Dr. Glenda Rakes

 


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EDUCATION

  • Doctor of Education (Curriculum and Instruction, major: Instructional Design and Technology), The University of Memphis, 1992.
  • Master of Arts in Teaching (Secondary Education and Communication), The University of Memphis, 1977.
  • Bachelor of Arts (Theater and Communication Arts),
    The University of Memphis, 1974; graduated magna cum laude.

 

PROFESSIONAL EXPERIENCE

 

PUBLICATIONS

Dunn, K. E., Rakes, G. C., & Rakes, T. A. (in press). Influence of academic self-regulation, critical thinking, and age on online graduate students' academic help-seeking. Distance Education, 35(1).

Rakes, G. C., Dunn, K. E., & Rakes, T. A. (2013). Attribution as a predictor of procrastination in online graduate students. Journal of Interactive Online Learning, 12(3), 103-121.

Dunn, K. E., Osborne, C., & Rakes, G. C. (2013). It's not my fault: Understanding nursing students' causal attributions in Pathophysiology. Nurse Education Today, 33(8), 828-833.

Rakes, G.C., Fields, V.S., & Cox, K.E. (2011). The influence of teachers’ technology use on instructional practices. In L. Shrum (Ed.), Considerations on Educational Technology Integration: The Best of JRTE (pp. 411-426). Eugene, Oregon: International Society for Technology in Education.

Dunn, K. E., & Rakes, G. C. (2011). Teaching teachers: An investigation of beliefs in teacher education students. Learning Environments Research, 14(1), 39-58. doi: 10.1007/s10984-011-9083-1

Dunn, K. E., & Rakes, G. C. (2010). Learner-centeredness and teacher efficacy: Predicting teachers’ consequence concerns regarding the use of technology in the classroom. Journal of Technology and Teacher Education, 18(1), 57-83.

Rakes, G. C., & Dunn, K. E. (2010). The impact of online graduate students’ motivation and self-regulation on academic procrastination. Journal of Interactive Online Learning, 9(1), 78-93.

Dunn, K. E., & Rakes, G. C. (2010). Producing caring qualified teachers: An exploration of the influence of preservice teacher concerns on learner-centeredness. Teaching and Teacher Education, 26, 516-521. doi:10.1016/j.tate.2009.06.013

Dunn, K. E., & Rakes, G. C. (2008). I think I can: An analysis of the influence of teacher efficacy on learner-centered beliefs. National Forum of Educational Administration and Supervision Journal, 26(1), 4-25.

Rakes, G.C. (2008). Open book testing in online learning environments. Journal of Interactive Online Learning, 7(1), 1-9.

Rakes, G.C., Fields, V.S., & Cox, K.E. (2006). The influence of teachers’ technology use on instructional practices. Journal of Research on Technology in Education, 38(4), 411-426.

O'Bannon, B., Puckett, K., & Rakes, G.C. (2006). Using technology to support visual learning strategies. Computers in the Schools, 23(1/2), 125-137.

O'Bannon, B., Puckett, K., & Rakes, G.C. (2006). Using technology to support visual learning strategies. In C.D. Maddux & D.L. Johnson (Eds.), Type II Uses of Technology in Education (pp. 111-124). Binghamton, New York: Hawthorn Press, Inc. (Reprinted from Computers in the Schools)

Rakes, G.C., Gulledge, B.T., & Rakes, T.A. (2005-2006). Quality assurance in teacher education: Warranty programs. National Forum of Teacher Education Journal, 16(3), 1-8.

Choate, J.S., Rakes, T.A., & Rakes, G.C. (2004). Written expression: Communicating in print. In J.S. Choate (Ed.) Successful inclusive teaching: Proven ways to detect and correct special needs (4th ed., pp. 178-213). Boston: Allyn and Bacon.

Dawson, C., & Rakes, G.C. (2003). The influence of principals' technology training on the integration of technology into schools. Journal of Research on Technology in Education, 36(1), 29-49.

Rakes, G.C., & Casey, H.B. (2003). Institutionalizing technology in schools: Resolving teacher concerns. National Forum of Teacher Education Journal, 20, 5-12.

