Matthew J. Madison, Seungwon Chung, Juno Kim, Laine Bradshaw
{"title":"Approaches to Estimating Longitudinal Diagnostic Classification Models","authors":"Matthew J. Madison, Seungwon Chung, Juno Kim, Laine Bradshaw","doi":"10.3102/1508937","DOIUrl":"https://doi.org/10.3102/1508937","url":null,"abstract":"","PeriodicalId":234906,"journal":{"name":"Proceedings of the 2019 AERA Annual Meeting","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133356669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Incorporating Teacher Noticing Video Case Reflection Into Scaffolded Lesson Study","authors":"Jada Kohlmeier","doi":"10.3102/1437611","DOIUrl":"https://doi.org/10.3102/1437611","url":null,"abstract":"","PeriodicalId":234906,"journal":{"name":"Proceedings of the 2019 AERA Annual Meeting","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134564605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"An Examination of Key Assessments in a Teacher Education Program: Muddy Water With Purpose","authors":"J. Nichols","doi":"10.3102/1425069","DOIUrl":"https://doi.org/10.3102/1425069","url":null,"abstract":"","PeriodicalId":234906,"journal":{"name":"Proceedings of the 2019 AERA Annual Meeting","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134535257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Perceptions of Transformation and Quality in Higher Education: A Case Study of Ph.D. Student Experiences","authors":"J. Groen","doi":"10.20381/RUOR-24368","DOIUrl":"https://doi.org/10.20381/RUOR-24368","url":null,"abstract":"","PeriodicalId":234906,"journal":{"name":"Proceedings of the 2019 AERA Annual Meeting","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127023830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study utilized the term "teacher as stranger" from Maxine Greene's (1973) Teacher as Stranger to explore how teachers teach contemporary controversial public issues in Taiwan (e.g., national identity, sovereignty, and ethnic issues). Using a case study design, this study documents how six social studies teachers make curricular decisions about teaching controversial public issues and create possibility for their students to imaginatively engage controversial public issues. Findings illuminate that teachers challenge the stereotype of Asian teachers as always following centralized curriculum; these teachers instead collaborate authentic curricular resources and decenter the exam-centric and curriculum-centric classroom space. In sum, this study, refracted through the national context of Taiwan, helps us understand the possibility of Taiwanese teachers’ curricular-instructional decisions and increased autonomy and authority.
{"title":"Teacher as Stranger: \"Releasing\" Imagination for Teaching Controversial Public Issues","authors":"Yu-Han Hung","doi":"10.3102/1437997","DOIUrl":"https://doi.org/10.3102/1437997","url":null,"abstract":"This study utilized the term \"teacher as stranger\" from Maxine Greene's (1973) Teacher as Stranger to explore how teachers teach contemporary controversial public issues in Taiwan (e.g., national identity, sovereignty, and ethnic issues). Using a case study design, this study documents how six social studies teachers make curricular decisions about teaching controversial public issues and create possibility for their students to imaginatively engage controversial public issues. Findings illuminate that teachers challenge the stereotype of Asian teachers as always following centralized curriculum; these teachers instead collaborate authentic curricular resources and decenter the exam-centric and curriculum-centric classroom space. In sum, this study, refracted through the national context of Taiwan, helps us understand the possibility of Taiwanese teachers’ curricular-instructional decisions and increased autonomy and authority.","PeriodicalId":234906,"journal":{"name":"Proceedings of the 2019 AERA Annual Meeting","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114071743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Chan, B. Jiang, M. Chandler, R. Morris, Sławomir Rębisz, Selahattin Turan, Ziding Shu, S. Kpeglo
The purpose of this study is to examine if school principals’ roles and responsibilities in China, Ghana, Hungary, Turkey, Poland and the United States are significantly different from one another. This study adopts a survey design which provides a quantitative or qualitative description of trends, attitudes, or opinions of a population by studying a sample of that population. Quantitative and qualitative data were collected from school principals in these six countries by using a researcher designed survey questionnaire. The quantitative data derived from principals’ responses were analyzed by country and by total average according to the subsets of character, professional knowledge, professional skill, administrative style, administrative duties, personnel management, and student affairs management. The principals’ roles and responsibilities of the six countries were compared by using Multivariate Analysis of Variance. Answers to the three openended questions provide qualitative data for analysis. Emerging themes and patterns were observed among the principals’ responses. Results of data analysis show that principals of the six countries confront many similar problems in their daily school functions. The unique political infrastructures of their locations determine how they address these problems to meet the individual demands of their own societies. Understanding of common challenges and emerging roles of principals in changing social and political settings provide educational leaders of these countries the opportunities to share their unique experiences and success stories.
