{"title":"Socioeconomic Status and Creativity: A Meta-Analysis","authors":"Selcuk Acar","doi":"10.3102/1881587","DOIUrl":"https://doi.org/10.3102/1881587","url":null,"abstract":"","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"1 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125140154","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}
Public comments offered by citizens at local school board meetings play an important role in shaping the educational policy process. However, educational researchers have underexamined them in debates about educational policy change. Drawing from critical discourse analysis, this study examines the public comments offered at a school board meeting where a proposal to terminate a contract with the police department and remove school resource officers from schools was being considered. In particular, this study is interested in the arguments that stakeholders use to express their support for or opposition to the board’s proposal. My findings highlight the logics that stakeholders employ to let their perspectives be heard including conflicting notions of safety, the possibilities for alternatives, and individual encounters with “good” police. As more districts across the United States consider removing police, this study contributes new insights into the influence of public opinion on policy decisions, as well as into community attitudes toward police in schools.
{"title":"A Critical Discourse Analysis of Public Comments on the Removal of School Resource Officers","authors":"DeMarcus A. Jenkins","doi":"10.3102/1894610","DOIUrl":"https://doi.org/10.3102/1894610","url":null,"abstract":"Public comments offered by citizens at local school board meetings play an important role in shaping the educational policy process. However, educational researchers have underexamined them in debates about educational policy change. Drawing from critical discourse analysis, this study examines the public comments offered at a school board meeting where a proposal to terminate a contract with the police department and remove school resource officers from schools was being considered. In particular, this study is interested in the arguments that stakeholders use to express their support for or opposition to the board’s proposal. My findings highlight the logics that stakeholders employ to let their perspectives be heard including conflicting notions of safety, the possibilities for alternatives, and individual encounters with “good” police. As more districts across the United States consider removing police, this study contributes new insights into the influence of public opinion on policy decisions, as well as into community attitudes toward police in schools.","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133008880","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}
Dion Burns, Danny J Espinoza, Julie Adams, Naomi R. Ondrasek
A study of education data for 2018–19 examined the school conditions and education outcomes for students in foster care in California; the organizational, logistical, and data challenges to providing coordinated support; and promising practices for future supports.
{"title":"California students in foster care: Challenges and promising practices","authors":"Dion Burns, Danny J Espinoza, Julie Adams, Naomi R. Ondrasek","doi":"10.54300/118.471","DOIUrl":"https://doi.org/10.54300/118.471","url":null,"abstract":"A study of education data for 2018–19 examined the school conditions and education outcomes for students in foster care in California; the organizational, logistical, and data challenges to providing coordinated support; and promising practices for future supports.","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125847155","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":"Fighting for Justice in Education: How Schools Can Lead the Change Towards a More Equitable World","authors":"Tara Kirton","doi":"10.3102/1882581","DOIUrl":"https://doi.org/10.3102/1882581","url":null,"abstract":"","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114902630","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":"Taking Flight: Giving Up the Things That Weigh Me Down","authors":"Karina Malik","doi":"10.3102/1882579","DOIUrl":"https://doi.org/10.3102/1882579","url":null,"abstract":"","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131780815","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":"Exploratory Study on Student Athletes' Conceptions of Sport and Course Assessment","authors":"P. Parker, L. Goegan, L. Daniels","doi":"10.7939/R3-VARG-K355","DOIUrl":"https://doi.org/10.7939/R3-VARG-K355","url":null,"abstract":"","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123867218","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":"Stranded Credits: A Matter of Equity","authors":"Sosanya M. Jones, Melody Andrews","doi":"10.18665/sr.315765","DOIUrl":"https://doi.org/10.18665/sr.315765","url":null,"abstract":"","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116532429","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":"Making Sense of the Magic: Legibility, Space, and Play in Tabletop Role-Playing Games","authors":"E. Harris","doi":"10.26153/TSW/13902","DOIUrl":"https://doi.org/10.26153/TSW/13902","url":null,"abstract":"","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117098045","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 : 2021-06-23DOI: 10.21203/rs.3.rs-561506/v1
B. Zheng
Background: With medical education shifting towards student-centered models, medical students are expected to be self-regulated learners. Advancement in technologies has been suggested to be supportive of students’ self-regulated learning (SRL). There is an urgent need to understand what factors contributed to students’ self-initiated technology use, and how does students’ technology use influence their SRL. Method: This study took place in a midwestern university medical school, which implements a flipped classroom model where students are required to learn independently all the course materials before class. Twenty-six first- and second-year medical students participated in a semi-structured interview about their self-initiated technology use, contributing factors towards technology use, and SRL strategies they adopt in learning. A qualitative description methodology using thematic analysis was used to identify key themes from the interview data. Results: Medical students reported the use of four types of technologies for learning: video resources (supporting rehearsal, elaboration and planning), review resources (supporting rehearsal, effort control, and self-assessment), management tools (supporting organization, elaboration, goal-setting, and time management), and social media (supporting help-seeking and effort regulation). Three key determinants of students’ self-initiated technology use were identified, which were: perceived usefulness, subjective norms, and educational compatibility. Conclusions: By probing medical students’ self-initiated technology use, SRL strategies, and determinants of technology use, this study suggested that in self-directed learning environment, medical students used a variety of third-party resources to facilitate learning and develop necessary learning strategies. This study also provided important implications for medical educators and instructional designers to better support students’ effective use of technologies for learning.
{"title":"Medical students’ technology use for learning: Contributing factors and self-regulation","authors":"B. Zheng","doi":"10.21203/rs.3.rs-561506/v1","DOIUrl":"https://doi.org/10.21203/rs.3.rs-561506/v1","url":null,"abstract":"\u0000 Background: With medical education shifting towards student-centered models, medical students are expected to be self-regulated learners. Advancement in technologies has been suggested to be supportive of students’ self-regulated learning (SRL). There is an urgent need to understand what factors contributed to students’ self-initiated technology use, and how does students’ technology use influence their SRL. Method: This study took place in a midwestern university medical school, which implements a flipped classroom model where students are required to learn independently all the course materials before class. Twenty-six first- and second-year medical students participated in a semi-structured interview about their self-initiated technology use, contributing factors towards technology use, and SRL strategies they adopt in learning. A qualitative description methodology using thematic analysis was used to identify key themes from the interview data. Results: Medical students reported the use of four types of technologies for learning: video resources (supporting rehearsal, elaboration and planning), review resources (supporting rehearsal, effort control, and self-assessment), management tools (supporting organization, elaboration, goal-setting, and time management), and social media (supporting help-seeking and effort regulation). Three key determinants of students’ self-initiated technology use were identified, which were: perceived usefulness, subjective norms, and educational compatibility. Conclusions: By probing medical students’ self-initiated technology use, SRL strategies, and determinants of technology use, this study suggested that in self-directed learning environment, medical students used a variety of third-party resources to facilitate learning and develop necessary learning strategies. This study also provided important implications for medical educators and instructional designers to better support students’ effective use of technologies for learning.","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128425529","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":"We Are a Family Here: Family Empowerment Strategies at St. Joseph's Community School (1970–1985)","authors":"Zenzile Riddick","doi":"10.3102/1889215","DOIUrl":"https://doi.org/10.3102/1889215","url":null,"abstract":"","PeriodicalId":347926,"journal":{"name":"Proceedings of the 2022 AERA Annual Meeting","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115135518","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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