Rakes, G.C., Rakes, T.A., and Smith, L.J. (2002). Using visuals to enhance secondary students' reading comprehension of expository texts. [Electronic Version] In Reading in the Content Areas Video Guide (pp. 119-127). Alexandria, VA: Association for Supervision and Curriculum Development. (Reprinted from Journal of Adolescent and Adult Literacy, 39, 46-54.) Available on the World Wide Web.

Rakes, G.C., & Casey, H.B. (2002). An analysis of teacher concerns toward instructional technology. International Journal of Educational Technology, 3(1).

Casey, H.B., & Rakes, G.C. (2002). An analysis of the influences of technology training on teacher stages of concern regarding the use of instructional technology in schools. Journal of Computing in Teacher Education, 18(4), 124-132.

Rakes, T.A., & Rakes, G.C. (2001). Articulating technology needs to administrators. In J. Price, D. Willis, N. Davis, & J. Willis (Eds.), Proceedings of the Twelfth Annual International Conference for the Society for Information Technology and Teacher Education (pp. 730-732). Norfolk, VA: Association for the Advancement of Computing in Education.

Flowers, B.F., & Rakes, G.C. (2000). Analysis of acceptable use policies regarding the Internet in selected K-12 schools. Journal of Research on Computing in Education, 32(3), 351-365.

Rakes, G.C. (2000). Teacher preparation for basic social studies. In J.S. Choate (Ed.), Instructor's manual for successful inclusive teaching: Proven ways to detect and correct special needs (3rd ed., pp 70-74). Boston: Allyn and Bacon.

Rakes, G.C., Flowers, B.F., Casey, H.B, & Santana, R. (1999). An Analysis of instructional technology use and constructivist behaviors in k-12 teachers. International Journal of Educational Technology, 1(2).

Rakes, G.C. & Rakes. T.A. (1999). Facilitating technology training for teacher educators. National Forum of Teacher Education Journal, 10, 3-11.

Rakes, G.C. (1999). Teaching visual literacy in a multimedia age. TechTrends, 43, 14-18.

Rakes, G.C., & Ferguson, P.W. (1998). Graduate teaching assistants: Assessing the need to improve preparation for the classroom and laboratory. National Forum of Applied Educational Research, 12, 3-11.

Rakes, G.C., & Rakes, T.A. (1997). Encouraging faculty collegiality: A paradigm for higher education. National Forum of Educational Administration and Supervision Journal, 14, 3-12.

Rakes , G.C. (1997). Teacher preparation for social studies. In J.S. Choate (Ed.), Instructor's manual for successful inclusive teaching: Proven ways to detect and correct special needs (2nd ed., pp 70-74). Boston: Allyn and Bacon.

Rakes, G.C. (1996). Using the Internet as a tool in a resource-based learning environment. Educational Technology, 36, 52-56.

Rakes, G.C. (1996). Visuals in instructional design. Performance and Instruction, 35, 30-32.

Rakes, G.C., Rakes, T.A., & Smith, L.J. (1995). Using visuals to enhance secondary students' reading comprehension of expository texts. Journal of Adolescent and Adult Literacy, 39, 46-54.

Cox, G.C., Rakes, T.A., & Essex, N.L. (1994). Strategies for managing organizational change in higher education. National Forum of Educational Administration and Supervision Journal, 11, 40-48.

Cox, G.C., Smith, D.L., & Rakes, T.A. (1994). Enhancing comprehension through the use of visual elaboration strategies. Reading Research and Instruction, 33, 159-174.

Rakes, T.A., & Cox, G.C. (1994). Persuasive strategies for school administrators: A key to school effectiveness. NASSP Bulletin, 78, 97-102.

Rakes, T.A., & Cox, G.C. (1993). Using the "grapevine" to effect change in schools. The Clearinghouse, 67, 17-20.

 

PRESENTATIONS

Rakes, G.C., & Dunn, K. E., (March 2014). The influence of perfectionism on procrastination in online graduate students. Paper to be presented at the Twenty-fifth Annual International Conference for the Society for Information Technology and Teacher Education; Jacksonville, Florida.

