TY - CONF TI - Using Problem (Re)framing and Teachers' Pedagogical Responsibility to Facilitate Teacher Learning Opportunities AU - Marshall, S.A. C2 - 2022/// C3 - Proceedings of International Conference of the Learning Sciences, ICLS DA - 2022/// SP - 409-416 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85145772865&partnerID=MN8TOARS ER - TY - CHAP TI - LEARNING ABOUT TEACHING THROUGH MOMENTS OF INSIGHT AU - Buenrostro, P. AU - Marshall, S. T2 - Teacher Learning of Ambitious and Equitable Mathematics Instruction: A Sociocultural Approach AB - Teacher learning through the video-formative feedback (VFF) process took place at different timescales. In this chapter, we focus on brief moments of learning where the VFFs transformed teachers' understandings of practice, looking at the cases of Doha Arzoomanian, Ezio Martín, and Lee Bellver. Doha's learning centered on her recognizing the number of times she interrupted her class's small groupwork, a move connected to her attempts to address widespread student confusion, developing an alternative strategy for handling that common issue. Ezio's learning came from viewing his repeated interactions with small groups, where he tried to accelerate their problem-solving pace by offering a “cheat,” which he came to view as taking away students' mathematical sensemaking opportunities. Instead, through the debrief discussion, he recognized that he could achieve a similar goal by scaffolding their problem-solving instead. Finally, Lee reviewed a frustrating small-group interaction, realizing he only provided students with procedural resources, helping him consider conceptual resources he could use as an alternative. By reflecting on unsatisfying instructional moments and, through the VFF resources, arriving at clearer diagnoses of the underlying trouble, the VFF offered support for teachers' immediate learning needs. PY - 2022/// DO - 10.4324/9781003182214-9 SP - 153-182 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85140154078&partnerID=MN8TOARS ER - TY - JOUR TI - NO LONGER JUST A QUALITATIVE METHODOLOGY The Rise of Critical Race Quantitative and Mixed-Methods Approaches AU - DeCuir-Gunby, Jessica T. AU - Walker-DeVose, Dina T2 - HANDBOOK OF CRITICAL RACE THEORY IN EDUCATION, 2 EDITION AB - Although the majority of critical race theory research utilizes qualitative approaches, there has been an increasing number of researchers who are engaging in quantitative and mixed-methods approaches. Extending our original work regarding the expansion of counterstorytelling, the purpose of this chapter is to gain a better understanding of the relationship between CRT and research methods. In doing so, we examine how critical race researchers are embracing and using quantitative and mixed-methods approaches. Implications are provided for further developing critical race methodological approaches in education. DA - 2022/// PY - 2022/// DO - 10.4324/9781351032223-23 SP - 268-278 ER - TY - CONF TI - Crafting paper circuits: Gendered materials for circuitry learning AU - Huang, J. AU - Han, A. AU - Sedas, M. AU - Telfer-Radzat, K. AU - Peppler, K. T2 - International Society of the Learning Sciences (ISLS) Annual Meeting 2022 A2 - Oshima, J. A2 - Mochizuki, T. A2 - Hayashi, Y. C2 - 2022/// C3 - International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022 (pp.1293-1296 CY - Hiroshima, Japan DA - 2022/// PY - 2022/// SP - 1293-1296 PB - International Society of the Learning Sciences ER - TY - CONF TI - Exploring social interactions to promote computational thinking practices AU - Huang, J. T2 - International Society of the Learning Sciences (ISLS) Annual Meeting 2022 A2 - Oshima, J. A2 - Mochizuki, T. A2 - Hayashi, Y. C2 - 2022/// C3 - International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022 CY - Hiroshima, Japan DA - 2022/// PY - 2022/// SP - 607–608 PB - International Society of the Learning Sciences ER - TY - CONF TI - Visualizing Family Engagement in Museum Settings AU - Han, A. AU - Keune, A. AU - Huang, J. AU - Peppler, K. T2 - International Society of the Learning Sciences (ISLS) Annual Meeting 2022 A2 - Oshima, J. A2 - Mochizuki, T. A2 - Hayashi, Y. C2 - 2022/// C3 - International Collaboration toward Educational Innovation for All: International Society of the Learning Sciences (ISLS) Annual Meeting 2022 CY - Hiroshima, Japan DA - 2022/// PY - 2022/// SP - 1094–1095 PB - International Society of the Learning Sciences ER - TY - RPRT TI - Data Visualization Literacy: Research and Tools that Advance Public Understanding of Scientific Data AU - Borner, K. AU - Heimlich, J. AU - Kennedy, B. AU - Peppler, K. AU - Uzzo, S. AU - Huang, J. DA - 2022/// PY - 2022/// M3 - National Science Foundation project report ER - TY - RPRT TI - CAREER: Designing a New Nexus: Examining the Social Construction of Electronics and Computing Toolkits to Broaden Participation and Deepen Learning AU - Peppler, K. AU - Huang, J. DA - 2022/// PY - 2022/// M3 - National Science Foundation project report ER - TY - RPRT TI - ReCrafting Computer Science: Concretizing Computational Thinking Through Tangible Fiber Crafts AU - Peppler, K. AU - Rose, C. AU - Martinez, M. AU - Huang, J. DA - 2022/// PY - 2022/// M3 - National Science Foundation project report ER - TY - BLOG TI - Performing Mathematics Through Crafting: A workshop from a Constructionist Approach AU - Keune, A. AU - Bermúdez, D. AU - Dahn, M. AU - Huang, J. AU - Peppler, K. T2 - Connected Learning Alliance DA - 2022/11/28/ PY - 2022/11/28/ UR - https://clalliance.org/blog/performing-mathematics-through-crafting-a-workshop-from-a-constructionist-approach/ ER - TY - CONF TI - Towards Modeling of Virtual Reality Welding Simulators to Promote Accessible and Scalable Training AU - Ipsita, Ananya AU - Erickson, Levi AU - Dong, Yangzi AU - Huang, Joey AU - Bushinski, Alexa K AU - Saradhi, Sraven AU - Villanueva, Ana M AU - Peppler, Kylie A AU - Redick, Thomas S AU - Ramani, Karthik T2 - CHI '22: CHI Conference on Human Factors in Computing Systems AB - The US manufacturing industry is currently facing a welding workforce shortage which is largely due to inadequacy of widespread welding training. To address this challenge, we present a Virtual Reality (VR)-based training system aimed at transforming state-of-the-art-welding simulations and in-person instruction into a widely accessible and engaging platform. We applied backward design principles to design a low-cost welding simulator in the form of modularized units through active consulting with welding training experts. Using a minimum viable prototype, we conducted a user study with 24 novices to test the system’s usability. Our findings show (1) greater effectiveness of the system in transferring skills to real-world environments as compared to accessible video-based alternatives and, (2) the visuo-haptic guidance during virtual welding enhances performance and provides a realistic learning experience to users. Using the solution, we expect inexperienced users to achieve competencies faster and be better prepared to enter actual work environments. C2 - 2022/4/29/ C3 - CHI Conference on Human Factors in Computing Systems DA - 2022/4/29/ DO - 10.1145/3491102.3517696 PB - ACM UR - http://dx.doi.org/10.1145/3491102.3517696 ER - TY - JOUR TI - Developing computational thinking collaboratively: the nexus of computational practices within small groups AU - Huang, Joey AU - Parker, Miranda C. T2 - Computer Science Education AB - Background and Context Computational thinking (CT) is a critical part of computing education in middle school. The existing practices of collaboration and collaborative design activities at this education level pairs well with CT practices, but this interaction has previously been under-explored in the existing literature.Objective In this study, we investigate whether students can learn CT through collaborative design activities and what patterns emerge over time and across instructional phases.Method We coded 6.3 hours of video observations for CT practices to create visualizations of 10-second segments of middle school students programming together. We use these visualizations to unpack nuances regarding how students demonstrate CT practices. Additionally, we provide three vignettes to highlight the interactions between students within and across the three instructional phases.Findings The findings suggest that middle school students can learn CT concepts and practices through collaborative design activities. The results demonstrate the patterns of CT practices and detail the transitions between each CT practice over time within a small group.Implications This study applies novel analysis techniques on student interaction data to examine CT through collaborative design. By bridging a CT framework with collaborative design activities, this study enhances the understanding of CT in collaborating, learning, and creating computing project-based designs. DA - 2022/4/3/ PY - 2022/4/3/ DO - 10.1080/08993408.2022.2039488 VL - 33 IS - 3 SP - 342-374 J2 - Computer Science Education LA - en OP - SN - 0899-3408 1744-5175 UR - http://dx.doi.org/10.1080/08993408.2022.2039488 DB - Crossref ER - TY - JOUR TI - Digital Transformation in Higher Education: 7 Areas for Enhancing Digital Learning AU - Martin, F. AU - Xie, K. T2 - Educause Review DA - 2022/9/27/ PY - 2022/9/27/ UR - https://er.educause.edu/articles/2022/9/digital-transformation-in-higher-education-7-areas-for-enhancing-digital-learning ER - TY - JOUR TI - Systematic Review of Research on Graduate Online Education from 2000 to 2020 AU - Martin, F. AU - Morse, J. AU - Kumar, S. T2 - Quarterly Review of Distance Education DA - 2022/// PY - 2022/// VL - 23 IS - 2 SP - 41–60 ER - TY - CONF TI - Reviews of Research on Online Learners AU - Olesova, L. AU - Sadal, A. AU - Kumar, S. AU - Martin, F. AU - Ritzhaupt, A. AU - Bonk, C.J. AU - Lwenthal, P.. AU - Snelson, C. AU - Westine, C. T2 - Association for Educational Communications and Technology (AECT) 2022 Annual International Convention C2 - 2022/10// C3 - Proceedings of the Association for Educational Communications and Technology (AECT) 2022 Annual International Convention CY - Las Vegas, NV DA - 2022/10// PY - 2022/10// ER - TY - ER - TY - JOUR TI - Systematic Review of Predictive Learning Analytics Using Online Learning Engagement Data AU - Cho, Young Hoan AU - Han, Yejin AU - Martin, Florence T2 - Korean Association for Educational Information and Media AB - 온라인 학습환경에서 학습자의 수행을 예측하는 데 학습분석이 효과적으로 활용되고 있으며, 그 결과에 기반하여 고등교육의 질을 높이기 위한 시도가 활발히 이루어지고 있다. 그렇지만, 교육이론과 실천에 대한 깊이 있는 이해가 부족할 경우, 학습분석이 교수학습의 질을 향상시키는 데 크게 기여하지 못할 것이라는 우려가 있다. 본 연구의 목적은 고등교육에서 온라인 학습참여 데이터를 활용한 학습예측분석(predictive learning analytics)에 대한 연구를 체계적으로 고찰하여 향후 발전방안을 탐색하는 데 있다. 이를 위해 2011년에서 2020년까지 출판된 총 94개의 학습예측분석 연구를 선정하여 (1) 연구 동향, (2) 온라인 학습참여 유형, (3) 교육적 시사점에 초점을 두고 문헌을 검토하였다. 연구 결과, 최근 온라인 학습환경에서 수집한 데이터 기반 학습예측분석 연구가 빠르게 증가하고 있으나, 다양한 학습영역에 일반화 가능한 예측 모델을 개발하려는 연구가 부족한 것으로 나타났다. 그리고 학습자의 행동적, 인지적, 사회적 참여 데이터가 학습 수행을 예측하는 주요 변인으로 활용되었으며, 학습자의 정서적 참여 데이터를 활용한 연구는 부족하였다. 또한, 많은 연구가 예측의 정확성에 초점을 두었으며, 학습예측분석 결과에 기반하여 교육 이해관계자에게 처방적 시사점을 제공하는 연구는 부족한 것으로 나타났다. 이러한 연구 결과는 학습결과를 정확히 예측하는 것을 넘어서 고등교육의 발전을 위해 학습예측분석의 결과를 해석하고 활용하기 위한 다학제적 연구가 필요하다는 것을 시사한다. DA - 2022/12/30/ PY - 2022/12/30/ DO - 10.15833/kafeiam.28.4.903 VL - 28 IS - 4 SP - 903-927 J2 - KAEIM OP - 온라인 학습참여 데이터를 활용한 학습예측분석에 대한 체계적 문헌고찰 SN - 1229-7291 UR - http://dx.doi.org/10.15833/kafeiam.28.4.903 DB - Crossref ER - TY - JOUR TI - Examining Pre-Service and In-Service Teachers’ Perceptions of Their Readiness to Use Digital Technologies for Teaching and Learning AU - Polly, Drew AU - Martin, Florence AU - Byker, Erik T2 - Computers in the Schools AB - This study examines 105 pre-service and in-service teachers’ perceptions of the importance and helpfulness of digital technologies for their learning and their teaching as well as their perceived competence and level of interest in digital technologies. The descriptive statistics from an online survey show that all respondents (n = 105) found collaboration tools, learning management systems, and supplemental video the most helpful for both teaching and learning, and found podcasts, social media, and mobile apps to be the least helpful and important for both teaching and learning. The findings of this study have implications for in-service teachers, pre-service teachers, school administrators, and teacher educators. This study indicates a need to further examine how pre-service and in-service teachers’ beliefs about digital technologies influence their process of designing instruction and choosing whether to or how to use these technologies in their classrooms. DA - 2022/9/26/ PY - 2022/9/26/ DO - 10.1080/07380569.2022.2121107 VL - 40 IS - 1 SP - 22-55 J2 - Computers in the Schools LA - en OP - SN - 0738-0569 1528-7033 UR - http://dx.doi.org/10.1080/07380569.2022.2121107 DB - Crossref ER - TY - CONF TI - Using a Tool That Assesses Teachers' Experiences of Collaborative Professional Development to Inform and Improve Facilitation AU - Nieman, H. AU - Jackson, K. AU - Jarry-Shore, M. AU - Borko, H. AU - Kazemi, E. AU - Chinen, S. AU - Lenges, A. AU - Yilmaz, Z. C2 - 2022/2// C3 - Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) DA - 2022/2// UR - https://hal.archives-ouvertes.fr/hal-03746278/document ER - TY - CONF TI - Using Video to Identify What Is Not Known in Students’ Mathematical Thinking AU - Anantharajan, M. AU - Jarry-Shore, M. C2 - 2022/11// C3 - 44th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education DA - 2022/11// ER - TY - CONF TI - Reimagining teacher education programs beyond the horizon. AU - Koch, Joanna Greer C2 - 2022/4// C3 - Proceedings of the Sixty- Sixth Annual Meeting of the Comparative and International Education Society Conference. DA - 2022/4// ER - TY - JOUR TI - Faith and FACES: Black Parents’ Perceptions of Autism, Faith, and Coping AU - Pearson, Jamie N. AU - Stewart-Ginsburg, Jared H. AU - Malone, Kayla AU - Harris, Janeé R. Avent T2 - Exceptional Children AB - Faith, spirituality, and religious involvement can promote stress-related coping for parents raising children with autism, yet little research has explored religious coping in Black parents raising children with autism. Given the high levels of religiosity and increased incidence of autism in Black families, the purpose of this qualitative study was to highlight perceptions of Black parents raising children with autism on mental health and religious coping within the context of a parent advocacy intervention efficacy study. We used a grounded theory method with structural coding of group session transcripts and written responses to center the voices of seven Black parents raising children with autism. Three significant findings emerged: (a) mental health conceptualization; (b) double disenfranchisement; and (c) communal coping. DA - 2022/4// PY - 2022/4// DO - 10.1177/00144029211034152 VL - 88 IS - 3 SP - 316-334 UR - https://doi.org/10.1177/00144029211034152 ER - TY - JOUR TI - Development of the Goal-Setting Challenge App: Engaging Users to Promote Self-Determination AU - Mazzotti, Valerie L. AU - Shogren, Karrie AU - Stewart-Ginsburg, Jared AU - Wysenski, Danielle AU - Burke, Kathryn AU - Hildebrandt, Lisa T2 - International Journal of Disability, Development and Education AB - To promote and enhance self-determination, the Self-Determined Learning Model of Instruction (SDLMI) was developed for teachers to teach students the skills needed to engage in goal-directed actions. The SDLMI was originally designed to be delivered by teachers, but technologies are emerging that can provide an alternative medium to delivering instructional content and promoting individualised learning experiences. This study: (a) describes the iterative development of the Goal-Setting Challenge (GSC) App, which ‘translates’ the SDLMI into a web-based platform; and (b) shares findings from focus groups with students and teachers to support student engagement with the App with a focus on usability and feasibility. The first phase of an iterative multi-year project to develop the GSC App for students with disabilities is described. Two themes (motivation and engagement, modifications and accessibility) emerged from participant focus groups and informed iterative development. Limitations and implications for future research and practice are discussed. DA - 2022/1/2/ PY - 2022/1/2/ DO - 10.1080/1034912X.2021.1959022 VL - 69 IS - 1 SP - 331-351 UR - https://doi.org/10.1080/1034912X.2021.1959022 ER - TY - CONF TI - Supporting Upper Elementary Students in Multidisciplinary Block-Based Narrative Programming AU - Vandenberg, Jessica AU - Gupta, Anisha AU - Smith, Andy AU - ElSayed, Rasha AU - Fox, Kimkinyona AU - Cheuoua, Aleata Hubbard AU - Minogue, James AU - Oliver, Kevin AU - Ringstaff, Cathy AU - Mott, Bradford AB - Digital storytelling, which combines traditional storytelling with digital tools, has seen growing popularity as a means of creating motivating problem-solving activities in K-12 education. Though an attractive potential solution to integrating