Henry Gillow-Wiles

Henry Gillow-Wiles has both a Ph.D. in Mathematics Education and a M.S. in Mathematics from Oregon State University. His research centers on investigating the impact of online community of inquiry structures on teaching and learning. His most recent project focused on helping college level faculty redesign their courses to more fully engage first-year and first- generation students using a High Impact Practices structure to create signature assignments. With a student-centered pedagogical perspective, these vulnerable students were better able to transition to the tasks for college students. As part of sharing his research, he has edited several research compendiums and co-authored multiple peer-reviewed journals and chapters. In addition to delivering numerous conference presentations, he has served as the chair for the SITE math education SIG and the Internet officer in the American Education Research Association as for the SIG-TACTL (Technology as a Change Agent in Teaching and Learning).

Publications

Engaging a Workbench Dialectic Inquiry Model in an Online Master's Degree Program: TPACK Development Through Communities of Inquiry
Engaging a Workbench Dialectic Inquiry Model in an Online Master's Degree Program: TPACK Development Through Communities of Inquiry
Henry Gillow-Wiles, Margaret L. Niess. © 2023. 23 pages.
This cross-case descriptive study suggests a model for designing online courses that supports TPACK development through communities of inquiry. Borrowing from the world of...
Online Instructional Strategies for Enhancing Teachers' TPACK: Experiences, Discourse, and Critical Reflection
Online Instructional Strategies for Enhancing Teachers' TPACK: Experiences, Discourse, and Critical Reflection
Margaret L. Niess, Henry Gillow-Wiles. © 2021. 23 pages.
This chapter provides a rich description of how scaffolding discourse and critical reflection with K-12 in-service teachers' online learning experiences enhanced their...
Handbook of Research on TPACK in the Digital Age
Handbook of Research on TPACK in the Digital Age
Margaret L. Niess, Henry Gillow-Wiles, Charoula Angeli. © 2019. 490 pages.
This title is an IGI Global Core Reference for 2019 as it was co-edited by a leading education scholar, this title provides the latest research on the enhancement of...
Online Instructional Strategies for Enhancing Teachers' TPACK: Experiences, Discourse, and Critical Reflection
Online Instructional Strategies for Enhancing Teachers' TPACK: Experiences, Discourse, and Critical Reflection
Margaret L. Niess, Henry Gillow-Wiles. © 2019. 22 pages.
This chapter provides a rich description of how scaffolding discourse and critical reflection with K-12 in-service teachers' online learning experiences enhanced their...
Engaging a Workbench Dialectic Inquiry Model in an Online Master's Degree Program: TPACK Development Through Communities of Inquiry
Engaging a Workbench Dialectic Inquiry Model in an Online Master's Degree Program: TPACK Development Through Communities of Inquiry
Henry Gillow-Wiles, Margaret L. Niess. © 2019. 23 pages.
This cross-case descriptive study suggests a model for designing online courses that supports TPACK development through communities of inquiry. Borrowing from the world of...
A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments
A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments
Henry Gillow-Wiles, Margaret L. Niess. © 2018. 31 pages.
Teaching and learning in a technology rich digital context challenge established thinking about student engagement in their learning. This chapter presents a reconstructed...
Mathematics Teachers' Knowledge-of-Practice With Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections
Mathematics Teachers' Knowledge-of-Practice With Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections
Margaret L. Niess, Henry Gillow-Wiles. © 2018. 30 pages.
As teacher education leverages online instructional environments, an important research focus is how best to re-conceptualize mathematics inservice teacher classroom...
Innovative Instructional Strategies for an Online Community of Learners: Reconstructing Teachers' Knowledge
Innovative Instructional Strategies for an Online Community of Learners: Reconstructing Teachers' Knowledge
Margaret L. Niess, Henry Gillow-Wiles. © 2018. 28 pages.
This qualitative, design-based research identifies innovative instructional practices for teacher professional development that support an online community of learners in...
Innovative Instructional Strategies for an Online Community of Learners: Reconstructing Teachers' Knowledge
Innovative Instructional Strategies for an Online Community of Learners: Reconstructing Teachers' Knowledge
Margaret L. Niess, Henry Gillow-Wiles. © 2017. 28 pages.
This qualitative, design-based research identifies innovative instructional practices for teacher professional development that support an online community of learners in...
Engaging Google Docs to Support Collaboration and Reflection in Online Teacher Education
Engaging Google Docs to Support Collaboration and Reflection in Online Teacher Education
Henry Gillow-Wiles, Margaret L. Niess. © 2017. 30 pages.
The purpose of this chapter is to describe the impact engaging collaborative software has on technological pedagogical content knowledge (TPACK) development through collaboration...
Mathematics Teachers' Knowledge-of-Practice with Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections
Mathematics Teachers' Knowledge-of-Practice with Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections
Margaret L. Niess, Henry Gillow-Wiles. © 2016. 30 pages.
As teacher education leverages online instructional environments, an important research focus is how best to re-conceptualize mathematics inservice teacher classroom...
A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments
A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments
Henry Gillow-Wiles, Margaret L. Niess. © 2016. 31 pages.
Teaching and learning in a technology rich digital context challenge established thinking about student engagement in their learning. This chapter presents a reconstructed...
Handbook of Research on Teacher Education in the Digital Age
Handbook of Research on Teacher Education in the Digital Age
Margaret L. Niess, Henry Gillow-Wiles. © 2015. 722 pages.
Traditional classrooms are fast becoming a minority in the education field. As technologies continue to develop as a pervasive aspect of modern society, educators must be trained...
Engaging Google Docs to Support Collaboration and Reflection in Online Teacher Education
Engaging Google Docs to Support Collaboration and Reflection in Online Teacher Education
Henry Gillow-Wiles, Margaret L. Niess. © 2015. 28 pages.
The purpose of this chapter is to describe the impact engaging collaborative software has on technological pedagogical content knowledge (TPACK) development through collaboration...