States

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Designing Instruction and Professional Development to Support Augmented Reality Activities

International Journal of Fog Computing

Advanced technologies are changing the educational and organizational landscape. Technologies suc... more Advanced technologies are changing the educational and organizational landscape. Technologies such as augmented reality are providing professionals access to technology-enhanced activities that promote greater acquisition of new concepts through immersive learning experiences. Prior research conducted on augmented reality has resulted in findings that demonstrate numerous benefits associated with its use including increasing learner levels of motivation, content knowledge, and critical and problem-solving skills. These tools have been implemented at all levels of education and across a range of professional settings. This article will explore how the inclusion of these tools provide employees access to cutting-edge technologies that promote skill growth and improve efficacy in their professional responsibilities and how fog computing has the capability enhance this technology.

Guided Reading in First Grade: Consideration of Practice and

An in-depth investigation of the nature of guided reading, this study investigated the instructio... more An in-depth investigation of the nature of guided reading, this study investigated the instructional patterns used three first grade teachers across twelve guided reading lessons, the discourse behavior of each teacher, the fidelity between a teacher's articulation about guided reading and what she did in the classroom, and other factors that may have influenced the guided reading lesson. Multiple methods of qualitative data were used. Sources included twelve videotaped guided reading lessons, transcripts for each lesson, interviews, filed notes and classroom artifacts pertaining to the guided reading lessons. Coding schemes were developed to analyze the data for lesson structure, strategy instruction, types of interaction, skill instruction, comprehension instruction, as well as time in regards to lesson length and length of framework events. Inter-rater reliabilites were established for each theme.

Ways to Create an Orderly Classroom Where All Students Learn

Teaching is hard work. Anyone who thinks otherwise has never stepped inside a classroom, looked i... more Teaching is hard work. Anyone who thinks otherwise has never stepped inside a classroom, looked into the eyes of 35 students, and closed the door. If American public schools are to thrive in the future, we must equip all teachers, especially enthusiastic rookie teachers, with the skills, attitudes, strategies, and behaviors, which will help them survive when they close their classroom doors and meet their students on that first day of school.

The Impact of Discovery Learning in Writing Instruction on Fifth-Grade Student Achievement

Proquest Llc, 2010

Because 5th-grade students are not achieving sufficient writing scores on Georgia state-mandated ... more Because 5th-grade students are not achieving sufficient writing scores on Georgia state-mandated writing assessments, an intervention was delivered regarding the teacher-directed instructional approach utilized at one school. The purpose of this mixed-methods study was to determine whether discovery learning, a method based on the constructivist learning theory, increased student writing achievement. The research questions examined the impact of and factors related to the implementation of discovery learning on student writing achievement. Forty-six fifth grade students participated in this 8-week concurrent triangulation mixed methods study; all participated in writing instruction through the traditional writer’s workshop, and half received the discovery learning component embedded within writer’s workshop. Pre and posttests were given to measure the effect of the treatment and the data were analyzed using an independent measures t test. The key results indicated an insignificant mean difference between the 2 groups: t (44) = 1.031, p = &lt;.05, d = 2.021. Focus group interviews were conducted with student participants and a journal kept by teacher participants to verify the impact

An Evaluation of Student Outcomes by Course Duration in Online Higher Education

To facilitate student learning and ensure financial stability, leaders in higher education instit... more To facilitate student learning and ensure financial stability, leaders in higher education institutions offering online degrees and programs are adopting flexible course schedules with shorter terms. The literature does not include many evaluations demonstrating how shorter duration terms and courses might affect student achievement. In this quantitative study, data were gathered from six online courses. While the courses were identical in content and number of assignments, half were taught in a 16-week format while the others were taught in an 8-week format. Results show there was no statistical difference in student achievement or engagement between either course duration. These results are potentially encouraging for institutions looking to offer shorter duration courses to meet student enrollment needs and student preferences. Accelerating the number of courses a student can complete by shortening the duration of the term also benefits the institution by facilitating financial s...

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