language arts skills across topic areas such as computational thinking and science, better understanding of how to structure and support these activities is needed to increase adoption by teachers. Building on prior research on block-based programming for interactive storytelling, we present initial results from a study of 28 narrative programs created by upper elementary students that were collected in both classroom and extracurricular contexts. The narrative programs are evaluated across multiple dimensions to better understand the types of narrative programs being created by the students, characteristics of the students who created the narratives, and what types of support could most benefit the students in their narrative program construction. In addition to analyzing the student-created narrative programs, we also provide recommendations for promising system-generated and instructor-led supports. C2 - 2022/3// DA - 2022/3// DO - 10.1145/3545947.3576345 UR - https://doi.org/10.1145/3545947.3576345 ER - TY - JOUR TI - School ethnic-racial socialization and critical action among Black youth AU - Kubi, Gabrielle AU - Byrd, Christy M. M. AU - Diemer, Matthew A. A. T2 - FRONTIERS IN EDUCATION AB - We explore the interaction of different types of school ethnic-racial socialization, youth’s perceptions of the messages that schools and their agents broadcast about race and ethnicity, as it shapes Black youth’s critical action, the individual and collective action that youth engage in to combat oppression and racism. In particular, the co-occurrence of critical consciousness socialization (emphasizes racial inequity; CCS), cultural socialization (celebrates youth’s culture/s; CS), and color evasive socialization (de-emphasizes and thus delegitimizes the importance of race; CES) are explored. The adaptive culture and Mustaffa’s conceptualization of Black lifemaking, an aspect of freedom dreaming in which Black people define and care for themselves in ways (such as critical action) that counter dominant, anti-Black ideologies, serve as the overarching theoretical frameworks. As both the adaptive culture paradigm and critical action necessitate a target of resistance, we hypothesize that CES, in providing Black youth something to resist against, may actually serve as a positive moderator between CCS and/or CS and their critical action. We investigate these questions among a sample of Black adolescents ( n = 285, M = 15.09 years, and SD = 1.38 years). Benjamini–Hochberg corrected hierarchical moderations with age as a covariate and socialization type and interaction between types as predictors revealed that the interaction between CCS and CES significantly predicted critically conscious action [β = 0.25, SE = 0.08, t (193) = 2.54, and p &lt; 0.05] and political anti-racist action [β = 0.21, SE = 0.09, t (193) = 2.38, and p &lt; 0.05]. Critically conscious action was more frequent among Black youth who perceived greater CES. The relationship between CCS and political anti-racist action was stronger among those who perceived greater CES. These findings may provide comfort to those worried about CES’ impact. Black youth simultaneously socialized with CCS seem to develop a critical consciousness that allows them to trouble CES and to be critically active despite it. Engaging in varied, frequent critical action allows Black youth to continue the life-making which improves the Black American experience and drives their freedom dreaming. DA - 2022/11/18/ PY - 2022/11/18/ DO - 10.3389/feduc.2022.924930 VL - 7 SP - SN - 2504-284X KW - adaptive culture KW - antiblackness KW - ethnic-racial socialization KW - activism KW - critical action KW - Black youth KW - Black adolescents ER - TY - JOUR TI - The Development of Southern Public Libraries and the African American Quest for Library Access, 1898-1963 AU - Nocera, Amato T2 - AMERICAN HISTORICAL REVIEW AB - Dallas Hanbury’s title says a great deal about this unflashy, descriptive, and concise history. The Development of Southern Public Libraries and the African American Quest for Library Access, 1898–1963 is a book about public library systems in the South developed for white southerners and how African Americans struggled for library access during the first part of the twentieth century. Hanbury’s title may cue the reader into another important feature: this book is driven by its subject matter, not broader meaning-making or historical interpretation. Hanbury does an amiable job in covering significant historical ground, even featuring some original primary source research, but missing from the picture is an interpretative framework that might provide greater resonance to Hanbury’s narrative. Indeed, he does little to guide his readers. Historical interventions and analysis are largely cast aside. This book is a well-researched and detailed portrayal of Black America’s engagement with public libraries, but Hanbury largely falls flat on scholarly impact. DA - 2022/11/29/ PY - 2022/11/29/ DO - 10.1093/ahr/rhac310 VL - 127 IS - 3 SP - 1520-1521 SN - 1937-5239 ER - TY - JOUR TI - Novice Teachers' Implementation of Evidence-Based Practices in Autism Education: Examining the Roles of Preparation and Perception AU - Lukins, Jordan M. AU - Able, Harriet AU - Hume, Kara T2 - FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES AB - Despite the contemporary emphasis on evidence-based practices (EBPs) in autism education, the research-to-practice gap persists. Understanding how newly trained teachers’ experiences, knowledge, and beliefs about EBPs influence their instructional decisions is vital to increasing EBP implementation among the next generation of special educators. In this study using a mixed-methods approach, 137 novice special educators in two southeastern U.S. states reported their knowledge, perceptions of social validity, and frequency of use of 12 EBPs for students on the autism spectrum. Follow-up qualitative interviews were conducted with a purposive subsample. Positive behavior supports and visual schedules emerged as the most socially valid and implemented practices. The use of EBPs was primarily driven by teachers’ knowledge of the practice and perceptions of its social validity, with teacher preparation experiences shaping both. The results have implications for improving preservice preparation and future implementation of EBPs by attending to teachers’ procedural understanding and subjective buy-in. DA - 2022/12/29/ PY - 2022/12/29/ DO - 10.1177/10883576221144734 VL - 12 SP - SN - 1538-4829 KW - autism KW - evidence-based practice KW - social validity KW - teacher preparation KW - mixed methods ER - TY - JOUR TI - Keeping pace with innovations in data visualizations: A commentary for mathematics education in times of crisis AU - Lim, Vivian Y. Y. AU - Peralta, Lee Melvin M. AU - Rubel, Laurie H. H. AU - Jiang, Shiyan AU - Kahn, Jennifer B. B. AU - Herbel-Eisenmann, Beth T2 - ZDM-MATHEMATICS EDUCATION AB - The mathematical medium of data visualization and other data representations (DV) has served as a primary means of communicating about the COVID-19 crisis. DVs about the pandemic are highly visible across news journalism and include an increasingly innovative and diverse set of representational forms. These representational forms employ multimodal, interactive, and narrative elements, among others, that create new possibilities for data storytelling. Building on current efforts to expand the teaching and learning of data practices in K-12 mathematics education, we argue that innovative DVs create new opportunities for teaching and learning mathematics, particularly during times of crisis. We illustrate our argument using three examples of innovative DVs from news journalism. We discuss how these DVs could serve as complementary resources alongside conventional graphs to support students as they use mathematics and mathematical representations to make sense of crises such as the COVID-19 pandemic. Our commentary seeks to bring current trends in data representation to bear in mathematics education. Leveraging such trends offers artifacts useful for teaching and opens up space for elevating emotion and experience as important aspects of mathematics curricula. DA - 2022/12/8/ PY - 2022/12/8/ DO - 10.1007/s11858-022-01449-0 SP - SN - 1863-9704 KW - Data visualization KW - Emotion KW - COVID-19 KW - Pedagogical affordances ER - TY - JOUR TI - What would the matrix do?: a systematic review of K-12 AI learning contexts and learner-interface interactions AU - Moore, Robert L. AU - Jiang, Shiyan AU - Abramowitz, Brian T2 - JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION AB - This systematic review examines the empirical literature published between 2014 and 2021 that situates artificial intelligence within K-12 educational contexts. Our review synthesizes 12 articles and highlights artificial intelligence’s instructional contexts and applications in K-12 learning environments. We focused our synthesis on the learning contexts and the learner-interface interactions. Our findings highlight that most of intelligent systems are being deployed in math or informal settings. Also, there are opportunities for more collaboration to facilitate teaching and learning in domain-specific areas. Additionally, researchers can explore how to implement more collaborative learning opportunities between intelligent tutors and learners. We conclude with a discussion of the reciprocal nature of this technology integration. DA - 2022/11/16/ PY - 2022/11/16/ DO - 10.1080/15391523.2022.2148785 SP - SN - 1945-0818 KW - artificial intelligence KW - K-12 KW - machine learning ER - TY - JOUR TI - The COVID-19 impact on reading achievement growth of Grade 3-5 students in a US urban school district: variation across student characteristics and instructional modalities AU - Relyea, Jackie Eunjung AU - Rich, Patrick AU - Kim, James S. AU - Gilbert, Joshua B. T2 - READING AND WRITING AB - The current study aimed to explore the COVID-19 impact on reading achievement growth by Grade 3-5 students in a large urban school district in the U.S. and whether the impact differed by students' demographic characteristics and instructional modality. Specifically, using administrative data from the school district, we investigated to what extent students made gains in reading during the 2020-2021 school year relative to the pre-COVID-19 typical school year in 2018-2019. We further examined whether the effects of students' instructional modality on reading growth varied by demographic characteristics. Overall, students had lower average reading achievement gains over the 9-month 2020-2021 school year than the 2018-2019 school year with a learning loss effect size of 0.54, 0.27, and 0.28 standard deviation unit for Grade 3, 4, and 5, respectively. Substantially reduced reading gains were observed from Grade 3 students, students from high-poverty backgrounds, English learners, and students with disabilities. Additionally, findings indicate that among students with similar demographic characteristics, higher-achieving students tended to choose the fully remote instruction option, while lower-achieving students appeared to opt for in-person instruction at the beginning of the 2020-2021 school year. However, students who received in-person instruction most likely demonstrated continuous growth in reading over the school year, whereas initially higher-achieving students who received remote instruction showed stagnation or decline, particularly in the spring 2021 semester. Our findings support the notion that in-person schooling during the pandemic may serve as an equalizer for lower-achieving students, particularly from historically marginalized or vulnerable student populations. DA - 2022/11/14/ PY - 2022/11/14/ DO - 10.1007/s11145-022-10387-y VL - 11 SP - SN - 1573-0905 KW - COVID-19 KW - Reading achievement KW - Instructional modality ER - TY - JOUR TI - School ethnic-racial socialization and adolescent ethnic-racial identity AU - Byrd, C.M. AU - Legette, K. T2 - Cultural Diversity and Ethnic Minority Psychology AB - Schools are an influential source of information on the meaning of race and culture in society and adolescents' personal lives. Yet, that influence is understudied in the literature on adolescent ethnic-racial identity (ERI) development. Studies of ethnic-racial socialization tend to focus on the family context; the current study measures adolescents' perceptions of ethnic-racial socialization from the school context.The sample includes 819 youth aged 12-18 (M = 15.27, SD = 1.58) from 4 ethnic-racial groups. We used structural equation modeling to examine the relations between ethnic-racial socialization and ERI controlling for race, gender, and age. To examine ethnic-racial group membership as a moderator, a multigroup model was used.The findings show that, across ethnic-racial groups, the perceptions of opportunities to learn about one's ethnic-racial background and messages about American values are positively associated with youths' exploration of and commitment to their identities. Furthermore, color-blind socialization messages were associated with lower identity commitment.The findings highlight the importance of the school context in shaping students' ethnic-racial socialization and identity. This study investigated how what adolescents learn about race/ethnicity and culture in school is associated with their ERI. The findings indicate that opportunities to learn about one's culture are related to more identity exploration and greater sense of the importance of group membership. Furthermore, opportunities to learn about other cultures promote positive attitudes toward people of different races/ethnicities. (PsycInfo Database Record (c) 2022 APA, all rights reserved). DA - 2022/// PY - 2022/// DO - 10.1037/cdp0000449 VL - 28 IS - 2 SP - 205-216 KW - ethnic-racial identity KW - socialization KW - adolescents KW - school socialization ER - TY - JOUR TI - The Cultural Significance of "We-Ness": Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education AU - Gray, DeLeon L. AU - Ali, Joanna N. AU - McElveen, Tamika L. AU - Sealy, Martinique T2 - EDUCATIONAL PSYCHOLOGY REVIEW DA - 2022/10/17/ PY - 2022/10/17/ DO - 10.1007/s10648-022-09708-y SP - SN - 1573-336X KW - Communalism KW - Educational equity KW - Motivation KW - School belonging KW - Black Americans KW - Social contexts ER - TY - JOUR TI - Leveraging the epistemic emotion of awe as a pedagogical tool to teach science AU - Jones, M. Gail AU - Nieuwsma, Julianna AU - Rende, K. AU - Carrier, Sarah AU - Refvem, Emma AU - Delgado, Cesar AU - Grifenhagen, Jill AU - Huff, Pamela T2 - INTERNATIONAL JOURNAL OF SCIENCE EDUCATION DA - 2022/10/15/ PY - 2022/10/15/ DO - 10.1080/09500693.2022.2133557 VL - 10 SP - SN - 1464-5289 UR - https://doi.org/10.1080/09500693.2022.2133557 KW - Attitude KW - conceptual change KW - motivation ER - TY - JOUR TI - Teacher and School Concerns and Actions on Elementary School Children Digital Safety AU - Martin, Florence AU - Bacak, Julie AU - Polly, Drew AU - Wang, Weichao AU - Ahlgrim-Delzell, Lynn T2 - TechTrends AB - Elementary school children are spending more time using digital technologies. Teachers and schools are concerned about the student's digital safety. We interviewed ten elementary school teachers virtually to understand their concerns and understand the actions they take regarding elementary school children's digital safety. Using thematic analysis, we identified themes of concerns and actions of teachers and schools on elementary school children's digital safety. Some digital safety concerns discussed by the teachers included content-related concerns such as accessing inappropriate content, contact-related concerns, inappropriate contact with others online, sharing personal information, lack of understanding of danger, conduct-related concerns regarding cyberbullying and digital footprint, contract-related concerns such as digital security and privacy, and home-related concerns. Teachers and schools have taken several actions to address these concerns. Some of the digital safety actions included security measures and limits, monitoring student activities, providing education on digital safety, and support from guidance counselors. This study has implications for elementary school educators, administrators, parents, and students on the safe use of digital technologies.The online version contains supplementary material available at 10.1007/s11528-022-00803-z. DA - 2022/10/7/ PY - 2022/10/7/ DO - 10.1007/s11528-022-00803-z VL - 67 IS - 3 SP - 561-571 J2 - TechTrends LA - en OP - SN - 8756-3894 1559-7075 UR - http://dx.doi.org/10.1007/s11528-022-00803-z DB - Crossref KW - Digital safety KW - Elementary school children KW - Digital safety concerns KW - Digital safety actions ER - TY - JOUR TI - Examining computational thinking processes in modeling unstructured data AU - Jiang, Shiyan AU - Qian, Yingxiao AU - Tang, Hengtao AU - Yalcinkaya, Rabia AU - Rose, Carolyn P. AU - Chao, Jie AU - Finzer, William T2 - EDUCATION AND INFORMATION TECHNOLOGIES DA - 