Previous research has identified positive impact of professional development (PD) on teachers’ self-efficacy. Yet, there is scant research into the potential relationships between second language (L2) teachers’ self-efficacy and PD. Furthermore, the participants of these studies were limited to English as a foreign language (EFL) teachers, and PD was studied only in the form of short-term programs. There is a strong need to investigate how ongoing PD may interact with the self-efficacy development of teachers of other foreign/second languages. To further the research endeavor, this study adopted an explanatory sequential mixed-methods design to examine self-efficacy in the application of professional standards and PD activities and needs of Chinese language teachers in North Carolina secondary schools. The study collected quantitative data from an online survey and qualitative data through interviews. The quantitative survey results informed the qualitative interview protocol design and the purposeful sampling of interviewees. The quantitative findings indicate that teachers’ self-efficacy was significantly predicted by their perceived PD benefits and self-reported PD support, but teachers’ PD needs were not found to be significant predictors of their self-efficacy. The qualitative findings identified regular critical reflections, active involvement in the professional community, and various sources of PD support as important contributors to teachers’ self-efficacy development. Implications of the study for teacher educators, stakeholders and researchers are also discussed through analysis of the integrated findings.
{"title":"Self-Efficacy and Professional Development of Chinese Language Teachers in North Carolina Secondary Schools","authors":"Lini Ge Polin","doi":"10.3102/1886395","DOIUrl":"https://doi.org/10.3102/1886395","url":null,"abstract":"Previous research has identified positive impact of professional development (PD) on teachers’ self-efficacy. Yet, there is scant research into the potential relationships between second language (L2) teachers’ self-efficacy and PD. Furthermore, the participants of these studies were limited to English as a foreign language (EFL) teachers, and PD was studied only in the form of short-term programs. There is a strong need to investigate how ongoing PD may interact with the self-efficacy development of teachers of other foreign/second languages. To further the research endeavor, this study adopted an explanatory sequential mixed-methods design to examine self-efficacy in the application of professional standards and PD activities and needs of Chinese language teachers in North Carolina secondary schools. The study collected quantitative data from an online survey and qualitative data through interviews. The quantitative survey results informed the qualitative interview protocol design and the purposeful sampling of interviewees. The quantitative findings indicate that teachers’ self-efficacy was significantly predicted by their perceived PD benefits and self-reported PD support, but teachers’ PD needs were not found to be significant predictors of their self-efficacy. The qualitative findings identified regular critical reflections, active involvement in the professional community, and various sources of PD support as important contributors to teachers’ self-efficacy development. Implications of the study for teacher educators, stakeholders and researchers are also discussed through analysis of the integrated findings.","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"92 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120909078","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":"Diverse Language Policies and Practices of Immigrant Families in Iceland: Opportunities and Challenges","authors":"H. Ragnarsdóttir","doi":"10.3102/1881849","DOIUrl":"https://doi.org/10.3102/1881849","url":null,"abstract":"","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"168 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128143338","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}
Young Black and Latino men transition from high school to 4-year universities at rates considerably lower than their peers. College-going disparities by gender are partly influenced by young men’s constrained access to social capital in high school. This research explores how gendered inequalities in social capital arise for college-aspiring seniors at an urban high school. The data suggest that young men were more reluctant than their young women to “ask for directions” on their way to college because they were concerned about being perceived as bothersome, and they believed their social disadvantages were insignificant. Young men who were in contexts that allowed them to overcome these challenges successfully collected important college-going social capital. These findings can support researchers and practitioners who seek to expand college access in marginalized communities.
