Studies in science and mathematics education have shown that teachers’ responsiveness to students’ ideas, feelings, and experiences is critical for promoting epistemic agency, disciplinary engagement, and equity. Such responsiveness is particularly important for students whose cultures, backgrounds, and funds of knowledge have been traditionally marginalized in science, technology, engineering, and mathematics (STEM) classrooms. Yet, what allows teachers to enact responsive teaching is less clear. We argue that epistemic empathy—the capacity for tuning into and appreciating learners’ intellectual and emotional experiences in constructing, communicating, and critiquing knowledge—is an essential driver of teacher responsiveness. In this work, we examine how epistemic empathy can serve to support teachers’ attention and responsiveness to students’ sensemaking experiences in the classroom and discuss emergent tensions that arise in this work. We end with implications for research and for teacher education to cultivate epistemic empathy as a resource for responsive teaching and a target for teacher learning.
{"title":"Examining the Role of Epistemic Empathy in Responsive Teaching","authors":"L. Jaber, S. Davidson, Allison Metcalf","doi":"10.3102/1683354","DOIUrl":"https://doi.org/10.3102/1683354","url":null,"abstract":"Studies in science and mathematics education have shown that teachers’ responsiveness to students’ ideas, feelings, and experiences is critical for promoting epistemic agency, disciplinary engagement, and equity. Such responsiveness is particularly important for students whose cultures, backgrounds, and funds of knowledge have been traditionally marginalized in science, technology, engineering, and mathematics (STEM) classrooms. Yet, what allows teachers to enact responsive teaching is less clear. We argue that epistemic empathy—the capacity for tuning into and appreciating learners’ intellectual and emotional experiences in constructing, communicating, and critiquing knowledge—is an essential driver of teacher responsiveness. In this work, we examine how epistemic empathy can serve to support teachers’ attention and responsiveness to students’ sensemaking experiences in the classroom and discuss emergent tensions that arise in this work. We end with implications for research and for teacher education to cultivate epistemic empathy as a resource for responsive teaching and a target for teacher learning.","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122907092","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":"\"Deprived and Disadvantaged\": Federal Advocacy for Gifted Youth in the United States, 1965–1975","authors":"Sevan G. Terzian, H. Williams","doi":"10.3102/1680300","DOIUrl":"https://doi.org/10.3102/1680300","url":null,"abstract":"","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"21 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126251630","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}
Latina/o rural students are underrepresented in college and the research of their college choice process. Using Bourdieu’s habitus, and Yosso’s Community Cultural Wealth Conceptual Model, this qualitative study used interviews with 24 Latina/o rural high school students. Our findings explored how school habitus limits college options. Students use navigational capital when selecting a “good program” and rely on familial-capital, high aspirations, and other forms of capital to choose a college.
拉丁裔/非拉丁裔农村学生在大学和他们的大学选择过程研究中的代表性不足。本定性研究采用Bourdieu’s habitus和Yosso’s Community Cultural Wealth Conceptual Model，对24名拉丁裔/非拉丁裔农村高中生进行访谈。我们的研究结果探讨了学校习惯如何限制大学选择。学生在选择“好项目”时使用导航资本，并依靠家庭资本、远大抱负和其他形式的资本来选择一所大学。
{"title":"Exploring the College Choice of Latinx Students in Rural Texas","authors":"J. López, Glenda Droogsma Musoba","doi":"10.3102/1682619","DOIUrl":"https://doi.org/10.3102/1682619","url":null,"abstract":"Latina/o rural students are underrepresented in college and the research of their college choice process. Using Bourdieu’s habitus, and Yosso’s Community Cultural Wealth Conceptual Model, this qualitative study used interviews with 24 Latina/o rural high school students. Our findings explored how school habitus limits college options. Students use navigational capital when selecting a “good program” and rely on familial-capital, high aspirations, and other forms of capital to choose a college.","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130115667","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}
Chelsea Cole, Stefinee E. Pinnegar, Melissa Newberry, R. Cutri, Leigh K. Smith
The Emergence of Teacher Self in the Elementary Classroom Chelsea Cole Department of Teacher Education, BYU Master of Arts Significant research and ongoing inquiry highlight the importance of understanding and recognizing the development of identities and beliefs among teachers. These studies use techniques of reflection on the past or present to elucidate the developmental process of teacher identities and beliefs and their impact on the profession. The development of teacher identities and beliefs commence during childhood. A dearth of research exists that addresses the emerging developments of teacher identities and beliefs from the perspective of young children. This study uses qualitative methods through focus groups and individual interviews to examine the identities and beliefs held by fifth-grade students who plan to become teachers. Revealing the early developing identities of future teachers provides necessary insight into the emerging curricular needs of teacher education programs.