2022/10/14/ PY - 2022/10/14/ DO - 10.1007/s10639-022-11355-3 SP - SN - 1573-7608 KW - AI education KW - Data modeling KW - Computational thinking KW - Iterative model development KW - Trial and error ER - TY - JOUR TI - Professional Development Strategies and Recommendations for High School Teachers to Teach Computer Science Online AU - Martin, Florence AU - Shanley, Nicole AU - Hite, Nicole AU - Pugalee, David AU - Perez-Quinones, Manuel AU - Ahlgrim-Delzell, Lynn AU - Hart, Ellen T2 - Computers in the Schools AB - Based on a current Research to Practice Partnership (RPP) between a southeastern public university and a state virtual public school in the United States, ten high school teachers from a virtual school who teach Computer Science (CS) online participated in a summer workshop to collaborate through a participatory action research project regarding design, facilitation, and evaluation strategies to be included in effective professional development. The questions were posed through an online collaborative Jamboard during the summer workshop. The teacher posts were qualitatively analyzed to identify common themes. Recommendations for professional development on design included CS content, how to teach CS, and CS tools and activities. For facilitation, they recommended resources for supplemental instruction and feedback tools for providing feedback in various modalities and a tool repository. For assessment, they recommended content knowledge assessments, including lab assignments, single and pair programming, and coding assessments. Overall recommendations for a professional development course to teach CS online were also offered. DA - 2022/10/12/ PY - 2022/10/12/ DO - 10.1080/07380569.2022.2127343 VL - 40 IS - 2 SP - 133-151 J2 - Computers in the Schools LA - en OP - SN - 0738-0569 1528-7033 UR - http://dx.doi.org/10.1080/07380569.2022.2127343 DB - Crossref KW - Teacher professional development KW - computer science online KW - teacher knowledge and skills KW - teacher recommendations ER - TY - CONF TI - Innovative game-based fraction curricula for all: Design, development, and feasibility of dream2B AU - Hunt, J.H. AU - Taub, M. AU - Marino, M. AU - Duarte, A. AU - Bentley, B. AU - Holdan, K. T2 - International Society of the Learning Sciences A2 - Chinn, C. A2 - Tan, E. A2 - Chan, C. A2 - Kali, Y. C2 - 2022/// C3 - Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022 CY - Hiroshima, Japan DA - 2022/// PY - 2022/// ER - TY - CONF TI - Demonstrating core components of a game-based fraction supplemental curriculum AU - Hunt, J.H. AU - Marino, M. AU - Taub, M. AU - Duarte, A. AU - Holdan, K. AU - Bentley, B. T2 - 16th International Conference of the Learning Sciences – ICLS 2022 A2 - Chinn, C. A2 - Tan, E. A2 - Chan, C. A2 - Kali, Y. C2 - 2022/// C3 - Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022 CY - Hiroshima, Japan DA - 2022/// PY - 2022/// ER - TY - CONF TI - An analysis of universal design for learning guidelines, principles, and checkpoints included in a contemporary mathematics videogame AU - Marino, M. AU - Hunt., J.H. AU - Taub, M. T2 - American Educational Research Association (AERA) C2 - 2022/// C3 - Symposium: Emerging Technologies for Supporting Neurodiverse Learners CY - San Diego, CA DA - 2022/// PY - 2022/// ER - TY - ER - TY - ER - TY - JOUR TI - Orthographic facilitation in upper elementary students: does attention to morphology of complex words enhance the effects? AU - Zhang, Jie AU - Zhang, Huan AU - Relyea, Jackie Eunjung AU - Wui, Ma Glenda Lopez AU - Yan, Yan AU - Nam, Rosa AU - Enriquez, Araceli AU - Kharabi-Yamato, Lana T2 - ANNALS OF DYSLEXIA DA - 2022/10/11/ PY - 2022/10/11/ DO - 10.1007/s11881-022-00270-4 VL - 10 SP - SN - 1934-7243 KW - Morphological analysis KW - Morphologically complex words KW - Orthographic facilitation KW - Reader group ER - TY - CHAP TI - Discerning Learning as Conceptual Change: A Vital Reasoning Tool for Teachers AU - Tzur, Ron AU - Hunt, Jessica H. T2 - Enabling Mathematics Learning of Struggling Students AB - Understanding what conceptual learning means and how it may take place can greatly improve teaching. We consider such understanding vital to teachers’ pedagogical reasoning. In this chapter, we specify learning as a process of change in learners’ concepts, including two types of reflection and two corresponding stages. This process entails an asset approach, as it guides instructional interventions that center on and start from concepts students do have rather than what students do not know (deficit). We provide instructional tenants to drive teachers’ reasoning while planning and/or implementing tasks, activities, and questions to effectively advance their students’ conceptual learning. Illustrating the rather abstract theoretical lens with a research-based case, we organize this chapter by three essential questions: “What does it mean for a student to have a mathematical concept?”, “What mechanisms drive conceptual advancement (change)?”, and “What tenants for teaching support such conceptual advancement as part of mathematical proficiency?” PY - 2022/// DO - 10.1007/978-3-030-95216-7_3 SP - 47-71 PB - Springer International Publishing SN - 9783030952150 9783030952167 UR - http://dx.doi.org/10.1007/978-3-030-95216-7_3 ER - TY - CHAP TI - Implementation of a Mathematics Formative Assessment Online Tool Before and During Remote Learning AU - Gillespie, Jamie AU - Winn, Kevin AU - Faber, Malinda AU - Hunt, Jessica T2 - Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium AB - ASSISTments is a free online learning tool for improving students’ mathematics achievement by providing immediate feedback and hints to students, detailed information on how students performed to teachers, and instructional suggestions for teachers to use. Researchers at the Friday Institute for Educational Innovation conducted an intrinsic, longitudinal multiple-case study of 7th-grade mathematics teachers’ implementation of ASSISTments and its impact on their instruction before and during the COVID-19 pandemic. The study examined teachers’ use of ASSISTments in three instructional contexts: in- person only, remote only, and both in-person and remote. Our findings indicate that teachers in all contexts changed their instructional practices for homework review and for determining whether their students had understood lessons. Teachers used the ASSISTments auto-generated reports to focus their homework reviews, based on their students’ performance, and to provide instructional interventions and/or re-teaching. They also used the instructional suggestions provided by the ASSISTments platform to plan lessons to re-teach concepts or to review prior instruction with their students. PY - 2022/// DO - 10.1007/978-3-031-11647-6_29 VL - 13356 SP - 168-173 PB - Springer International Publishing SN - 9783031116469 9783031116476 UR - http://dx.doi.org/10.1007/978-3-031-11647-6_29 KW - ASSISTments KW - Mathematics education KW - Educational technology KW - Teaching support KW - Feedback KW - Formative assessment KW - Data-based decisions ER - TY - CONF TI - Including Students With Disability in Sociopolitical Reforms of Mathematics Education: Supporting Participation, Access, and Identity AU - Hunt, Jessica T2 - AERA 2022 C2 - 2022/// C3 - AERA 2022 DA - 2022/// PY - 2022/// DO - 10.3102/ip.22.1888705 PB - AERA UR - http://dx.doi.org/10.3102/ip.22.1888705 ER - TY - JOUR TI - Is situational interest a metacognitive risk? An examination of contextual factors in classroom settings AU - Syal, Samira AU - Nietfeld, John L. T2 - CONTEMPORARY EDUCATIONAL PSYCHOLOGY AB - • Situational interest (SI) can predict inaccuracies in metacognitive monitoring. • 365 fifth graders read a weekly text for 26 weeks, and provided confidence and interest ratings. • SI predicted better calibration; yet a bias towards overconfidence was seen. • SI predicted accurate monitoring the more students engaged in distributed practice. • SI associated with poorer monitoring outcomes on expository texts. DA - 2022/10// PY - 2022/10// DO - 10.1016/j.cedpsych.2022.102109 VL - 71 SP - SN - 1090-2384 ER - TY - JOUR TI - First-grade multilingual students' executive function profiles and links to English reading achievement and difficulties: a person-centered latent profile analysis AU - Relyea, Jackie Eunjung AU - Cho, Eunsoo AU - Zagata, Elizabeth T2 - ANNALS OF DYSLEXIA DA - 2022/10/8/ PY - 2022/10/8/ DO - 10.1007/s11881-022-00272-2 VL - 10 SP - SN - 1934-7243 UR - http://dx.doi.org/10.1007/s11881-022-00272-2 KW - Executive function KW - Latent profile analysis KW - Multilingual students KW - Person-centered approaches ER - TY - JOUR TI - Learning Trajectory Based Fraction Intervention: Building A Mathematics Education Evidence Base AU - Martin, Kristi AU - Hunt, Jessica H. T2 - Investigations in Mathematics Learning AB - One challenge facing the fields of mathematics education and special education is how to design instruction on fraction concepts that can meet the needs of diverse learners. An innovation that shows promise is to base instructional design upon well-established trajectories of students’ fraction learning. However, little research has been done to establish the effectiveness of this approach. We report the results of the second of two small studies of an intervention developed using a validated trajectory of students’ fraction concepts. Mixed methods analyses were conducted on students’ problem-solving actions across instructional sessions as well as their performance on a standards-aligned measure of fractional knowledge before and after instruction. Results suggest increases in both conceptual understanding and performance for nine students. We discuss the findings in relation to practice from the fields of mathematics education and special education and point to areas for future research. DA - 2022/7/3/ PY - 2022/7/3/ DO - 10.1080/19477503.2022.2105028 VL - 14 IS - 3 SP - 235-249 UR - http://dx.doi.org/10.1080/19477503.2022.2105028 ER - TY - JOUR TI - Enhancing Engagement and Fraction Concept Knowledge With a Universally Designed Game Based Curriculum AU - Hunt, J. AU - Marino, M.T.M. AU - Bentley, A.D.B. AU - Banzon, K.H.A. T2 - Learning Disabilities DA - 2022/// PY - 2022/// VL - 20 IS - 1 SP - 77-95 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85131328572&partnerID=MN8TOARS ER - TY - JOUR TI - Chinese Preschool Children’s Home Numeracy Experiences and their Mathematical Abilities AU - Pan, Yuejuan AU - Hu, Bi Ying AU - Hunt, Jessica AU - Wu, Zhongling AU - Chen, Yuewen AU - He, Mengyang T2 - Journal of Early Childhood Research AB - The purpose of the present study was to examine the association between Chinese preschool children’s home numeracy experiences and their mathematical abilities. The parents of 515 4- to 5-year-old preschool children reported their frequency of participation in home numeracy activities, and the children were assessed on their math ability. The results revealed that the parents engaged in both formal and informal math activities at home. Family socioeconomic status showed significant positive correlations with number game and number application activities. Parental involvement in number skills activities positively predicted young children’s formal and informal math ability, while number application activities positively predicted young children’s informal math ability. These results suggest that parents should pay attention to both formal and informal activities in support of their children’s math learning at home. DA - 2022/9/23/ PY - 2022/9/23/ DO - 10.1177/1476718X221125583 VL - 9 SP - 1476718X2211255 J2 - Journal of Early Childhood Research LA - en OP - SN - 1476-718X 1741-2927 UR - http://dx.doi.org/10.1177/1476718x221125583 DB - Crossref KW - Chinese parents KW - formal and informal math activities KW - home numeracy experience KW - mathematical ability KW - preschool children ER - TY - JOUR TI - The Scholarly Neglect of Black Autistic Adults in Autism Research AU - Malone, Kayla M. AU - Pearson, Jamie N. AU - Palazzo, Kayla N. AU - Manns, Lonnie D. AU - Rivera, Amelia Q. AU - Mason Martin, DeVoshia L. T2 - AUTISM IN ADULTHOOD AB - Black autistic individuals, regardless of age, have not been centered in autism research. Instead, they often exist on the margins-on the periphery of autism research. In fact, Black autistic adults are largely absent from the literature. Most participants in autism research are majority-white autistic individuals and families. In this conceptual article, we use intersectionality and Dis/ability Studies and Critical Race Theory theories to contextualize Black autistic adults' experiences. Second, we argue that systemic disparities and methodological concerns are two contributors to the scholarly neglect of Black autistic adults in autism research. Third, we provide guidelines to support researchers in moving from neglect to inclusive research with Black autistic adults.The experiences of Black autistic adults are not well represented in research. The lack of cultural responsiveness in autism research ignores the nuanced experiences of Black autistic adults, which limits the ability to understand their experiences and effectively meet their needs.The purpose of this article is to highlight the void in autism research concerning Black autistic adults. This article is a call to action for research that is inclusive of Black autistic adults. Specifically, we (1) use intersectionality and Dis/ability Studies and Critical Race Theory theories to contextualize Black autistic adults' experiences, (2) describe the systemic disparities (e.g., health care) that contribute to the scholarly neglect of Black autistic adults, and (3) provide guidelines to support researchers in moving from neglect to inclusive research with Black autistic adults.The first author identifies as a white, non-binary, doctoral student in Applied Developmental Science and Special Education. The second author identifies as a Black, cisgender female, Assistant Professor of Special Education. The third author identifies as a white, non-binary, autistic autism researcher. The fourth author identifies as a Black, cisgender male, doctoral student in Educational Equity. The fifth author identifies as a black, cisgender female, doctoral student in Educational Equity. The sixth author identifies as a Black, cisgender female, dual-licensed special education teacher, and doctoral student in Educational Equity. Although none of the authors embody the lived experience of being both Black and autistic, our research team is committed to supporting and advocating for Black autistic individuals through our ongoing professional development and dedication to strength-based, and identity-centered research.Although we know about disparities in Black autistic children, little research has focused on the experiences of Black autistic adults. Most of what we know about autistic adults is based on the experiences of white participants.First, we recommend that researchers work to understand how their own perspectives, values, and experiences shape their research (e.g., cultural reciprocity). Second, we recommend that researchers intentionally include the perspectives and experiences of Black autistic adults. This can include collaborating on research with Black autistic scholars and highlighting autistic and Black autistic led research. Finally, we advocate for systemic changes in institutions of higher education (e.g., reduce barriers to admission) and in communities (e.g., culturally responsive supports) to better address the inequities that impact the representation of Black autistic adults in autism research.These recommendations will prepare researchers with strategies to effectively build partnerships with Black autistic adults in ways that honor their knowledge and contributions to the field. As a result, Black autistic adults will have more representation in autism research, both as participants and as leading scholars in the field. We hope that more inclusive representation of Black autistic adults will lead to more culturally responsive approaches in adult autism research. DA - 2022/9/21/ PY - 2022/9/21/ DO - 10.1089/aut.2021.0086 SP - SN - 2573-959X KW - autism KW - autism research KW - racial disparities KW - color blindness KW - Black autistic adults ER - TY - JOUR TI - Developing an online learner satisfaction framework in higher education through a systematic review of research AU - Martin, Florence AU - Bolliger, Doris U. T2 - International Journal of Educational Technology in Higher Education AB - Abstract Satisfaction is a critical aspect of student success in online education. In this systematic review, we examine 98 articles which studied various aspects of online learner satisfaction. We specifically analyzed publication patterns, context, research methodology, research instruments, and research themes and factors pertaining to online learner satisfaction research. Among these 98 studies, the journal Internet and Higher Education published the highest number of articles ( n = 8), and the majority of studies