{"title":"School Principals' Self-Perceptions of Their Roles and Responsibilities in Six Countries","authors":"T. Chan, B. Jiang, M. Chandler, R. Morris, Sławomir Rębisz, Selahattin Turan, Ziding Shu, S. Kpeglo","doi":"10.3102/1427273","DOIUrl":"https://doi.org/10.3102/1427273","url":null,"abstract":"The purpose of this study is to examine if school principals’ roles and responsibilities in China, Ghana, Hungary, Turkey, Poland and the United States are significantly different from one another. This study adopts a survey design which provides a quantitative or qualitative description of trends, attitudes, or opinions of a population by studying a sample of that population. Quantitative and qualitative data were collected from school principals in these six countries by using a researcher designed survey questionnaire. The quantitative data derived from principals’ responses were analyzed by country and by total average according to the subsets of character, professional knowledge, professional skill, administrative style, administrative duties, personnel management, and student affairs management. The principals’ roles and responsibilities of the six countries were compared by using Multivariate Analysis of Variance. Answers to the three openended questions provide qualitative data for analysis. Emerging themes and patterns were observed among the principals’ responses. Results of data analysis show that principals of the six countries confront many similar problems in their daily school functions. The unique political infrastructures of their locations determine how they address these problems to meet the individual demands of their own societies. Understanding of common challenges and emerging roles of principals in changing social and political settings provide educational leaders of these countries the opportunities to share their unique experiences and success stories.","PeriodicalId":234906,"journal":{"name":"Proceedings of the 2019 AERA Annual Meeting","volume":"695 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121822908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Gentrification, Displacement, and Student Achievement","authors":"A. Pearman","doi":"10.3102/1439160","DOIUrl":"https://doi.org/10.3102/1439160","url":null,"abstract":"","PeriodicalId":234906,"journal":{"name":"Proceedings of the 2019 AERA Annual Meeting","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128962567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"An Analysis of Two-Year STEM Intervention Program Effects on the Students' Beliefs and Attitudes","authors":"Josip Burušić, Mirta Blažev","doi":"10.3102/1434249","DOIUrl":"https://doi.org/10.3102/1434249","url":null,"abstract":"","PeriodicalId":234906,"journal":{"name":"Proceedings of the 2019 AERA Annual Meeting","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126650743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-02DOI: 10.1007/978-3-030-13483-9
A. Sullivan, L. Urraro
{"title":"Voices of Transgender Children in Early Childhood Education","authors":"A. Sullivan, L. Urraro","doi":"10.1007/978-3-030-13483-9","DOIUrl":"https://doi.org/10.1007/978-3-030-13483-9","url":null,"abstract":"","PeriodicalId":234906,"journal":{"name":"Proceedings of the 2019 AERA Annual Meeting","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115463956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The idea of self-determined learning of students is quite prevalent at least from the times of Rousseau. This paper presents innovative teacher education heutagogy (self-determined learning) courses (250 students). The students chose what to learn in the context of the main course subject, with whom (individually or in small groups), how to learn, from what resources and how to present the knowledge they had constructed. The data were collected from students' written blogs and students' products and was analyzed by collaborative self-study and multiple case-study methods. Findings demonstrated how the students and the lecturers cope with challenges like uncertainty and vagueness and turn them into meaningful learning which enhance their passion for knowledge and pleasure in learning. At the first stages of the courses most of the students felt helplessness about acting in total autonomy setting. As oppose to conventional courses, the students expressed senses of self-competence and capability and self-autonomy.
{"title":"Heutagogy (Self-Determined Learning): New Approach to Student Learning in Higher Education","authors":"Amnon Glassner, Shlomo Back","doi":"10.3102/1429487","DOIUrl":"https://doi.org/10.3102/1429487","url":null,"abstract":"The idea of self-determined learning of students is quite prevalent at least from the times of Rousseau. This paper presents innovative teacher education heutagogy (self-determined learning) courses (250 students). The students chose what to learn in the context of the main course subject, with whom (individually or in small groups), how to learn, from what resources and how to present the knowledge they had constructed. The data were collected from students' written blogs and students' products and was analyzed by collaborative self-study and multiple case-study methods. Findings demonstrated how the students and the lecturers cope with challenges like uncertainty and vagueness and turn them into meaningful learning which enhance their passion for knowledge and pleasure in learning. At the first stages of the courses most of the students felt helplessness about acting in total autonomy setting. As oppose to conventional courses, the students expressed senses of self-competence and capability and self-autonomy.","PeriodicalId":234906,"journal":{"name":"Proceedings of the 2019 AERA Annual Meeting","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130644406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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