Rakes, G.C., & Rakes, T. A, & Dunn, K. E. (March 2014). Concerns toward teaching online among k-12 teachers. Paper to be presented at the Twenty-fifth Annual International Conference for the Society for Information Technology and Teacher Education; Jacksonville, Florida.

Dunn, K. E., Rakes, G.C., & Rakes, T. A. (April 2014). The influence of perfectionism and achievement goal orientation on procrastination in online graduate students. Paper to be presented at the annual meeting of the American Educational Research Association; Philadelphia, Pennsylvania.

Rakes, G.C., & Dunn, K. E.., & Rakes, T. A. (March 2013). An exploration of attributional beliefs among online teacher education graduate students. Paper presented at the Twenty-fourth Annual International Conference for the Society for Information Technology and Teacher Education; New Orleans, Louisiana.

Rakes, G.C., Dunn, K. E., & Rakes, T. A. (April 2013). Attribution as a predictor of procrastination in online graduate students. Paper presented at the annual meeting of the American Educational Research Association; San Francisco, California.

Rakes, G., Rakes, T., & Dunn, K. (March 2012). Attributions for procrastination among online teacher education graduate students. Paper presented at the Twenty-third Annual International Conference for the Society for Information Technology and Teacher Education; Austin, Texas.

Rakes, G., & Dunn, K. (March 2011). Teacher technology concerns and instructional practices. Paper presented at the Twenty-second Annual International Conference for the Society for Information Technology and Teacher Education; Nashville, Tennessee.

Rakes, G., & Rakes, T., & Dunn, K. (March 2011). Motivation and procrastination in online courses for teacher educators. Paper presented at the Twenty-second Annual International Conference for the Society for Information Technology and Teacher Education; Nashville, Tennessee.

Dunn, K., Rakes, G., & Rakes, T. (March 2011). Promoting teacher technology use in the classroom: An investigation of teachers’ learner centered beliefs, teacher efficacy, and concerns. Paper presented at the Twenty-second Annual International Conference for the Society for Information Technology and Teacher Education; Nashville, Tennessee.

Dunn, K., & Rakes, G.C., & Nickens, B. (April 2011). Why they wait: The influence of motivation and anxiety on procrastination in online statistics students. Paper presented at the annual meeting of the American Educational Research Association; New Orleans, Louisiana.

Dunn, K., & Rakes, G.C. (April 2011). Can you help me? Self-regulation, age, and help-seeking in online graduate students. Paper presented at the annual meeting of the American Educational Research Association; New Orleans, Louisiana.

Dunn, K., & Rakes, G.C. (May 2010). Why they wait: An exploration of the impact of online learners' intrinsic motivation and effort regulation on passive academic procrastination. Paper presented at the annual meeting of the American Educational Research Association; Denver, Colorado.

Dunn, K., & Rakes, G.C. (August 2009). Concerning learner-centered education: The influence of preservice teacher concerns on their learner-centeredness. Poster presented at the 117th Annual Convention of the American Psychological Association; Toronto, Canada.

Rakes, G.C., & Spaulding, M. (March 2009). Teachers learner-centered beliefs and concerns regarding instructional technology. Paper presented at the Twentieth Annual International Conference for the Society for Information Technology and Teacher Education; Charleston, South Carolina.

Spaulding, M., & Rakes, G.C. (March 2009). A comparison of preservice and in-service teachers' perceptions toward technology benefits and integration. Paper presented at the Twentieth Annual International Conference for the Society for Information Technology and Teacher Education; Charleston, South Carolina.

Dunn, K., & Rakes, G.C. (November 2008). Teacher education: A time and a place for learner-centered change. Paper presented at the 37th Annual Meeting of the Mid-South Educational Research Association; Knoxville, Tennessee.

Rakes, G.C., & Dunn, K. (March 2008). Exploring relationships between teacher technology concerns and classroom practices. Paper presented at the Nineteenth Annual International Conference for the Society for Information Technology and Teacher Education; Las Vegas, Nevada.