were conducted in the United States ( n = 37). Thirty five percent of the studies were conducted with undergraduate students. The majority of the studies (89%) was quantitative, 68% were descriptive, and 94% used surveys. Learner characteristics was the most examined theme, followed by engagement and course delivery. Program quality, assessment, and learner support were some of the themes that were least studied. In 46 studies researchers adopted or modified existing items or instruments to measure student satisfaction. The framework benefits both online learning practitioners and researchers. DA - 2022/9/20/ PY - 2022/9/20/ DO - 10.1186/s41239-022-00355-5 VL - 19 IS - 1 SP - J2 - Int J Educ Technol High Educ LA - en OP - SN - 2365-9440 UR - http://dx.doi.org/10.1186/s41239-022-00355-5 DB - Crossref KW - Online courses KW - Online students KW - Student satisfaction KW - Systematic review ER - TY - JOUR TI - Characteristics of emotional disturbance of female and male students in elementary, middle, and high school AU - Cullinan, Douglas AU - Lambert, Matthew C. AU - Epstein, Michael H. T2 - PSYCHOLOGY IN THE SCHOOLS AB - Abstract Provide data on the five characteristics of emotional disturbance (ED). For 503 students with ED and 2016 without disabilities, teachers rated the characteristics ( Inability to Learn ; Relationship Problems ; Inappropriate Behavior ; Unhappiness or Depression ; Physical Symptoms or Fears ), plus Socially Maladjusted . We applied a 2 (ED, without disabilities) × 2 (female, male) × 3 (elementary, middle, high school) covariance analysis, with follow‐up comparisons. Students with ED showed greater problems than students without disabilities on all five characteristics, and Socially Maladjusted . On Inability to Learn , among students with ED genders did not differ at elementary but males had greater problems at middle school. On Inappropriate Behavior and Physical Symptoms or Fears , students with ED varied across school levels but students without disabilities did not. All five characteristics discriminated students with ED from those without disabilities. Differences between genders and school levels varied across characteristics. DA - 2022/9/20/ PY - 2022/9/20/ DO - 10.1002/pits.22803 SP - SN - 1520-6807 KW - age KW - characteristics KW - emotional disturbance KW - gender KW - school ER - TY - JOUR TI - Measuring student discussion engagement in the college classroom: a scale validation study AU - McAvoy, P. AU - Hunt, T. AU - Culbertson, M.J. AU - McCleary, K.S. AU - DeMeuse, R.J. AU - Hess, D.E. T2 - Studies in Higher Education AB - This paper presents findings from a scale validation study of discussion engagement using data from multiple in-person courses from a public flagship university in the United States. The Discussion Engagement scale conceptualizes discussion as a collective inquiry that requires an inclusive classroom climate and individual contributions that promote the engagement of others. The scale measures individual behaviors and experiences along four dimensions: skills, confidence, openness within classroom discussions, and perception of an inclusive classroom climate. The methodology included: conceptual development of the construct, expert reviews, cognitive interviews, data collection of the target group, exploratory factor analysis, data collection of the target group using a revised scale, confirmatory factor analysis, and comparison with an existing scale. EFA and CFA find that the scale has a strong factor structure that parallels the theoretical framework. The subscales have strong reliability, as well as evidence of convergent and discriminant validity. The Discussion Engagement scale has potential for measuring student-reported experiences with discussion in university courses. DA - 2022/// PY - 2022/// DO - 10.1080/03075079.2021.1960302 VL - 47 IS - 8 SP - 1761-1775 KW - Classroom discussion KW - student engagement KW - scale development KW - scale validation KW - university teaching ER - TY - JOUR TI - Fostering Civic Reasoning Through Disciplinary Literacy AU - Zhang, Jie AU - Lee, Grace AU - Iluore, Azizah Curry AU - Relyea, Jackie Eunjung AU - Wui, Ma. Glenda L. T2 - READING TEACHER AB - Abstract In this article, the authors introduce ways to use disciplinary literacy (DL) instructional strategies to foster civic engagement and reasoning for middle‐grade multilingual students. Four phases of DL strategies— framing, reading, discussion, and writing —are illustrated with examples from an intervention project with sixth‐grade multilingual students. The intervention features a 4‐week Space Exploration unit designed for students to address a contestable and relevant civic question: Should the government increase or decrease funding for space exploration ? Teacher instructional moves, reading selections, student discussion excerpts, and writing samples are presented to highlight the language‐rich disciplinary teaching and learning in action and the benefits of multilingual students in their science, language, and literacy learning. DA - 2022/8/12/ PY - 2022/8/12/ DO - 10.1002/trtr.2143 VL - 8 SP - SN - 1936-2714 KW - civic reasoning KW - disciplinary literacy KW - reading KW - writing KW - multilingual students ER - TY - JOUR TI - A Meta-Analysis on the Community of Inquiry Presences and Learning Outcomes in Online and Blended Learning Environments AU - Martin, Florence AU - Wu, Tong AU - Wan, Liyong AU - Xie, Kui T2 - Online Learning AB - The Community of Inquiry (CoI) framework describes three essential presences (i.e., teaching presence, cognitive presence, and social presence) and how these presences interact in providing an educational experience in online and blended learning environments. This meta-analysis examined 19 empirical studies on the CoI Presences (Teaching Presence, Social Presence, and Cognitive Presence) and their correlations with learning outcomes, including actual learning, perceived learning, and satisfaction. It was found that teaching presence and actual learning were moderately positively correlated, (r = .353). There was a weak correlation between cognitive presence and actual learning, (r = .250) and social presence and actual learning, (r = .199). For the correlation between the presences and perceived learning, cognitive presence and perceived learning was found to be strongly correlated, (r = .663), followed by the moderate correlation between social presence and perceived learning (r = .432), and teaching presence and perceived learning, (r = .392). With respect to satisfaction, the correlation between cognitive presence and satisfaction, (r = .586) and between teaching presence and satisfaction was strong, (r = .510), but the correlation between social presence and satisfaction was moderate, (r = .447). The findings have implications for designers and instructors who design and teach online and blended courses to include these presences. DA - 2022/3/1/ PY - 2022/3/1/ DO - 10.24059/olj.v26i1.2604 VL - 26 IS - 1 SP - 325-359 SN - 2472-5730 2472-5749 UR - http://dx.doi.org/10.24059/olj.v26i1.2604 KW - Community of Inquiry KW - teaching presence KW - cognitive presence KW - social presence KW - online learning KW - blended learning KW - meta-analysis ER - TY - ER - TY - ER - TY - ER - TY - JOUR TI - Teaching Programming Online: Design, Facilitation and Assessment Strategies and Recommendations for High School Teachers AU - Shanley, Nicole AU - Martin, Florence AU - Hite, Nicole AU - Perez-Quinones, Manuel AU - Ahlgrim-Delzell, Lynn AU - Pugalee, David AU - Hart, Ellen T2 - TechTrends AB - Current research surrounding online computer science education emphasizes the need for high-quality professional development opportunities. However, there is a gap in research in the inclusion of online computer science educators to identify needs and strategies that make the online computer science courses effective. Through a Research-to-Practice Partnership (RPP), this paper examines the instructional strategies and recommendations from online Computer Science teachers. This study seeks to better understand (1) What design, facilitation, and assessment strategies do teachers use to teach programming online? and (2) What recommendations do teachers have for those interested in teaching programming online? The feedback teachers provided during the study assisted in identifying the current needs in online AP Computer Science. The participants suggested additional ways the RPP could support teachers in strengthening their practice, which has assisted in the production of high-quality professional development to support novice teachers entering the field of Computer Science. DA - 2022/4/12/ PY - 2022/4/12/ DO - 10.1007/s11528-022-00724-x VL - 66 IS - 3 SP - 483-494 J2 - TechTrends LA - en OP - SN - 8756-3894 1559-7075 UR - http://dx.doi.org/10.1007/s11528-022-00724-x DB - Crossref KW - Computer science KW - Online teaching and learning KW - Instructional strategies KW - Assessment KW - Design KW - Facilitation ER - TY - JOUR TI - Elementary Educator Perceptions of Student Digital Safety Based on Technology Use in the Classroom AU - Bacak, Julie AU - Martin, Florence AU - Ahlgrim-Delzell, Lynn AU - Polly, Drew AU - Wang, WeiChao T2 - Computers in the Schools AB - Children interact with digital devices for learning and entertainment at an early age. This study examines elementary educators’ perceptions of student digital safety based on their interactions with others using technology in the classroom. Through a qualitative interview study, we analyzed data collected from ten elementary educators, including classroom teachers, media specialists, and instructional technology facilitators. Educators shared that their students interact with one another using technology for a variety of social and learning purposes in the classroom. Additionally, teachers described negative interactions with technology they have observed in their classrooms with elementary students, including incidents of cyberbullying and access to inappropriate content online. Findings from this study support the design of instructional materials for elementary student digital safety and have implications for teachers, parents, students, and administrators. DA - 2022/4/3/ PY - 2022/4/3/ DO - 10.1080/07380569.2022.2071233 VL - 39 IS - 2 SP - 186-202 J2 - Computers in the Schools LA - en OP - SN - 0738-0569 1528-7033 UR - http://dx.doi.org/10.1080/07380569.2022.2071233 DB - Crossref KW - Digital safety KW - elementary school students KW - online interactions KW - classroom technology ER - TY - CONF TI - Creating a Safer Digital World for Elementary Learner: Lessons Learned from Elementary Educators AU - Bacak, J. AU - Martin, F. AU - Ahlgrim-Delzell, L. AU - Polly, D. AU - Wang, W. T2 - Society for Information Technology & Teacher Education International Conference A2 - Langran, E. C2 - 2022/// C3 - Proceedings of Society for Information Technology & Teacher Education International Conference CY - San Diego, CA DA - 2022/// PY - 2022/// SP - 962–970 ER - TY - CONF TI - K-12 Online Teaching and Learning: A Systematic Review of Research from 2000 to 2019 AU - Bacak, J. AU - Martin, F. AU - Polly, D. AU - Dymes, L. T2 - North Carolina Association for Research in Education Conference C2 - 2022/// C3 - North Carolina Association for Research in Education Conference DA - 2022/// PY - 2022/// ER - TY - CONF TI - Teacher Concerns and Actions on Elementary School Children Digital Safety AU - Bacak, J. AU - Martin, F. AU - Ahlgrim-Delzell, L. AU - Polly, D. AU - Wang, W. T2 - American Educational Research Association C2 - 2022/// C3 - American Educational Research Association CY - San Diego, CA DA - 2022/// PY - 2022/// ER - TY - CONF TI - Systematic Review of the Empirical Literature on Digital Citizenship: A Framework for Future Research AU - Richardson, J. AU - Martin, F. AU - Sauers, J. T2 - American Educational Research Association C2 - 2022/// C3 - American Educational Research Association CY - San Diego, CA DA - 2022/// PY - 2022/// ER - TY - CONF TI - Design Patterns in Instructors' Modeling of Class Sessions Using Lesson Blueprints AU - Budhrani, K. AU - Martin, F. T2 - American Educational Research Association C2 - 2022/// C3 - American Educational Research Association CY - San Diego, CA DA - 2022/// PY - 2022/// ER - TY - CHAP TI - Study Strategies and Assignments: Online Learning AU - Martin, F. T2 - SAGE Skills: Student Success PY - 2022/// PB - SAGE Publications, Inc ER - TY - JOUR TI - Systemic implications for research and practice in online education: A focus on learner, course and instructor, and organizational levels AU - Martin, Florence T2 - Distance Education AB - In a recent systematic review of research exploring online teaching and learning, identified research themes across, learner, course or instructor, and organizational levels. This commentary will further explore the systemic implications such themes pose for future research and practice in online education. This commentary elaborates on the systemic relationship within and between the learner, course and instructor, and organizational levels and provides implications for both researchers and practitioners. Systemic challenges at each level and future directions for research are also provided. DA - 2022/4/3/ PY - 2022/4/3/ DO - 10.1080/01587919.2022.2064826 VL - 43 IS - 2 SP - 325-332 J2 - Distance Education LA - en OP - SN - 0158-7919 1475-0198 UR - http://dx.doi.org/10.1080/01587919.2022.2064826 DB - Crossref KW - online teaching and learning KW - systemic implications KW - online learner KW - online instructor KW - online course ER - TY - JOUR TI - Systematic Review (2000 to 2021) of Online Accessibility Research in Higher Education AU - She, Liane AU - Martin, Florence T2 - American Journal of Distance Education AB - As online learning has been constantly increasing in higher education institutions for the past two decades, it is important to advocate for all students to have equal access to a high-quality education. Therefore, an important aspect of online learning in higher education is the need for accessibility for all students with disability of any kind. As such, this systematic review analyzed 95 existing research studies from the past two decades, focusing on the use of different accessible strategies for design, facilitation, and assessment in online learning. Four research themes including, accessibility standards, assistive technology, Universal Design for Learning, and need for training and development on online accessibility emerged from the systematic review. The findings from this systematic literature review include implications for higher education institutions, so they can further support students with disabilities in an online setting. DA - 2022/6/8/ PY - 2022/6/8/ DO - 10.1080/08923647.2022.2081438 VL - 36 IS - 4 SP - 327-346 J2 - American Journal of Distance Education LA - en OP - SN - 0892-3647 1538-9286 UR - http://dx.doi.org/10.1080/08923647.2022.2081438 DB - Crossref ER - TY - JOUR TI - Learning and development roles and competency domains in higher education: a content analysis of job announcements AU - Martin, Florence AU - Chen, Yan AU - Oyarzun, Beth AU - Lee, Mark T2 - Journal of Computing in Higher Education AB - Learning and Development (L&D) roles are important to organizations for improving employee's knowledge and skills. This study examined various roles and competency domains required of learning and development professionals in higher education. Ten different roles of L&D professionals were examined for 20 competency domains through a qualitative coding process. We extracted and analyzed 294 unique postings from the job board, higheredjobs.com. Results indicated that designers and directors are the most advertised L&D postings. The top five competency domains required of L&D professionals were collaboration, communication, content development, project management, and assessment and evaluation. Communication and collaboration skills were required for most of the roles. Leadership and people management were ranked highest for executives and directors. In addition, competency domains aggregated by roles are provided. Implications are provided for employees, L&D graduate programs and professionals, and researchers. DA - 2022/8// PY - 2022/8// DO - 10.1007/s12528-021-09290-2 VL - 7 UR - https://doi.org/10.1007/s12528-021-09290-2 KW - Learning and development KW - Higher education KW - Roles KW - Competencies KW - Domains ER - TY - JOUR TI - Examining research on the impact of distance and online learning: A second-order meta-analysis study AU - Martin, Florence AU - Sun, Ting AU - Westine, Carl D. AU - Ritzhaupt, Albert D. T2 - Educational Research Review AB - Distance learning has evolved over many generations into its newest form of what we commonly label as online learning. In this second-order meta-analysis, we analyze 19 first-order meta-analyses to examine the impact of distance learning and the special case of online learning on students’ cognitive, affective and behavioral outcomes. We examine to what extent distance