{"title":"Men Don't Ask for Directions: Gendered Social Capital and the Path to College at an Urban High School","authors":"Suneal Kolluri","doi":"10.3102/1884599","DOIUrl":"https://doi.org/10.3102/1884599","url":null,"abstract":"Young Black and Latino men transition from high school to 4-year universities at rates considerably lower than their peers. College-going disparities by gender are partly influenced by young men’s constrained access to social capital in high school. This research explores how gendered inequalities in social capital arise for college-aspiring seniors at an urban high school. The data suggest that young men were more reluctant than their young women to “ask for directions” on their way to college because they were concerned about being perceived as bothersome, and they believed their social disadvantages were insignificant. Young men who were in contexts that allowed them to overcome these challenges successfully collected important college-going social capital. These findings can support researchers and practitioners who seek to expand college access in marginalized communities.","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116913861","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":"Neighbor Effects and Economies of Scale and Scope at Public Community Colleges","authors":"Adriana C. Vamosiu, Marvin A. Titus, Jon Sandy","doi":"10.3102/1887807","DOIUrl":"https://doi.org/10.3102/1887807","url":null,"abstract":"","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127985743","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}
We aim to understand the impact of scaffolds within a digital workbook to facilitate self-directed learning for learners completing a final project within a community and task-based MOOC. Optional reflection and articulation prompts were embedded in the tool support assignment development. Workbook use was prevalent, with 65% of learners using it to some extent. Our qualitative analysis revealed that assignment responses associated with substantial workbook use were A) informally written and loosely connected to assignment objectives (36%), or B) well-articulated and connected to assignment objectives (29%). Responses associated with little to no workbook use were C) superficial or uncontextualized (29%), or D) consistent with type “B” responses (6%). We discuss implications for instructors and learning designers in scaffolding complex projects in MOOCs.
{"title":"A Rich Landscape for Learning: Scaffolding a Culminating Assignment Within a Community and Task-Based MOOC","authors":"R. Quintana, Jacob M. Aguinaga","doi":"10.3102/1894817","DOIUrl":"https://doi.org/10.3102/1894817","url":null,"abstract":"We aim to understand the impact of scaffolds within a digital workbook to facilitate self-directed learning for learners completing a final project within a community and task-based MOOC. Optional reflection and articulation prompts were embedded in the tool support assignment development. Workbook use was prevalent, with 65% of learners using it to some extent. Our qualitative analysis revealed that assignment responses associated with substantial workbook use were A) informally written and loosely connected to assignment objectives (36%), or B) well-articulated and connected to assignment objectives (29%). Responses associated with little to no workbook use were C) superficial or uncontextualized (29%), or D) consistent with type “B” responses (6%). We discuss implications for instructors and learning designers in scaffolding complex projects in MOOCs.","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114357572","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 examines the strategies used by teachers during a series of self-directed online learning (SDOL) experiences. Over a period of four months, the authors met with 12 practicing elementary teachers three separate times. During the meetings, the teacher participants informally used the Internet for their professional learning in literacy. Their online navigations were captured using screen-recording software. Immediately following their navigations, a virtual revisit think aloud was conducted where participants verbalized their thoughts aloud while viewing a screen-recording of their navigation. Semi-structured interviews with each participant were conducted following the three meetings. Data were analyzed both qualitatively and quantitatively. Findings relate to the cognitive and behavioral strategies in which participants engaged during their SDOL experiences and how these strategies changed over time.
{"title":"Teachers' Self-Directed Online Learning Strategies and Experiences: A Longitudinal Study","authors":"Pamela Beach","doi":"10.3102/1881493","DOIUrl":"https://doi.org/10.3102/1881493","url":null,"abstract":"This study examines the strategies used by teachers during a series of self-directed online learning (SDOL) experiences. Over a period of four months, the authors met with 12 practicing elementary teachers three separate times. During the meetings, the teacher participants informally used the Internet for their professional learning in literacy. Their online navigations were captured using screen-recording software. Immediately following their navigations, a virtual revisit think aloud was conducted where participants verbalized their thoughts aloud while viewing a screen-recording of their navigation. Semi-structured interviews with each participant were conducted following the three meetings. Data were analyzed both qualitatively and quantitatively. Findings relate to the cognitive and behavioral strategies in which participants engaged during their SDOL experiences and how these strategies changed over time.","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126144872","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}
A lack of diversity permeates the science, technology, engineering, and mathematics (STEM) field. Under-representation within STEM fields can stifle innovation and progressive approaches to the future of STEM. Traditional STEM pathways focus on identifying participants who show academic promise in schools. One segment of young people, youth who have been ‘pushed out’ of high schools, have often been excluded from STEM pathways. Alternative education programs have the potential to support youth who have been pushed out, to re-engage in STEM. The purpose of this study was to understand what factors contributed to the STEM aspirations of students at Xinaxtli Charter School (XCS), an alternative education program for youth who have been ‘pushed out’ in Southern California. This quantitative study utilized Structural Equation Modeling to analyze a conceptual model for STEM aspirations at XCS. Specifically, this study looked at how each of the following areas—student perception of their science teacher, critical science education, student sense of agency to create knowledge in science class, student engagement in science class, and the relevance of science to the student—impacted student STEM aspirations. The best predictors of student STEM aspirations came from the following factors: (a) relevance of science to students, (b) student sense of agency to create knowledge, (c) and critical science education. Findings from this study provide a framework for educators of STEM classrooms to re-engage youth who have previously ‘pushed out’ of their traditional secondary schools.