Rakes, G.C., & Rakes, T.A. (March 2008). Open book assessment options: Measuring teacher education students’ achievement in Web-based courses. Paper presented at the Nineteenth Annual International Conference for the Society for Information Technology and Teacher Education; Las Vegas, Nevada.

Fields, V.S., & Rakes, G.C. (March 2005). Teacher levels of technology implementation and student achievement in reading and mathematics. Paper presented at the Sixteenth Annual International Conference for the Society for Information Technology and Teacher Education; Phoenix, Arizona.

Casey, H., Harris, J., & Rakes, G.C. (June 2005). Why change? Addressing teacher concerns toward technology. Paper presented at the Twenty-fifth Annual National Educational Computing Conference, New Orleans, Louisiana.

Rakes, G.C., & Rakes, T.A. (March 2004). Making technology training effective: Listening to teacher concerns. Paper presented at the Fifteenth Annual International Conference for the Society for Information Technology and Teacher Education; Atlanta, Georgia.

Rakes, T.A.., & Rakes, G.C. (March 2003). Assessing the results of technology training for preservice teachers. Paper presented at the Fourteenth Annual International Conference for the Society for Information Technology and Teacher Education; Albuquerque, New Mexico.

Rakes, G.C., & Dawson, C. (March 2003). The influence of principals' technology training on the integration of technology into schools. Paper presented at the Fourteenth Annual International Conference for the Society for Information Technology and Teacher Education; Albuquerque, New Mexico.

Rakes, G.C., & Casey, H.B. (March, 2002). Institutionalizing technology in schools: Resolving teacher concerns. Paper presented at the Thirteenth Annual International Conference for the Society for Information Technology and Teacher Education; Nashville, Tennessee.

Rakes, T.A., & Rakes, G.C. (March, 2002). Disinformation, academia, and the Web: The anonymous battleground. Paper presented at the Thirteenth Annual International Conference for the Society for Information Technology and Teacher Education; Nashville, Tennessee.

Rakes, G.C., & Casey, H.B. (March, 2001). First things first: Addressing teacher concerns toward technology. Paper presented at the Twelfth Annual International Conference for the Society for Information Technology and Teacher Education; Orlando, Florida.

Rakes, G.C. & Glaze, R. (April, 2000). How do our Web sites measure up? Paper presented at the University of Louisiana System Public Information Officers Conference; Monroe, Louisiana.

Glaze, R., & Rakes, G.C. (April, 2000). Effective university Web sites. Paper presented at the University of Louisiana System Public Information Officers Conference; Monroe, Louisiana.

Rakes, G.C. (March, 2000). The Internet: What families should know. Paper presented at the Annual Conference of the Louisiana Association of Family and Consumer Sciences; Monroe, Louisiana.

Rakes, G.C., Flowers, B.F., & Casey, H.B. (February, 2000). Constructivist behaviors and k-12 teachers: Technology influences. Paper presented at the Annual Conference of the Association for Educational Communications and Technology; Long Beach, California.

Welch, J.A., & Rakes, G.C. (November, 1999). Developing the teacher's integrative planning talents. Paper presented at the Annual Conference of the National Association for Gifted Children; Albuquerque, New Mexico.

Rakes, G.C., & Rakes, T.A. (October, 1998). Making technology training work for teacher educators. Paper presented at the International Society for Technology in Education World Tel Ed Conference (ISTE); New Orleans, Louisiana.

Rakes, G.C., & Flowers, B.F. (November, 1997). Resource-based instruction and the Internet: Implications for instruction and assessment. Paper presented at the International Society for Technology in Education World Tel Ed Conference (ISTE); Austin, Texas.

Rakes, G.C. (November, 1997). Assessment of technology needs for appropriate inclusive education: Instructional Technology. Paper presented at The Council for Exceptional Children's Educational Diagnostic Services International Conference; Chicago, Illinois.

Welch, J.A., & Rakes, G.C. (October, 1997). The "how-tos" of an integrative curriculum approach. Paper presented at the Annual Conference of the National Association for Gifted Children; Little Rock, Arkansas.