learning generation level, and instructional setting moderate the influences of distance learning on cognitive, affective and behavioral outcomes. This second-order meta-analyses also analyzes the first-order meta-analyses for methodological quality and robustness. The findings revealed a statistically significant overall average effect size (g = 0.156, p < .001 with a 95% confidence interval of 0.087–0.224) of distance learning impacting cognitive, affective and behavioral outcomes in comparison to face-to-face learning. Meta-analyses on higher education had a statistically significant larger effect size than K-12 education. Limitations, implications, and directions for future research are discussed. DA - 2022/6// PY - 2022/6// DO - 10.1016/j.edurev.2022.100438 VL - 36 SP - 100438 J2 - Educational Research Review LA - en OP - SN - 1747-938X UR - http://dx.doi.org/10.1016/j.edurev.2022.100438 DB - Crossref KW - Distance learning KW - Online learning KW - Meta-analysis KW - Second-order ER - TY - JOUR TI - Examining K-12 educator experiences from digital citizenship professional development AU - Martin, Florence AU - Gezer, Tuba AU - Wang, Wei Chao AU - Petty, Teresa AU - Wang, Chuang T2 - Journal of Research on Technology in Education AB - Digital citizenship refers to exhibiting responsible digital habits to function in a digital world. The purpose of this mixed methods study is to examine K-12 educators' experiences based on a digital citizenship graduate-level course that they participated in for professional development. Forty-five educators participated in this course. In addition to the knowledge and attitudinal data collected from assessment and survey, ten educators also participated in follow-up interviews at the end of the course. Results indicated that educators’ digital citizenship knowledge increased significantly over the course period. Qualitative data indicated educators could transfer the course content to their school environments and enrolled in the course due to personal, student-related, curriculum-related, and school-related reasons. Needs and challenges regarding digital citizenship were also identified. DA - 2022/// PY - 2022/// DO - 10.1080/15391523.2020.1815611 VL - 54 IS - 1 SP - 143–160 SN - 1539-1523 1945-0818 UR - http://dx.doi.org/10.1080/15391523.2020.1815611 KW - Digital citizenship KW - professional development KW - K-12 education ER - TY - JOUR TI - Engaging learners in the emergency transition to online learning during the COVID-19 pandemic AU - Martin, Florence AU - Xie, Kui AU - Bolliger, Doris U. T2 - Journal of Research on Technology in Education AB - Students and instructors in K-12 and higher education had to quickly transition to remote or online learning during the COVID-19 pandemic. This rapid shift was challenging for students, instructors, administrators, and parents across the world. One of the biggest challenges was keeping learners engaged during remote learning due to the physical separation of instructors and students that resulted due to the pandemic. Among the fourteen articles published in this special issue on online learner engagement during COVID-19, three major themes emerged, including: (1) theories and frameworks to engage online learners, (2) characteristics of learners in various educational contexts, and (3) the selection of strategies and provisions of support in the engagement of learners during this quick transition to online or remote learning. DA - 2022/1/31/ PY - 2022/1/31/ DO - 10.1080/15391523.2021.1991703 VL - 54 IS - sup1 SP - S1-S13 J2 - Journal of Research on Technology in Education LA - en OP - SN - 1539-1523 1945-0818 UR - http://dx.doi.org/10.1080/15391523.2021.1991703 DB - Crossref KW - Online engagement KW - COVID-19 KW - online courses KW - online teaching KW - remote learning KW - emergency transition ER - TY - JOUR TI - Online Student Privacy in Higher Education: A Systematic Review of the Research AU - Kularski, Curtis M. AU - Martin, Florence T2 - American Journal of Distance Education AB - This systematic review of research on online student privacy in higher education used a strategic search process to synthesize research on online student privacy based on publications trends, research methods, online spaces studied and the focus of the research. A total of 41 articles were analyzed to explore the existing literature on the topic. Most of the articles utilized undergraduate students as research subjects, and a majority focused on social media as the site of online privacy interest. Few studies considered the impact of faculty on student privacy in online spaces or included online collaboration tools as an area of privacy concern for students. The most common focus of research found among the articles was online privacy behavior. This theme is closely related to the theme of privacy paradox, which was analyzed in previous related systematic reviews. The results of this systematic review have implications for future research in online instruction and student privacy. DA - 2022/// PY - 2022/// DO - 10.1080/08923647.2021.1978784 VL - 36 IS - 3 SP - 227–241 SN - 0892-3647 1538-9286 UR - http://dx.doi.org/10.1080/08923647.2021.1978784 ER - TY - JOUR TI - Urban Middle Schoolers' Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day AU - Gray, DeLeon L. AU - Harris-Thomas, Brooke AU - Ali, Joanna N. AU - Cummings, Taylor N. AU - McElveen, Tamika L. AU - Jones, Tamecia R. T2 - URBAN EDUCATION AB - Existing measures of belonging in schools do not explicitly elevate the contextual and cultural insights of the educators and students they were designed to assess. Our study addresses this shortcoming through the co-creation of an Opportunities to Belong survey measure for urban middle schoolers. The tool was developed in partnership with practicing educators and normed around Black and Latinx students ( N = 225). Results of a multilevel confirmatory factor analysis revealed strong evidence for single factor structure. A within-persons multilevel model revealed that shifts in opportunities to belong predicted fluctuations in student engagement across different academic courses. Implications are discussed. DA - 2022/8/8/ PY - 2022/8/8/ DO - 10.1177/00420859221117682 SP - SN - 1552-8340 KW - belonging KW - engagement KW - urban education KW - measurement KW - middle school KW - adolescence ER - TY - JOUR TI - Accelerating high school students' science career trajectories through non-formal science volunteer programs AU - Rende, K. AU - Jones, M. Gail AU - Refvem, Emma AU - Carrier, Sarah J. AU - Ennes, Megan T2 - INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT AB - Extensive research shows that non-formal science education programs effectively build and sustain long-term interest and persistence in science careers. Framed by expectancy-value theory, this study examined the academic and career outcomes of students who participated in a multi-year volunteer program at a science museum. Twenty-one participants were interviewed about their motivations for volunteering and the impact of participation on their science career trajectories. Data were coded for factors related to expectancy-value including goals, motivations, previous non-formal science experiences, and family attitudes towards science and STEM. Results showed participants of the volunteer program pursued science careers at higher rates than the national average, adding evidence to show how non-formal science education programs extend the longevity of science career interests. This study also documented a newly emergent phenomenon of acceleration of participant science career trajectories. Museum volunteer programs such as the one studied may help high school students gain knowledge and skills central to science career development earlier than is typical. The implications of this type of program for students with already established science interests and science career motivations is discussed from an equity perspective. DA - 2022/7/16/ PY - 2022/7/16/ DO - 10.1080/21548455.2022.2100942 VL - 7 SP - SN - 2154-8463 KW - Non-formal science education KW - career persistence KW - expectancy-value theory ER - TY - JOUR TI - Marginalized within the margins: Supporting mathematics meaning making among students with learning disabilities AU - Wilson, Jonee AU - Hunt, Jessica H. T2 - JOURNAL OF MATHEMATICAL BEHAVIOR AB - Students with learning disabilities are often excluded from conversations about high-quality mathematics instruction as well as conversations about equitable mathematics instruction. As such, they may not be provided many opportunities to engage in mathematics with teachers who implement practices that the field of mathematics education would consider “high-quality” or “equitable”. In this paper, we examine how three students with learning differences participate in instruction that demonstrates aspects of high quality and equitable mathematics instruction. Our findings outline practices that appeared to support increased opportunities for students to demonstrate their own reasoning and sense making in mathematics. Contributions of this work include illuminations of specific pedagogical moves that may support students identified as having learning disabilities to engage in more student-centered, conceptually-oriented mathematics. • We examine how three students with learning disabilities participate when math instruction is designed to be student-centered. • Practices that aimed for equity & were conceptually-oriented appeared to improve sense making opportunities for the students. • This work outlines specific pedagogical moves that supported these students in using their own reasoning while “doing math. DA - 2022/9// PY - 2022/9// DO - 10.1016/j.jmathb.2022.100982 VL - 67 SP - SN - 1873-8028 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85133294348&partnerID=MN8TOARS KW - Learning disability KW - Mathematics education KW - Special education KW - Equity in education KW - Student centered KW - Pedagogy ER - TY - JOUR TI - Intersectional feminism to reenvision mathematical literacies & precarity AU - Rubel, Laurie H. AU - Herbel-Eisenman, Beth AU - Peralta, Lee Melvin AU - Lim, Vivian AU - Jiang, Shiyan AU - Kahn, Jennifer T2 - RESEARCH IN MATHEMATICS EDUCATION AB - Current global crises (e.g. COVID-19 pandemic and climate change) necessitate changes to mathematics curricula, especially related to using mathematics to solve real-world problems. We begin with the Programme for International Student Assessment's (PISA) framework for mathematical literacy (FML), since it functions as a global guide for curriculum. We demonstrate its inadequacy to solve current crises and to mediate the precarity of girls and women. Then we reenvision the FML by integrating concepts of critical mathematics education with intersectional feminism. We reenvision how to think about mathematical literacies. In particular, we add practices of feeling, acting, and reimagining to the conventional construct of mathematical reasoning. We reenvision ways to think about or classify real-world problem contexts by exploring three potential themes for real-world problem contexts. DA - 2022/5/4/ PY - 2022/5/4/ DO - 10.1080/14794802.2022.2089908 SP - SN - 1754-0178 KW - Mathematical modelling KW - real world contexts KW - mathematics education KW - critical mathematics education KW - intersectional feminism ER - TY - JOUR TI - Best FACES Forward: Outcomes of an Advocacy Intervention for Black Parents Raising Autistic Youth AU - Pearson, Jamie N. AU - Stewart-Ginsburg, Jared H. AU - Malone, Kayla AU - Manns, Lonnie AU - Martin, DeVoshia Mason AU - Sturdivant, Danyale T2 - EXCEPTIONALITY AB - Despite increased diagnostic prevalence, Black parents raising autistic youth still experience additional and unique barriers to accessing and using autism-related services compared to their non-Black peers. Increasing parent advocacy capacity may be one way to reduce these disparities. This efficacy study examined the effects of the FACES advocacy program on advocacy capacity for Black parents raising autistic youth. Authors used a quasi-experimental research design that compared pretest and posttest measures for 16 Black parents raising autistic youth. Intervention participants demonstrated increases in family empowerment, school communication, and perceptions of advocacy ability. Findings offer emergent evidence of advocacy programs for Black families raising autistic youth. DA - 2022/7/25/ PY - 2022/7/25/ DO - 10.1080/09362835.2022.2100392 SP - SN - 1532-7035 ER - TY - JOUR TI - Data science education across the disciplines: Underexamined opportunities for K-12 innovation AU - Jiang, Shiyan AU - Lee, Victor R. AU - Rosenberg, Joshua M. T2 - BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY DA - 2022/7/10/ PY - 2022/7/10/ DO - 10.1111/bjet.13258 SP - SN - 1467-8535 ER - TY - JOUR TI - Online learner engagement: Conceptual definitions, research themes, and supportive practices AU - Martin, Florence AU - Borup, Jered T2 - Educational Psychologist AB - Online learning has increased in prominence across all levels of education, despite reported learner engagement being lower online than during in-person learning. Most learner engagement research and frameworks have focused on in-person learning environments but new frameworks and strategies for online learner engagement are emerging. In this article, we integrate scholarship from educational technology with scholarship from educational psychology and the learning sciences to argue for a reconceptualization of online learner engagement that considers both critical dimensions of learner engagement and the environmental affordances that influence them. We review literature on cognitive, affective, and behavioral engagement, translating it to online contexts. We introduce five research themes and accompanying frameworks from online learning research that have shaped understanding of learner engagement in online learning environments (i.e., engagement through communication, interaction, presence, collaboration, and community). With this new perspective that synthesizes the dimensions of learner engagement and online environmental affordances, we expand online learner engagement scholarship. Finally, leveraging this reconceptualization, we share an exemplar framework and strategies for supporting online learner engagement followed by recommendations for future research and practice. DA - 2022/7/3/ PY - 2022/7/3/ DO - 10.1080/00461520.2022.2089147 VL - 57 IS - 3 SP - 162-177 J2 - Educational Psychologist LA - en OP - SN - 0046-1520 1532-6985 UR - http://dx.doi.org/10.1080/00461520.2022.2089147 DB - Crossref ER - TY - JOUR TI - A 22-Year Cross-Sectional Cohort Study of the Emotional and Behavioral Characteristics of Students With Emotional Disturbance AU - Epstein, Michael H. AU - Cullinan, Douglas AU - Lambert, Matthew C. AU - Kauffman, James M. AU - Katsiyannis, Antonis AU - Mason, W. Alex T2 - JOURNAL OF SPECIAL EDUCATION AB - The present study was conducted to determine whether the problem characteristics of U.S. students school-identified with emotional disturbance (ED) have changed over two decades. We used data from a teacher rating instrument designed to measure the five problem characteristics of ED, as stated in its Individuals with Disabilities Education Act (IDEA) definition. These data were collected in the process of norming the instrument for 1998 and again for 2020. Comparison of the 1998 and 2020 students school-identified with ED showed that the 1998 group had significantly more problematic functioning on two characteristics, namely, Relationship Problems and Inappropriate Behavior, but no more problematic differences on Inability to Learn, Unhappiness or Depression, and Physical Symptoms or Fears. In addition, analyses of selected items gave more context to the main results. Study limitations, future research, and implications are discussed. DA - 2022/7/11/ PY - 2022/7/11/ DO - 10.1177/00224669221109172 SP - SN - 1538-4764 KW - emotional disturbance KW - child behavior KW - cross-sectional cohort design KW - secular trends ER - TY - JOUR TI - Learning Analytics for Assessing Hands-on Laboratory Skills in Science Classrooms Using Bayesian Network Analysis AU - Jiang, Shiyan AU - Huang, Xudong AU - Sung, Shannon H. AU - Xie, Charles T2 - RESEARCH IN SCIENCE EDUCATION DA - 2022/7/9/ PY - 2022/7/9/ DO - 10.1007/s11165-022-10061-x SP - SN - 1573-1898 KW - Laboratory skills KW - Bayesian networks KW - Science education KW - Learning analytics KW - Mobile application ER - TY - JOUR TI - Design and Application of Automatic Feedback Scaffolding in Forums to Promote Learning AU - Wang, Qi AU - Rose, Carolyn P. AU - Ma, Ning AU - Jiang, Shiyan AU - Bao, Haogang AU - Li, Yanyan T2 - IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES AB - Forums are essential components facilitating interactions in online courses. However, in large-scale courses, many posts generated, which results in learners’ difficulties. First, the posts are poorly organized and some deviate from the topic, making it difficult