科学、技术、工程和数学(STEM)领域普遍缺乏多样性。STEM领域的代表性不足可能会扼杀STEM未来的创新和进步方法。传统的STEM途径侧重于识别在学校表现出学术前景的参与者。一部分年轻人，被“赶出”高中的年轻人，经常被排除在STEM道路之外。替代教育项目有可能支持被淘汰的年轻人重新参与STEM。本研究的目的是了解是什么因素促成了XCS (Xinaxtli Charter School)学生对STEM的渴望，XCS是一所针对南加州被“赶出去”的年轻人的另类教育项目。该定量研究利用结构方程模型分析了XCS STEM抱负的概念模型。具体来说，本研究考察了以下各个方面——学生对他们的科学老师的看法、批判性科学教育、学生在科学课上创造知识的代理意识、学生在科学课上的参与度以及科学与学生的相关性——如何影响学生的STEM愿望。学生STEM志向的最佳预测因素来自以下因素:(a)科学与学生的相关性，(b)学生创造知识的能动性，(c)批判性科学教育。这项研究的结果为STEM教室的教育工作者提供了一个框架，让以前被“赶出”传统中学的年轻人重新参与进来。
{"title":"Supporting Future STEM Aspirations of Youth Who Have Been Pushed Out","authors":"Anthony Pena","doi":"10.3102/1893367","DOIUrl":"https://doi.org/10.3102/1893367","url":null,"abstract":"A lack of diversity permeates the science, technology, engineering, and mathematics (STEM) field. Under-representation within STEM fields can stifle innovation and progressive approaches to the future of STEM. Traditional STEM pathways focus on identifying participants who show academic promise in schools. One segment of young people, youth who have been ‘pushed out’ of high schools, have often been excluded from STEM pathways. Alternative education programs have the potential to support youth who have been pushed out, to re-engage in STEM. The purpose of this study was to understand what factors contributed to the STEM aspirations of students at Xinaxtli Charter School (XCS), an alternative education program for youth who have been ‘pushed out’ in Southern California. This quantitative study utilized Structural Equation Modeling to analyze a conceptual model for STEM aspirations at XCS. Specifically, this study looked at how each of the following areas—student perception of their science teacher, critical science education, student sense of agency to create knowledge in science class, student engagement in science class, and the relevance of science to the student—impacted student STEM aspirations. The best predictors of student STEM aspirations came from the following factors: (a) relevance of science to students, (b) student sense of agency to create knowledge, (c) and critical science education. Findings from this study provide a framework for educators of STEM classrooms to re-engage youth who have previously ‘pushed out’ of their traditional secondary schools.","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130073123","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}
Japan is a world leader in peace education, and Hiroshima is one of the world’s centers for peace. While the peer-reviewed literature on Japanese peace education is growing, few studies address how present-day peace educators in Hiroshima conceptualize peace education. This study aims to better understand how peace educators in Hiroshima (re)conceptualize, adapt, and apply their work. Using a grounded theory approach, we answer the following research questions: (a) How do contemporary peace educators in Hiroshima conceptualize their work? (b) How has this conceptualization changed or evolved over time? Interviewees presented convergent and divergent insights around three main themes: definitions of peace as a collective identity and constructivist process, metaphors for peace as informing pedagogy, and efforts to challenge taboos through a social justice lens.
