Center for Advancing the Study of Teaching and Learning (CASTL)

406 Canevin Hall
Pittsburgh, PA 15282
Email: info@castl.duq.edu
Phone: 412.396.4778
Fax: 412.396.5454

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CASTL Research Publications


CASTL engages in research programs dedicated to understanding, advancing and disseminating evidence-based study of the teaching-learning process.

Publications:

Cunningham, D.J., Schreiber, J.B., & Moss, C.M. (2005). Belief, Doubt, and Reason: C.S. Peirce on Education. Educational Philosophy and Theory, 37, (2), 177-189.

Moss, C.M. (2002). Finding Balance: The Vices of Our 'Verus'. FirstMonday [On-line Journal], (7)1, Retrieved May 24, 2005, from: http://firstmonday.org/issues/issue7_1/moss/index.html

Moss, C.M. (2001). Beyond Painting the Roses Red: Challenging the Beliefs of Pre-Service Teachers in an Online Community of Inquiry. In Karen Scanlon (Ed.), Technology: Applications to teacher preparation. Monograph III (pp.32-42). The Pennsylvania Association of Colleges of Teacher Educators.

Moss, C. M. (2001). A Resource Guide for the Teacher Scholar. CASTL: Duquesne University, Pittsburgh, PA, May 24, 2005 from Resource Guide.

Moss, C. M. (2000). Professional learning on the cyber sea: What is the point of contact? CyberPsychology and Behavior, 3(1), 41-50.

Moss, C.M., Gosnell, K., Brookhart, S.M., & Haber, J. (2002). The role of rubrics in reflective practice: Moving pre-service teachers from ‘goal seeking” to “goal getting” dispositions. Pennsylvania Teacher Educator.

Moss, C.M. & Shank, G. (2002, May). Using Qualitative Processes in Computer Technology Research on Online Learning: Lessons in Change from "Teaching as Intentional Learning." Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 3(2). Retrieved May 24, 2005 from:
http://www.qualitative-research.net/fqs-texte/2-02/2-02mossshank-e.htm

Schreiber, J. B. & Moss, C.M. (2002). Volume 17, Number 1 (Fall 2002). A Peircean View of Teacher Beliefs and Genuine Doubt. Teaching and Learning: The Journal of Natural Inquiry and Reflective Practice. (17) 1, 25-42. Retrieved May 24, 2005 from http://www.und.edu/dept/ehd/journal/fall2002.html

Walsh, M.B., Moss, C.M., Johnson, B.G., Holder, D.A., & Madura, J.D. (2002). The impact of a cognitive modeling intelligent tutor system on student performance in balancing chemical equations. The Chemical Educator.

McCown, R.R. (Editor, Educational Psychology Section). (2004). In C.D. Spielberger (Editor-in-Chief), Encyclopedia of Applied Psychology. Oxford, UK: Elsevier.