for learners’ knowledge acquisition. Second, learners cannot receive timely feedback and guidance, making the learning progress unclear for them. Well-designed scaffoldings should be built based on challenges of forums to improve learners’ learning outcomes, knowledge construction, and completion rate. While targeting the problems in online forums, this article proposed principles for the design of online scaffolding after analyzing the requirements of online learning scaffolding or scripts. Subsequently, in this article, we designed an automatic feedback scaffolding based on the principles and a knowledge construction model. The scaffolding provided learners with timely feedback and related learning guidance. Tags were used to assist learners in acquiring relevant information more easily. The scaffolding was then integrated into the Learning Cell Knowledge Community and used in an online course for 955 learners. The results showed that automatic feedback scaffolding positively affected learners’ learning and promoted positive knowledge transformation. Furthermore, we found that the scaffolding could help learners induce more constructive behaviors defined in the Interactive, Constructive, Active, and Passive deep learning framework that demonstrated the reason for learners’ knowledge transformation. At last, learners’ course completion rate also increased with the help of the scaffolding, which provided evidence that well-designed scaffolding can result in positive educational outcomes. In addition, the principles proposed could also contribute to further scaffolding design and practices. DA - 2022/4/1/ PY - 2022/4/1/ DO - 10.1109/TLT.2022.3156914 VL - 15 IS - 2 SP - 150-166 SN - 1939-1382 KW - Education KW - Task analysis KW - Systematics KW - Navigation KW - Explosions KW - Sentiment analysis KW - Regulation KW - Automatic feedback KW - online forum KW - scaffolding KW - system design ER - TY - JOUR TI - Transitioning mathematics teacher practices to broadcast pedagogy AU - Hunt, Jessica AU - Davis, Rebekah AU - Duarte, Alejandra T2 - INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY AB - The COVID-19 pandemic prompted a shift in K-12 educational delivery from primarily in-person classroom instruction to remote learning. Developing broadcast instruction is one way to provide learners who experience barriers to contemporary forms of remote learning, which are typically provided over the internet, a way to access quality mathematics instruction. Producing classroom-style video lessons for children is not as simple as recording a lecture, and ways to engage and interact with learners are limited. There is a little interplay between design principles used in mathematics-focused broadcast television programmes and mathematics classroom pedagogy. More research is needed to understand how teachers may adapt mathematics education design principles to develop broadcast lessons. We utilized an exploratory case study design to investigate how teachers conceptualize, enact, and reflect upon mathematics pedagogy in a broadcast environment. Data from created lessons, videotaped feedback sessions and semi-structured interviews were collected and analyzed. Results yielded three themes related to the instructional design, barriers and challenges, and equity: (a) Goal-focused planning and delivery, (b) Centrality of discourse, and (c) Time. We discuss the results in relation to prior work at the intersection of mathematics and broadcast pedagogy and share implications for future research. DA - 2022/5/25/ PY - 2022/5/25/ DO - 10.1080/0020739X.2022.2074903 VL - 5 SP - SN - 1464-5211 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85131078123&partnerID=MN8TOARS KW - Broadcast KW - pedagogy KW - mathematics KW - COVID-19 KW - equity ER - TY - JOUR TI - An empirical analysis of high school students' practices of modelling with unstructured data AU - Jiang, Shiyan AU - Nocera, Amato AU - Tatar, Cansu AU - Yoder, Michael Miller AU - Chao, Jie AU - Wiedemann, Kenia AU - Finzer, William AU - Rose, Carolyn P. T2 - BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY AB - Abstract To date, many AI initiatives (eg, AI4K12, CS for All) developed standards and frameworks as guidance for educators to create accessible and engaging Artificial Intelligence (AI) learning experiences for K‐12 students. These efforts revealed a significant need to prepare youth to gain a fundamental understanding of how intelligence is created, applied, and its potential to perpetuate bias and unfairness. This study contributes to the growing interest in K‐12 AI education by examining student learning of modelling real‐world text data. Four students from an Advanced Placement computer science classroom at a public high school participated in this study. Our qualitative analysis reveals that the students developed nuanced and in‐depth understandings of how text classification models—a type of AI application—are trained. Specifically, we found that in modelling texts, students: (1) drew on their social experiences and cultural knowledge to create predictive features, (2) engineered predictive features to address model errors, (3) described model learning patterns from training data and (4) reasoned about noisy features when comparing models. This study contributes to an initial understanding of student learning of modelling unstructured data and offers implications for scaffolding in‐depth reasoning about model decision making. Practitioner notes What is already known about this topic Scholarly attention has turned to examining Artificial Intelligence (AI) literacy in K‐12 to help students understand the working mechanism of AI technologies and critically evaluate automated decisions made by computer models. While efforts have been made to engage students in understanding AI through building machine learning models with data, few of them go in‐depth into teaching and learning of feature engineering, a critical concept in modelling data. There is a need for research to examine students' data modelling processes, particularly in the little‐researched realm of unstructured data. What this paper adds Results show that students developed nuanced understandings of models learning patterns in data for automated decision making. Results demonstrate that students drew on prior experience and knowledge in creating features from unstructured data in the learning task of building text classification models. Students needed support in performing feature engineering practices, reasoning about noisy features and exploring features in rich social contexts that the data set is situated in. Implications for practice and/or policy It is important for schools to provide hands‐on model building experiences for students to understand and evaluate automated decisions from AI technologies. Students should be empowered to draw on their cultural and social backgrounds as they create models and evaluate data sources. To extend this work, educators should consider opportunities to integrate AI learning in other disciplinary subjects (ie, outside of computer science classes). DA - 2022/7/1/ PY - 2022/7/1/ DO - 10.1111/bjet.13253 SP - SN - 1467-8535 KW - feature engineering KW - machine learning KW - model decision making KW - unstructured data ER - TY - JOUR TI - Examining Critical Reflection as a Mediator Between School Racial Climate Experiences and Anti‐Racist Action AU - Golden, Alexandrea R. AU - Byrd, Christy M. T2 - Journal of Research on Adolescence AB - Little is known about how different school racial climate experiences influence the critical reflection and subsequent critical action behaviors of racially minoritized youth. Therefore, the current study examined how critical reflection mediated the relationship between school racial climate profiles and critical action behaviors. Participants were 559 Black and Latinx adolescents, aged 13-17 who completed an online survey. Results indicated that critical reflection significantly mediated the relationships between interpersonal interactions (i.e., equal status) and anti-racist critical action behaviors. Similarly, the relationships between school racial socialization messages (i.e., cultural and critical consciousness socialization) and anti-racist critical action behaviors were also mediated by critical reflection. Findings have implications for how dimensions of the school racial climate differentially relate to racially minoritized youth's critical consciousness. DA - 2022/6/16/ PY - 2022/6/16/ DO - 10.1111/jora.12778 VL - 32 IS - 3 SP - 1109-1119 J2 - J of Research on Adolesc LA - en OP - SN - 1050-8392 1532-7795 UR - http://dx.doi.org/10.1111/jora.12778 DB - Crossref ER - TY - JOUR TI - Supporting Students' Science Content Knowledge and Motivation through Project-Based Inquiry (PBI) Global in a Cross-School Collaboration AU - Spires, Hiller A. AU - Himes, Marie P. AU - Krupa, Erin T2 - EDUCATION SCIENCES AB - Inquiry is featured prominently in the Next Generation Science Standards (NGSS) as a promising pedagogical approach. Building on current conceptions of inquiry, a mixed-methods research design was used to explore the effects of Project-Based Inquiry (PBI) Global on student science content knowledge, motivation, and perspectives related to inquiry in a cross-school collaboration. The data sources included pre-/post-tests on science content and student motivation (n = 75), transcripts from student focus groups (n = 26), and students’ multimodal learning products (n = 18 teams). The quantitative findings indicated School B students were more motivated by the project than School A students, which mirrored student performance. The student focus group findings generated three themes: constructing empathy, learning for impact, and navigating challenges. The discussion focuses on an integrated view of what students gained and did not gain from the PBI Global experience, including a nuanced explanation of how motivation and content knowledge may be influenced by student experiences and school contextual factors during PBI Global. Implications for instructional practice highlight how relationship building, mutual respect, and consensus making are essential components of constructing cross-school collaborations and the importance of integrating instructional frameworks with teachers and students. Future research will focus on investigating the effects of PBI Global on student learning in cross-school partnerships through experimental-designed studies, and the systemic and structural barriers to scaling cross-school inquiry-based learning. DA - 2022/6// PY - 2022/6// DO - 10.3390/educsci12060412 VL - 12 IS - 6 SP - SN - 2227-7102 UR - https://www.mdpi.com/2227-7102/12/6/412 KW - inquiry-based learning KW - collaborative inquiry KW - Project-Based Inquiry (PBI) Global KW - cross-school partnerships KW - student motivation KW - science content knowledge ER - TY - JOUR TI - A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention From First to Second Grade: Transfer Effects on Students' Reading Comprehension AU - Kim, James S. AU - Burkhauser, Mary A. AU - Relyea, Jackie Eunjung AU - Gilbert, Joshua B. AU - Scherer, Ethan AU - Fitzgerald, Jill AU - Mosher, Douglas AU - McIntyre, Joseph T2 - JOURNAL OF EDUCATIONAL PSYCHOLOGY DA - 2022/6/9/ PY - 2022/6/9/ DO - 10.1037/edu0000751 VL - 6 SP - SN - 1939-2176 KW - content literacy intervention KW - transfer KW - domain and topic knowledge KW - reading comprehension KW - cluster randomized controlled trial ER - TY - JOUR TI - Effects of group awareness tools on students' engagement, performance, and perceptions in online collaborative writing: Intergroup information matters AU - Peng, Yu AU - Li, Yanyan AU - Su, You AU - Chen, Kailiang AU - Jiang, Shiyan T2 - INTERNET AND HIGHER EDUCATION AB - Low student engagement is still a problem in online collaborative writing. We integrated two types of awareness information (i.e., intergroup and intragroup information) into a collaborative writing platform to enhance student engagement. A quasi-experiment study was conducted to examine the effects of intergroup and intragroup awareness information. The experimental class of 81 students were presented with intergroup information while the control class of 80 students were presented with intragroup information, and these students were required to perform collaborative writing and peer evaluation activities. The Wilcoxon–Mann–Whitney U test revealed that the experimental class had significantly higher behavioral engagement in writing and better academic performance than the control class. Also, the results showed that the students with intergroup awareness information had deeper cognitive thinking and demonstrated more positive emotion than the students with intragroup awareness information in online discussion and peer evaluation. Additionally, this study investigated students' perceptions of the group awareness tool using the Technology Acceptance Model (TAM). This paper concludes with future research directions for supporting collaborative learning. DA - 2022/4// PY - 2022/4// DO - 10.1016/j.iheduc.2022.100845 VL - 53 SP - SN - 1873-5525 KW - Group awareness KW - Intergroup and intragroup information KW - Student engagement KW - Online collaborative writing ER - TY - JOUR TI - Pre-service teachers? desire to control bias: Implications for the endorsement of culturally affirming classroom practices AU - Kumar, Revathy AU - Gray, DeLeon L. AU - Toren, Nurit Kaplan T2 - LEARNING AND INSTRUCTION AB - The study integrates social-psychological and educational research to examine the relations between preservice teachers’ race-related perceptions of Black students and the instructional approaches they endorse. Based on survey and race Implicit Association Test data from preservice teachers (N = 258; White = 82%) in the United States, we predicted that the association between motivation to be unprejudiced and motivation to appear unprejudiced would predict endorsement of culturally and motivationally supportive instructional practices via implicit and explicit biases about Black students. Path analyses revealed significant mediated associations among motivation to be unprejudiced and endorsed instructional approaches and practices via explicit bias, contingent on the motivation to appear unprejudiced. Furthermore, it is troubling to note that White preservice teachers, in contrast to their ethnic minority counterparts, displayed significant implicit preference for White over Black students. Implications of these findings for preparing a culturally responsive and motivational supportive teaching task-force are discussed. DA - 2022/4// PY - 2022/4// DO - 10.1016/j.learninstruc.2021.101512 VL - 78 SP - SN - 1873-3263 KW - Explicit stereotype beliefs KW - Motivation to control prejudice KW - Implicit race bias KW - Achievement goal theory KW - Culturally responsive teaching ER - TY - JOUR TI - Development trajectories for novice teachers: teaching efficacy, instructional beliefs, and domain knowledge AU - Thomson, Margareta M. AU - Huggins, Erin AU - Carrier, Sarah J. AU - Gray, DeLeon T2 - INTERNATIONAL JOURNAL OF SCIENCE EDUCATION AB - The current study investigates the developmental trajectories of novice elementary teachers’ self-efficacy science beliefs, their science instructional beliefs and science knowledge over the course of participants’ teacher preparation and into their first two years of teaching. Study results indicate changes in teachers’ self-efficacy science beliefs, in their science instructional beliefs, and changes in science knowledge. Additionally, teachers’ growth in science content knowledge had an impact on teachers’ self-efficacy science beliefs and on teachers’ instructional science beliefs. Findings from our study can help teacher educators, researchers, and policy makers in better understanding novice elementary teachers’ science developmental trajectories and the role of knowledge and beliefs in their professional growth. DA - 2022/5/17/ PY - 2022/5/17/ DO - 10.1080/09500693.2022.2075948 VL - 5 SP - SN - 1464-5289 UR - https://doi.org/10.1080/09500693.2022.2075948 KW - Developmental trajectories KW - teacher self-efficacy science beliefs KW - instructional beliefs KW - knowledge ER - TY - JOUR TI - Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents AU - Saleem, F. AU - Legette, K. AU - Byrd, C.M. T2 - Journal of School Psychology AB - Experiences with race-related stressors at school are linked to negative academic consequences, such as lowered belonging and engagement. One factor known to buffer racial stressors is ethnic-racial socialization (ERS). Although students receive ERS messages in school, less is known about how school ERS may reduce the negative consequences of school race-related stress (SRS) on youth's academic outcomes. To date no studies have examined the moderating effects of school ERS on SRS and whether the associations vary for African American and Latinx youth. Thus, the current study examined the direct effects of SRS and school ERS on youth's academic well-being, the moderating