{"title":"Evolving Conceptualizations of Peace Education in Hiroshima, Japan","authors":"Jacob Werblow","doi":"10.3102/1881572","DOIUrl":"https://doi.org/10.3102/1881572","url":null,"abstract":"Japan is a world leader in peace education, and Hiroshima is one of the world’s centers for peace. While the peer-reviewed literature on Japanese peace education is growing, few studies address how present-day peace educators in Hiroshima conceptualize peace education. This study aims to better understand how peace educators in Hiroshima (re)conceptualize, adapt, and apply their work. Using a grounded theory approach, we answer the following research questions: (a) How do contemporary peace educators in Hiroshima conceptualize their work? (b) How has this conceptualization changed or evolved over time? Interviewees presented convergent and divergent insights around three main themes: definitions of peace as a collective identity and constructivist process, metaphors for peace as informing pedagogy, and efforts to challenge taboos through a social justice lens.","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127383961","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}
Collaboration has become an important way for organizations to leverage human resources to create shared organizational goals. Schools, as organizations, thrive on positive collegial partnerships among educators, with effective educator collaborations linked to improved school effectiveness and student outcomes. However, not all collaborations are successful. The current study draws heavily from Coleman’s (1988) social capital framework to understand with whom educators choose to interact and how patterns of interaction facilitate educators’ social capital development. Using an equal status, sequential mixed methods design, K–12 educators’ interview and survey data were iteratively analyzed to explore how educators describe their school-based collaborations, how collaborations reveal distinct social network structures, and how school-based collaborations and network structures lead to educators’ social capital. Findings illuminated four distinct profiles of collaboration that emerged as educators described their school-based collaboration, which were linked to different social network structures and qualities of social capital. These results can be used to inform professional development practices for school administrators and human resources teams through consideration of profiles that may inform responsive school-based collaborations. We discuss additional implications for educator hiring and retention as well as policy around PK–12 teacher standards.
{"title":"Developing Social Capital Through School-Based Collaborations: A Mixed-Methods Social Network Analysis","authors":"Duhita Mahatmya","doi":"10.3102/1880780","DOIUrl":"https://doi.org/10.3102/1880780","url":null,"abstract":"Collaboration has become an important way for organizations to leverage human resources to create shared organizational goals. Schools, as organizations, thrive on positive collegial partnerships among educators, with effective educator collaborations linked to improved school effectiveness and student outcomes. However, not all collaborations are successful. The current study draws heavily from Coleman’s (1988) social capital framework to understand with whom educators choose to interact and how patterns of interaction facilitate educators’ social capital development. Using an equal status, sequential mixed methods design, K–12 educators’ interview and survey data were iteratively analyzed to explore how educators describe their school-based collaborations, how collaborations reveal distinct social network structures, and how school-based collaborations and network structures lead to educators’ social capital. Findings illuminated four distinct profiles of collaboration that emerged as educators described their school-based collaboration, which were linked to different social network structures and qualities of social capital. These results can be used to inform professional development practices for school administrators and human resources teams through consideration of profiles that may inform responsive school-based collaborations. We discuss additional implications for educator hiring and retention as well as policy around PK–12 teacher standards.","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124505906","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 investigated the impact of online learning on students’ math and ELA test scores through the lens of their personal skills in addition to students’ reflections about their experience with online learning. We recruited Harmony Public Schools (HPS) 3rd–10th-grade students. We used paired t-test and multiple regression for the first and second research questions, respectively. We utilized mainly a qualitative approach for the third question. We found that HPS schools’ students made progress in math and ELA (English Language Arts) although their regular schooling completely moved to online during the 2020-2021 school year. We also found that students with higher self-efficacy, growth mindset and engagement scores had higher test scores compared to their counterparts with lower of those values. Qualitative data findings revealed that students found online learning more comfortable and convenient, however, they disliked the motivation and technical problems, and lack of social component of it.
{"title":"Impact of Online Learning and Students' Personal Factors on Students' NWEA Scores","authors":"Alpaslan Sahin","doi":"10.3102/1882492","DOIUrl":"https://doi.org/10.3102/1882492","url":null,"abstract":"This study investigated the impact of online learning on students’ math and ELA test scores through the lens of their personal skills in addition to students’ reflections about their experience with online learning. We recruited Harmony Public Schools (HPS) 3rd–10th-grade students. We used paired t-test and multiple regression for the first and second research questions, respectively. We utilized mainly a qualitative approach for the third question. We found that HPS schools’ students made progress in math and ELA (English Language Arts) although their regular schooling completely moved to online during the 2020-2021 school year. We also found that students with higher self-efficacy, growth mindset and engagement scores had higher test scores compared to their counterparts with lower of those values. Qualitative data findings revealed that students found online learning more comfortable and convenient, however, they disliked the motivation and technical problems, and lack of social component of it.","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"296 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116318043","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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