Welch, J.A., & Rakes, G.C. (July, 1997). Thematic integrative planning and teaching via computer technology. Poster Presentation at the World Conference of the World Council for Gifted and Talented Children; Seattle, Washington.

Rakes, G.C. (February, 1997). Panelist; Instructional use of technology and professional development. LEARN for the 21st Century Regional Technology Meeting; Monroe, Louisiana.

Rakes, G.C., & Rakes, T.A. (October, 1996). A model for integrating technology into the college curriculum. Paper presented at the Third Annual Conference of the American Association for Teaching and Curriculum; San Antonio, Texas.

Rakes, G.C. (October, 1996). Using the Internet as a tool for resource-based learning. Paper presented at the Annual Conference of the Louisiana Association of Computer Using Educators; Baton Rouge, Louisiana.

Smith, D., & Rakes, G.C. (April, 1996). Internet application in resource-based learning. Paper presented at the Ninth Annual Conference of the Georgia Educational Technology Consortium; Macon, Georgia.

Rakes, G.C., & Stone, J. (November, 1995). Technology utilization in authentic assessment for special education. Paper presented at The Council for Exceptional Children's Educational Diagnostic Services International Conference; New Orleans, Louisiana.

 

GRANT ACTIVITY

Project Director. Project RITE (Research in Technology in Education); K-12 Teacher ConcernsTowards Teaching Online. Funded by the University of Tennessee's Office of Information Technology, 2013-2014 ($3,000).

Project Director. Project RITE (Research in Technology in Education); The Influence of Perfectionism and Achievement Goal Orientation on Procrastination in Online Graduate Students. Funded by the University of Tennessee's Office of Information Technology, 2012-2013 ($3,000).

Project Director. Project RITE (Research in Technology in Education); Attribution as a Predictor of Procrastination in Online Graduate Students.Funded by the University of Tennessee's Office of Information Technology, 2011-2012 ($3,000).

Project Director. Project RITE (Research in Technology in Education); Students’ Motivation and Use of Cognitive Self-Regulated Learning Strategies as Predictors of Procrastination in Online Courses. Funded by the University of Tennessee's Educational Technology Collaborative, 2008-2009 ($3,000).

Project Director. Project RITE (Research in Technology in Education); Teacher Beliefs as Predictors of Concerns Regarding the Effect of Instructional Technology on Students. Funded by the University of Tennessee’s Educational Technology Collaborative, 2007-2008 ($3,000).

Project Director. Project RITE (Research in Technology in Education); Teacher Concerns Toward the Use of Technology in the Classroom as Predictors of Instructional Practices. Funded by the University of Tennessee’s Educational Technology Collaborative, 2006-2007 ($5,000).

Project Director. Project RITE (Research in Technology in Education); The Effects of Open Book Testing in Online Learning Environments. Funded by the University of Tennessee’s Educational Technology Collaborative, 2005-2006 ($5,000).

Project Director. Instructional Technology for Teacher Education. Departmental Excellence Through Faculty Excellence Program. Funded by the State of Louisiana Board of Regents, 2000-2003 ($143,418).

Lead Participant (Cage, B. N., Stone, J. R., Rakes, G. C. & Flowers, B. F.); Microsoft Teacher Education Partnership Grant (for software and training), 2001 ($127,000).

Lead Participant (Cage, B. N., Stone, J. R., Rakes, G. C. & Flowers, B. F.); Microsoft Teacher Education Partnership Grant (for software and training), 2000 ($40,000).

Co-Project Director (W. McCown, G. Rakes, and J. Stone); University Initiative to Enhance Faculty Research Publication. Funded by The University of Louisiana at Monroe Faculty Grants Program, 1999-2000 ($10,426).

Lead Participant (Cage, B. N., Stone, J. R., Rakes, G. C. & Flowers, B. F.); Microsoft Teacher Education Partnership Grant (for software and training), 1999 ($60,000).

Lead Participant (Cage, B. N., Stone, J. R., Rakes, G. C. & Flowers, B. F.); Microsoft Teacher Education Partnership Grant (for software and training), 1998 ($50,000).