role of school ERS against SRS, and whether these associations varied for African American and Latinx youth. Multiple group regression analysis with 221 African American and 219 Latinx adolescents demonstrated that SRS was negatively associated with the academic outcomes. Cultural socialization was associated with more positive outcomes. Furthermore, there were significant interactions between SRS and color-evasive socialization, such that SRS was associated with lower belonging at higher compared to lower levels of color-evasive messages. Additionally, SRS was associated with less school engagement for those who reported high color-evasive socialization messages, but there was no association for those who reported low color-evasive messages. The results indicate that color-evasive school ERS messages can exacerbate the negative associations between SRS and academic well-being for both African American and Latinx youth and highlight how school racialized experiences may have unique or similar effects across groups. Implications for culturally relevant school practices and interventions are discussed. DA - 2022/4// PY - 2022/4// DO - 10.1016/j.jsp.2022.01.001 VL - 91 SP - 97-111 J2 - Journal of School Psychology LA - en OP - SN - 0022-4405 UR - http://dx.doi.org/10.1016/j.jsp.2022.01.001 DB - Crossref KW - School racial stress KW - School ethnic-racial socialization KW - Academic-well-being KW - African American and Latinx adolescents ER - TY - JOUR TI - What do upper-elementary and middle school teachers know about the processes of text comprehension? (Mar, 10.1007/s11145-022-10268-4, 2022) AU - Davis, Dennis S. AU - Tenore, F. Blake AU - McElhone, Dot AU - DeIaco, Robyn T2 - READING AND WRITING DA - 2022/5/10/ PY - 2022/5/10/ DO - 10.1007/s11145-022-10306-1 VL - 5 SP - SN - 1573-0905 ER - TY - JOUR TI - 'That's my dumb husband': Wild things, battle bears and heteronormative responses in an afterschool reading club AU - Lo, Rachel Skrlac AU - Wiseman, Angela T2 - JOURNAL OF EARLY CHILDHOOD LITERACY AB - In this paper, we analyse a group of 6 and 7 year olds’ interactions during a literacy event. We explore the complexities of their meaning-making following a read aloud of Where the Wild Things Are (Sendak 1963). Our focus is on discourses of gender/sex/uality, a term that acknowledges the complex relationship between gender, sex and sexuality, and how these discourses are enacted. Our guiding question was: How did discourses of gender/sex/uality circulate in this group of young children’s multimodal and playful responses to a literacy event? By considering the relationship between reader response, play and gender/sex/uality, we gained insight into how children’s responses to texts are connected to their own identities and lived experiences. We used critical multimodal discourse analysis to understand the children’s meaning-making processes. This revealed how the children were drawing from varying scripts to inform their play and creative processes. The children referenced gender/sex/uality to collaborate, to compete and to seek inclusion or status in the group. We discuss four children who drove this collective dialogue and who guided the group’s interactions. Another child’s responses pushed against and evolved in tandem with the emerging consensus. This study deepened and expanded our consciousness of children’s enactments of gender/sex/uality and how such enactments reinforced heteronormativity. The children’s artefacts, actions and talk are testimony of dominant discourses that guided and ultimately led them to adopt storylines that aligned with heteronormative scripts. Our analysis of how the children’s responses unfolded revealed how power asymmetries were reinforced and hegemonic ideologies persisted. Understanding the influences of social norms during interactive literacy events may help educators create opportunities for all learners to write themselves into these events and classroom interactions more broadly. DA - 2022/4/17/ PY - 2022/4/17/ DO - 10.1177/14687984221079008 VL - 4 SP - SN - 1741-2919 KW - play-based literacy KW - gender KW - peer collaboration KW - agency KW - childhood cultures KW - children's meaning-making KW - critical literacy events KW - drawing KW - multimodal analysis KW - literacy practices ER - TY - JOUR TI - What is community-level environmental literacy, and how can we measure it? A report of a convening to conceptualize and operationalize CLEL AU - Gibson, Lauren M. AU - Busch, K. C. AU - Stevenson, Kathryn T. AU - Cutts, Bethany B. AU - DeMattia, Elizabeth A. AU - Aguilar, Olivia M. AU - Ardoin, Nicole M. AU - Carrier, Sarah J. AU - Clark, Charlotte R. AU - Cooper, Caren B. AU - Feinstein, Noah Weeth AU - Goodwin, Jean AU - Peterson, M. Nils AU - Wheaton, Mele T2 - ENVIRONMENTAL EDUCATION RESEARCH AB - Environmental education research often emphasizes the importance of community context, but conceptualization and measurement of environmental literacy has mostly occurred at the individual level, often focusing on individual behaviors. The environmental problems facing the world today require collective action—communities coming together to address large-scale problems. Accordingly, understanding and encouraging collective action requires a shift in focus from individual to community-level environmental literacy (CLEL). Despite its importance, CLEL has been left largely undefined and unmentioned in environmental education literature. To understand the field’s current conceptualizations and measurement strategies around CLEL, the authors held a convening of 24 researchers to discuss the topic. Here, we report the findings of this convening and present a series of tensions that emerged in conceptualizing and measuring CLEL. We see this area of research as rich with opportunity for innovation and offer considerations for researchers engaging in this work. DA - 2022/4/19/ PY - 2022/4/19/ DO - 10.1080/13504622.2022.2067325 VL - 5 SP - SN - 1469-5871 UR - https://doi.org/10.1080/13504622.2022.2067325 KW - Environmental literacy KW - community-level KW - collective impact ER - TY - JOUR TI - Reimagining Discourse in the Classroom AU - Grifenhagen, Jill F. AU - Barnes, Erica M. T2 - READING TEACHER AB - Abstract Classroom discourse serves an important role in language, literacy, and other content area learning in early childhood and elementary classrooms. In this article, the authors define discourse as it relates to teaching and learning and overview the background of research on the topic. Then classroom discourse is reconsidered in the current context, including the field's growing understanding of the importance of knowledge for literacy, increasingly diverse student populations, and the rising prevalence of technology for instruction. Two traditional classroom discourse practices, sharing time and small‐group discussions, are revisited with these considerations. Suggestions are presented for how educators may update their approach to facilitating these types of discourse activities. DA - 2022/4/8/ PY - 2022/4/8/ DO - 10.1002/trtr.2108 VL - 4 SP - SN - 1936-2714 UR - https://doi.org/10.1002/trtr.2108 ER - TY - JOUR TI - Academic Vocabulary Volume in Elementary Grades Disciplinary Textbooks AU - Fitzgerald, Jill AU - Relyea, Jackie Eunjung AU - Elmore, Jeff T2 - JOURNAL OF EDUCATIONAL PSYCHOLOGY DA - 2022/3/24/ PY - 2022/3/24/ DO - 10.1037/edu0000735 VL - 3 SP - SN - 1939-2176 KW - academic vocabulary KW - content area KW - text analysis KW - vocabulary ER - TY - JOUR TI - Using Insights from Teachers to Inform Online Professional Development in Early Literacy Instruction AU - DeIaco, Robyn AU - Samuelson, Courtney AU - Grifenhagen, Jill AU - Davis, Dennis S. AU - Kosanovich, Marcia T2 - Literacy Research and Instruction AB - This thematic analysis utilizes teacher insights from their experiences in an online professional development (PD) course on early reading instruction to determine course design features educators perceive as being beneficial and questions and concerns educators raised during the course. We analyzed discussion forum contributions and course surveys from 418 educators enrolled in the course. We found that videos, interactive activities, and discussion forums were features of the online platform that fostered critical teacher reflection. Also, as teachers engaged with literacy content, they sought out new ways of understanding concepts of word analysis and invented spelling and reflected on how their course learning might apply to meeting the needs of diverse learners. Implications and design recommendations for future professional development courses in foundational reading are discussed. DA - 2022/1/2/ PY - 2022/1/2/ DO - 10.1080/19388071.2021.1921889 UR - https://doi.org/10.1080/19388071.2021.1921889 ER - TY - JOUR TI - University-based literacy coaches as outsiders to the rural school context AU - Grifenhagen, Jill F. AU - Jones, Jill S. T2 - TEACHING AND TEACHER EDUCATION AB - This study examines how social positioning as outsiders shaped how university-based literacy coaches supported novice, primary-grade teachers in a distance-coaching model. Coaches were external to the rural schools, districts, and communities where they coached. Grounded in a sociocultural perspective, we analyzed coach and teacher interviews to understand the positioning of a literacy coach as an outsider and how coaches provided professional development in this context. Findings include benefits and challenges of outsider coaching and coach actions to facilitate productive partnerships. The coaches were positioned as outsiders by role and institutional affiliation, yet insiders by social interactions with individual teachers. DA - 2022/6// PY - 2022/6// DO - 10.1016/j.tate.2022.103694 VL - 114 SP - SN - 1879-2480 UR - https://doi.org/10.1016/j.tate.2022.103694 KW - Distance coaching KW - School-university partnership KW - Literacy coaching KW - Rural schools KW - Teacher induction ER - TY - JOUR TI - Writing with Dignity Among Youth in Urban Communities: Using Mentor Texts as a Reflective Tool for Transformation AU - Lee, Crystal Chen AU - Jacobs, Laura AU - Mann, Jennifer C. T2 - URBAN EDUCATION AB - This article describes a three-year qualitative study on how youth of color in one community-based organization, Durham Community Youth, used the mentor text, Dr. Martin Luther King Jr.’s “What’s your life’s blueprint?” speech, as a reflective tool to transform themselves and their community. Using a critical literacy framework, the authors situate the study within the rich history of the Black community in Durham, North Carolina and examine how students’ writing advocated for their communities by speaking out against oppressive forces. The article offers implications on how educators can reimagine the implementation and intentionality of mentor texts for youth. DA - 2022/2/23/ PY - 2022/2/23/ DO - 10.1177/00420859221081765 VL - 2 SP - SN - 1552-8340 UR - https://doi.org/10.1177/00420859221081765 ER - TY - JOUR TI - What do upper-elementary and middle school teachers know about the processes of text comprehension? AU - Davis, Dennis S. AU - Tenore, F. Blake AU - McElhone, Dot AU - DeIaco, Robyn T2 - READING AND WRITING DA - 2022/3/5/ PY - 2022/3/5/ DO - 10.1007/s11145-022-10268-4 VL - 3 SP - SN - 1573-0905 KW - Knowledge base for teaching KW - Teacher knowledge KW - Reading comprehension KW - Reading processes ER - TY - JOUR TI - Fugitive Pedagogy: Carter G. Woodson and the Art of Black Teaching AU - Nocera, Amato T2 - HISTORY OF EDUCATION QUARTERLY AB - An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content. DA - 2022/2// PY - 2022/2// DO - 10.1017/heq.2021.63 VL - 62 IS - 1 SP - 127-130 SN - 1748-5959 ER - TY - JOUR TI - Nurturing students through social interactions AU - Pruitt-Britton, Tiffini AU - Wilhelm, Anne Garrison AU - Wilson, Jonee T2 - PHI DELTA KAPPAN AB - Student interaction with teachers is crucial to developing caring relationships. Research suggests that when teachers work to build nurturing learning environments, there are substantial benefits for students, especially those from historically marginalized groups. Tiffini Pruitt-Britton, Anne Garrison Wilhelm, and Jonee Wilson share examples from their research that show how using humor, sharing personal stories, and disclosing rationales and mistakes humanize teachers and cultivate an inviting environment that supports student learning. DA - 2022/2// PY - 2022/2// DO - 10.1177/00317217221079974 VL - 103 IS - 5 SP - 18-23 SN - 1940-6487 KW - relationships KW - teachers KW - students KW - caring KW - nurturing KW - classroom KW - humor KW - personal KW - experience KW - stories KW - mistakes KW - decisions KW - rationales ER - TY - JOUR TI - Why is it so hard to reconcile disciplinary literacy and antiracism? Informational texts and middle grades English language arts AU - Alston, Chandra L. AU - Bausell, Sarah Byrne T2 - ENGLISH TEACHING-PRACTICE AND CRITIQUE AB - Purpose This study aims to understand the supports and challenges to using disciplinary and antiracism lenses when teaching with informational texts in middle grades English Language Arts (ELA) classrooms. Design/methodology/approach This paper analyzes teacher talk in four virtual sessions with four middle grades ELA teachers in one school district. Teachers had recently completed a voluntary, school-based antiracism professional development. Researchers used thematic analysis of session transcripts and semi-structured interviews. Findings Teachers’ informational text use was nested in and directed by curriculum and contexts that limited disciplinary and antiracist teaching. The context and texts constrained instruction to basic reading skills. Equity was conceptualized as supporting students’ persistence. Discussions of race were avoided. Research limitations/implications This study has implications for ELA teacher preparation, and district and state resources to support merging disciplinarity and antiracism in informational text instruction in ELA. The study is limited by the small sample from one district and access to only teacher self-reports. Originality/value Secondary ELA disciplinary literacy has privileged literature, yet there is an increase of informational text use in middle grades ELA. Teachers need support teaching informational texts through disciplinary and antiracism lenses. DA - 2022/2/1/ PY - 2022/2/1/ DO - 10.1108/ETPC-06-2021-0062 VL - 2 SP - SN - 1175-8708 KW - Disciplinary literacy KW - Antiracism KW - Informational text KW - Middle grades ER - TY - JOUR TI - Can teacher-centered community-based conservation programs influence student household sustainable behaviors near a biodiversity hotspot? AU - Kendall, Corinne J. AU - Carrier, Sarah J. AU - Folta, Elizabeth AU - Tinka, John AU - Fraulo, Aimee AU - Leeds, Austin AU - Lukas, Kristen E. T2 - CONSERVATION SCIENCE AND PRACTICE AB - Abstract Local communities living on the borders of protected areas can be key drivers of environmental degradation. Community‐based conservation initiatives seek to use sustainable activities as a strategy for mitigating these degradative behaviors while improving livelihoods but must be scalable to the site and sustainable over time. Teacher training, as a means of information transfer to the broader community, is one technique for implementing long‐term sustainable behavior programs. To be effective, sustainability practices must reach beyond behavior change in teachers to influence students and the broader community in which they work. UNITE for the Environment (UNITE) is a community‐based environmental sustainability program located along the border of Kibale National Park in Uganda, a site of high biodiversity, particularly for primates. UNITE focuses on conducting teacher trainings with 12 schools within 5 km of the park. We conducted an evaluation of the effectiveness of the transfer of UNITE's sustainability practices to the broader community. Families of teachers and students from schools that UNITE worked with, as well as control schools, were surveyed to assess their use of sustainable activities promoted by UNITE. Sustainable activities included specific agricultural practices, composting, bee‐keeping and fuel‐efficient stoves, while controlling for possible confounding variables between households including socioeconomic, spatial, and demographic variables. Results revealed that UNITE households, in comparison with control group households, showed greater use of sustainable practices for 12 of 13 behaviors tested. Wealth was the most influential of socioeconomic factors, with wealthier individuals more likely to implement sustainable activities. UNITE participants had greater value of the environment and belief in their ability to affect the environment than members of the control group. This study demonstrates the ability of teacher training programs to influence sustainable behavior, even while controlling for socioeconomic factors, suggesting that other programs should consider this approach to community‐based conservation. DA - 2022/2/11/ PY - 2022/2/11/ DO - 10.1111/csp2.12648 