Lead Participant (Cage, B. N., Stone, J. R., Rakes, G. C. & Flowers, B. F.); Microsoft Teacher Education Partnership Grant (for software and training), 1997 ($30,000).

Project Director; Using the Internet in a Resource-Based Learning Environment. A professional development program for Monroe City Schools teachers involved with the Louisiana Challenge Grant. Funded through the State Board of Elementary and Secondary Education from the Louisiana Quality Education Support Fund-8(g), Innovative Professional Development Program, 1997, ($6,075.00).

Principal Investigator; The Identification and Validation of Competencies for Graduate Teaching Assistants. Funded by the The University of Louisiana at Monroe Faculty Grants Program, 1996-1997 ($500).

Lead Participant (Cage, B. N., Stone, J. R., Rakes, G. C. & Flowers, B. F.); Microsoft Teacher Education Partnership Grant (for software and training), 1996 ($30,000).

Project Evaluator; Enhancing Student Achievement By Networking Underserved Communities. Funded by the U.S. Department of Education for Monroe City Schools, 1995-2000.

 

HONORS AND AWARDS

Ray and Wilma Smith Distinguished Researcher Award, The University of Tennesse at Martin, College of Education, Health, and Behavioral Sciences, 2013-2014.

Distinguished Researcher Award; The University of Tennessee at Martin, College of Education, Health, and Behavioral Sciences, 2007-2010 and 2010-2013.

Graduate Teacher of the Year, UT Online, 2008.

Featured Scholar Award; The University of Tennessee at Martin, Fall, 2007.

Phi Delta Kappa Apple Award; The University of Tennessee at Martin; Northwest Tennessee Chapter, 2004.

Phi Delta Kappa Apple Award; The University of Tennessee at Martin; Northwest Tennessee Chapter, 2003.

Entergy Endowed Professor of Instructional Technology, The University of Louisiana at Monroe, 2001-2002.

Outstanding Professor, College of Education and Human Development, ULM, 2001.

Kappa Delta Pi Outstanding Faculty Member, ULM, 2000-2001.

Phi Delta Kappa ULM Chapter Outstanding Educator, 2001.

Major Professor: Phi Delta Kappa Doctoral Disseration Award Winner, Region 7, 1998-2000.

 

PROFESSIONAL ACTIVITIES / MEMBERSHIPS

Editorial Review Boards

Review Panel, Journal of Online Learning and Teaching, 2012-present

Reviewer, Learning, Media, and Technology, 2011-present.

Reviewer, Journal of Teacher Education, 2011-present.

Reviewer, Teaching and Teacher Education, 2009-present.

Editorial Review Board, Journal of Interactive Online Learning, 2005-present.

Editorial Review Board, Journal of Technology and Teacher Education, 2003-present.

Editorial Review Board, The Journal of Digital Learning and Teacher Education (formerly the Journal of Computing in Teacher Education), 2002-present.

Editorial Review Board, Journal of Research on Technology in Education, 1999-present.

Text Reviewer, Prentice-Hall, Inc., 1998-present.

Reviewer, Journal of Educational Research and Policy Studies, 2011-2013.

Editorial Review Board , National Forum of Applied Educational Research Journal, 2003-2010.

National Policy Board, National Forum of Educational Administration and Supervision Journal, 2003-2010.

Associate Editor, National Forum of Applied Educational Research Journal, 2003-2005.

Editor, National Forum of Applied Educational Research Journal, 2000-2002.

Editorial Review Board, International Journal of Educational Technology, 2000-2003.

 

Professional Organizations

Phi Kappa Phi, academic honor society.

Phi Delta Kappa, education honor society.

International Society for Technology in Education (ISTE).

Society for Information Technology and Teacher Education (SITE).

Association for Educational Communications and Technology (AECT) (inactive).

Sigma Xi, scientific research society (inactive).

Kappa Delta Pi, education honor society (inactive).

Delta Kappa Gamma, education honor society for women (inactive).

 

Committee Membership

ISTE 2012 Research Reviewer; Program Committee.

SITE 2007 - 2014 Program Review Committee.

 

CURRENT RESEARCH

Factors that influence K-12 teachers' willingness to teach online

 

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