VL - 4 IS - 4 SP - SN - 2578-4854 UR - https://doi.org/10.1111/csp2.12648 KW - behavior change KW - fuel-efficient stoves KW - primate KW - rural development KW - sustainability KW - teacher training KW - tree planting ER - TY - JOUR TI - A Systematic Review of Research Syntheses on Students with Mathematics Learning Disabilities and Difficulties AU - Nelson, Gena AU - Crawford, Angela AU - Hunt, Jessica AU - Park, Soyoung AU - Leckie, Emily AU - Duarte, Alex AU - Brafford, Tasia AU - Ramos-Duke, Mary AU - Zarate, Kary T2 - LEARNING DISABILITIES RESEARCH & PRACTICE AB - Abstract The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of learning disabilities (LD), mathematics LD (MLD), and mathematics difficulty (MD). Using rigorous inclusion criteria, we evaluated 36 syntheses that included 836 studies with 32,495 participants. Although each synthesis stated a focus on LD, MLD, or MD, few students with LD or MLD were included, and the authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word‐problem solving, fractions, computer‐assisted learning, and schema‐based instruction. Wide variation in effectiveness, content areas, and instructional strategies was reported. Finally, our results indicate the majority of syntheses included achievement outcomes, but very few reported on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledgebase on mathematics interventions. DA - 2022/1/31/ PY - 2022/1/31/ DO - 10.1111/ldrp.12272 VL - 1 IS - 1 SP - SN - 1540-5826 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85123924743&partnerID=MN8TOARS ER - TY - JOUR TI - Patterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices AU - Steinbrenner, Jessica R. AU - McIntyre, Nancy AU - Rentschler, Lindsay F. AU - Pearson, Jamie N. AU - Luelmo, Paul AU - Jaramillo, Maria Elizabeth AU - Boyd, Brian A. AU - Wong, Connie AU - Nowell, Sallie W. AU - Odom, Samuel L. AU - Hume, Kara A. T2 - AUTISM AB - There are marked racial and ethnic disparities in diagnosis and services for individuals on the autism spectrum, yet race and ethnicity are underreported and underexamined in autism research. The current study examines the reporting of race and ethnicity and the inclusion of participants across racial and ethnic groups in studies included in a large-scale systematic review of autism intervention research (1990–2017). Trained research assistants reviewed 1013 articles and extracted data on the reporting of race and ethnicity data and the inclusion of participants from different racial and ethnic categories from each article. Only 25% of the articles reported any data on race and ethnicity and reporting over time has slowly increased across the 28 years of the review. Descriptive statistics suggest that race and ethnicity reporting varied by study design, intervention, and outcomes. In studies with reported data, White participants had the highest rate of participation (64.8%), with a large gap between the next highest rates of participation, which were among Hispanic/Latino (9.4%), Black (7.7%), and Asian (6.4%) participants. The lack of reporting and the limited inclusion of participants across minoritized racial and ethnic groups are concerning and suggest a need to examine practices in autism research from planning to dissemination. Lay Abstract Researchers who study autism-related interventions do a poor job reporting data related to the race and ethnicity of autistic individuals who participate in their studies, and of those who do report these data, the participants are overwhelmingly White. This is problematic for many reasons, as we know little about how interventions are meeting the needs of culturally and linguistically diverse populations, and we assume that interventions are effective for all when they have been developed and validated primarily with and for White children. This study examined the reporting patterns of autism intervention researchers whose work was included in a large-scale systematic review of the intervention literature published between 1990 and 2017. We found that only 25% of studies (out of 1,013 included in the review) included data related to the race and ethnicity of their participants, with minimal change in reporting patterns across the years. In studies with reported data, White participants had the highest rate of participation, with a large gap between the next highest rates of participation among Hispanic/Latino, Black, and Asian participants. Other race and ethnicity groups had very low representation. This study includes additional analyses which examine how the reporting patterns and the inclusion of racially and ethnically diverse participants varies across study types, interventions, and outcome areas. Reporting this data is merely a starting point to begin to address the many disparities in autism-related healthcare, education, and research practices, and this article includes broader implications and next steps to ensure the field becomes more equitable and inclusive. DA - 2022/1/22/ PY - 2022/1/22/ DO - 10.1177/13623613211072593 SP - SN - 1461-7005 KW - autism KW - interventions -psychosocial KW - behavioral KW - race KW - ethnicity KW - systematic review ER - TY - JOUR TI - Differences between Students with Emotional Disturbance, Learning Disabilities, and without Disabilities on the Five Dimensions of Emotional Disturbance AU - Lambert, Matthew C. AU - Cullinan, Douglas AU - Epstein, Michael H. AU - Martin, Jodie T2 - JOURNAL OF APPLIED SCHOOL PSYCHOLOGY AB - The present study investigated evidence of the construct validity of scores from the Scales for Assessing Emotional Disturbance Rating Scale (SAED-3 RS), which is designed to help identify emotional disturbance (ED) as defined by U.S. law and regulations. The purpose of this research was to evaluate the degree to which SAED-3 RS scores differed between students with school-identified ED, students with school-identified learning disabilities (LD), and students without disabilities. The sample consisted of 2,193 K-12 students from throughout the U.S. The findings supported three hypotheses related to evidence of construct validity: (1) students with ED would differ from students without disabilities on all five dimensions of the SAED-3 RS; (2) students with ED would differ from students with LD on all dimensions of the SAED-3 RS except for the Inability to Learn dimensions; and (3) students with LD would differ from students without disabilities on all five dimensions of the SAED-3 RS, but that these differences would be smaller than the differences between students with ED and students without disabilities. Implications for practice and directions for future research are also discussed. DA - 2022/1/2/ PY - 2022/1/2/ DO - 10.1080/15377903.2021.1895399 VL - 38 IS - 1 SP - 58-73 SN - 1537-7911 KW - Emotional disturbance KW - assessment KW - scales for assessing emotional disturbance KW - validity ER - TY - JOUR TI - Assessing computational thinking in the social studies AU - Manfra, Meghan McGlinn AU - Hammond, Thomas C. AU - Coven, Robert M. T2 - Theory & Research in Social Education AB - Although computational thinking has most often been associated with the science, technology, engineering, and math education fields, our research takes a first step toward documenting student outcomes associated with integrating and assessing computational thinking in the social studies. In this study, we pursued an embedded research design, merging teacher action research with qualitative case study, into collaborative inquiry. Through analysis of classroom-based data, including samples of student work, we were able to develop an understanding of the manner with which student understanding of computational thinking emerged in this classroom. Findings suggest that, through the integration of carefully designed learner-centered tasks, students came to view computational thinking as computer mediated data analysis or an approach to analyzing data and solving problems. The iterative nature of the instructional design—three consecutive units built around the same heuristic of data-patterns-rules—as well as the variety of learning-centered tasks given to students, appeared to have enabled the teacher and students to have a common set of procedures for problem solving and a common language to articulate the goals and outcomes of data analysis and interpretation. Our study demonstrated that framing a lesson through the lens of computational thinking provides teachers with strategies for engaging students in a structured, yet authentic approach to grappling with complex problems relevant to the subject. DA - 2022/4/3/ PY - 2022/4/3/ DO - 10.1080/00933104.2021.2003276 UR - https://doi.org/10.1080/00933104.2021.2003276 KW - Action research KW - assessment KW - computational thinking KW - historical thinking KW - qualitative research ER - TY - JOUR TI - Variables that Predict Graduation for Students with Emotional Disturbance: An examination Across High Schools AU - Mills, Bradley AU - Sabornie, Edward T2 - International Journal of Disability, Development and Education AB - Students with Emotional Disturbance (ED) graduate from high school with a standard diploma at rates far below their peers. The present study utilised archival data of former high school students with ED and a nondisabled comparison group to examine graduation-related predictor variables. The results indicated that grade point average and extracurricular activity participation positively predicted high school graduation while the number of years spent in 9th grade negatively predicted graduation for both groups of interest. For students with ED, the percentage of student attendance at special education meetings throughout high school was also statistically significant for predicting graduation. Educational implications related to adolescents with ED are discussed. DA - 2022/1/2/ PY - 2022/1/2/ DO - 10.1080/1034912X.2021.1947475 VL - 69 IS - 1 SP - 76-90 UR - https://doi.org/10.1080/1034912X.2021.1947475 KW - Behaviour disorder KW - dropout rate KW - emotional disability KW - emotional disturbance KW - graduation rate KW - IEP ER - TY - JOUR TI - How does teacher bias influence students?: An introduction to the special issue on teachers? implicit attitudes, instructional practices, and student outcomes AU - DeCuir-Gunby, Jessica T. AU - Bindra, Vandna Gill T2 - LEARNING AND INSTRUCTION AB - Implicit bias, unconscious beliefs based upon stereotypes and prejudices, has emerged as a useful way to understand and explain issues of discrimination, particularly involving race. The influence of implicit bias has been explored in various academic disciplines and numerous contexts, including education. Despite the burgeoning research literature, there is limited research on the role implicit bias plays within the classroom. The goal of this special issue is to broaden and challenge the current thinking on teacher implicit bias and attitudes as well as their influence on students. DA - 2022/4// PY - 2022/4// DO - 10.1016/j.learninstruc.2021.101523 VL - 78 SP - SN - 1873-3263 UR - https://doi.org/10.1016/j.learninstruc.2021.101523 KW - Implicit bias KW - Teachers KW - Student outcomes ER - TY - JOUR TI - The Next Generation of Science Educators: Museum Volunteers AU - Refvem, Emma AU - Jones, M. Gail AU - Rende, K. AU - Carrier, Sarah AU - Ennes, Megan T2 - Journal of Science Teacher Education AB - There is a growing need for science educators and communicators who can support public understanding of complex science issues. Furthermore, little is known about how to nurture career aspirations for teaching science. This study examined the influence of youth volunteer experiences on career aspirations through a lens of science identity. Twenty-one participants were interviewed about high school volunteer experiences at a science museum. Data were coded for factors related to science identity (recognition, competence, and performance) and career aspirations. Results showed that the museum program contributed to the development of youth volunteers’ science identities through experiences that bolstered individuals’ science recognition, science competence, and science performance. Further analyses revealed the program’s impact on the development of individuals’ career interests in the areas of science communication and teaching. The results showed that after participating in the volunteer program, individuals indicated increased interests in communicating science to the public, teaching in informal science settings, and teaching in K-12 settings. These findings suggest that museum volunteer programs with an explicit focus on communicating science to the public may be optimal places to cultivate the next generation of science educators and communicators. DA - 2022/4/3/ PY - 2022/4/3/ DO - 10.1080/1046560X.2021.1929713 VL - 6 SP - 1-18 UR - https://doi.org/10.1080/1046560X.2021.1929713 KW - career aspirations KW - science identity KW - informal science education ER - TY - JOUR TI - Connecting computational thinking in everyday reasoning and programming for elementary school students AU - Shen, Ji AU - Chen, Guanhua AU - Barth-Cohen, Lauren AU - Jiang, Shiyan AU - Eltoukhy, Moataz T2 - JOURNAL OF RESEARCH ON TECHNOLOGY IN EDUCATION AB - Computational thinking (CT) has been advocated as an essential problem solving skill students need to develop. Emphasizing on CT applied in both programming and everyday contexts, we developed a humanoid robotics curriculum and a computerized assessment instrument. We implemented the curriculum with six classes of 125 fifth graders. Quantitative methods were used to compare students’ performance from pretest to posttest. Learning analytics techniques were applied to examine students’ problem solving processes. The results showed that students’ CT performance improved in both programming and everyday reasoning contexts and that the curriculum benefited students with varied initial performance. The study shed light on how to connect and assess CT in everyday reasoning and programming contexts. DA - 2022/5/18/ PY - 2022/5/18/ DO - 10.1080/15391523.2020.1834474 VL - 54 IS - 2 SP - 205-225 SN - 1945-0818 KW - Computational thinking KW - robotics KW - programming KW - everyday reasoning KW - problem-solving patterns ER - TY - JOUR TI - Do Coping Responses and Racial Identity Promote School Adjustment Among Black Youth? Applying an Equity-Elaborated Social-Emotional Learning Lens AU - Griffin, Charity Brown AU - Gray, DeLeon AU - Hope, Elan AU - Metzger, Isha W. AU - Henderson, Dawn X. T2 - URBAN EDUCATION AB - This study examines two equity-elaborated social and emotional learning (SEL) competencies among Black adolescents: coping responses to race-related stress at school (self-management) and racial identity (self-awareness), and their relation to school adjustment (school belonging, school valuing, cognitive strategy use). The sample included 151 Black high school students ( M age = 16.42; 52% female) from the southeastern United States. Hierarchical regression analyses revealed that racial centrality moderated the relationships between active coping and school valuing and active coping and cognitive strategy use. Findings support the value of using an equity-elaborated lens to understand the role of SEL competencies for Black youth’s school adjustment. DA - 2022/2// PY - 2022/2// DO - 10.1177/0042085920933346 VL - 57 IS - 2 SP - 198-223 SN - 1552-8340 KW - social and emotional learning KW - coping KW - racial identity KW - academic adjustment KW - Black adolescents ER - TY - JOUR TI - Current Knowledge and Future Directions: Proportional Reasoning Interventions for Students with Learning Disabilities and Mathematics Difficulties AU - Nelson, Gena AU - Hunt, Jessica H. AU - Martin, Kristi AU - Patterson, Blain AU - Khounmeuang, Andy T2 - LEARNING DISABILITY QUARTERLY AB - The purpose of this systematic review was to examine the effectiveness of proportional reasoning interventions for students with learning disabilities (LD) or mathematics difficulty (MD). We evaluated fifth to ninth grade interventions on proportional reasoning content, instructional features, and disability and difficulty identification. The nine studies that met inclusion criteria yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau- U = 0.88 to 1.00. Two of the nine studies were deemed high quality and very few studies included participants with LD. Although most studies identified the concepts addressed in the interventions, authors rarely provided in-depth descriptions of how the concept was taught. The results suggest that proportional reasoning interventions for students with LD and MD is underinvestigated. We posit that intervention research in proportional reasoning can and should be expanded upon and offer suggestions in terms of how researchers can continue to develop the knowledge base. DA - 2022/8// PY - 2022/8// DO - 10.1177/0731948720932850 VL - 45 IS - 3 SP - 159-171 SN - 2168-376X UR - http://dx.doi.org/10.1177/0731948720932850 KW - intervention KW - learning disability KW - mathematics difficulty KW - proportional reasoning ER -