{"title":"The Emergence of Teacher Self in the Elementary Classroom","authors":"Chelsea Cole, Stefinee E. Pinnegar, Melissa Newberry, R. Cutri, Leigh K. Smith","doi":"10.3102/1681729","DOIUrl":"https://doi.org/10.3102/1681729","url":null,"abstract":"The Emergence of Teacher Self in the Elementary Classroom Chelsea Cole Department of Teacher Education, BYU Master of Arts Significant research and ongoing inquiry highlight the importance of understanding and recognizing the development of identities and beliefs among teachers. These studies use techniques of reflection on the past or present to elucidate the developmental process of teacher identities and beliefs and their impact on the profession. The development of teacher identities and beliefs commence during childhood. A dearth of research exists that addresses the emerging developments of teacher identities and beliefs from the perspective of young children. This study uses qualitative methods through focus groups and individual interviews to examine the identities and beliefs held by fifth-grade students who plan to become teachers. Revealing the early developing identities of future teachers provides necessary insight into the emerging curricular needs of teacher education programs.","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129164788","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}
Allison W. Kenney, Susan Dulong Langley, Vonna L. Hemmler, C. Callahan, E. J. Gubbins, Del Siegle
Differentiation is an instructional practice teachers employ to modify their classroom content, process, and products based on student readiness, interest, and learning profile. Many school districts recognize the benefits of differentiated instruction and thus mandate allotted classroom time for its implementation. In this article, we investigate how teachers in one such district resolved differentiation policy to practice in a high-stakes testing environment. We found, during the designated time for differentiation, teachers regularly remediated small groups but did not similarly address the academic needs of advanced students, thus not enacting the disciplinary standard for differentiation. We suggest teachers are recoupling practice and policy but misaligning it to the disciplinary definition of differentiation, which we contend has broader implications for instructional policymaking.
{"title":"Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability","authors":"Allison W. Kenney, Susan Dulong Langley, Vonna L. Hemmler, C. Callahan, E. J. Gubbins, Del Siegle","doi":"10.3102/1681741","DOIUrl":"https://doi.org/10.3102/1681741","url":null,"abstract":"Differentiation is an instructional practice teachers employ to modify their classroom content, process, and products based on student readiness, interest, and learning profile. Many school districts recognize the benefits of differentiated instruction and thus mandate allotted classroom time for its implementation. In this article, we investigate how teachers in one such district resolved differentiation policy to practice in a high-stakes testing environment. We found, during the designated time for differentiation, teachers regularly remediated small groups but did not similarly address the academic needs of advanced students, thus not enacting the disciplinary standard for differentiation. We suggest teachers are recoupling practice and policy but misaligning it to the disciplinary definition of differentiation, which we contend has broader implications for instructional policymaking.","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130750681","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}
Using perspectives on language and language learning in Second Language Acquisition (SLA), including the traditional cognitive orientation, sociocultural theory orientation, and critical theoretical orientation as theoretical frameworks, this study critically analyzes 78 papers published from 2014 to 2020 in Chinese as a Second Language—The Journal of the Chinese Language Teachers Association, USA (CSL), a leading journal that is devoted exclusively to the study of Chinese language, culture, and pedagogy. This study investigates how the teaching and learning of Chinese language and culture has been conceptualized and enacted in the field of SLA and explores factors that contributed to frustration, dissatisfaction, or criticisms in this field (e.g., Lantolf and Genung, 2002; Li and Duff, 2008, 2018; Thorne, 2005). Additionally, this study raises awareness of the value of sociocultural and critical perspectives on language teaching and learning (e.g., Douglas Fir Group, 2016; Fairclough, 1992; Halliday and Hasan, 1985; New London Group, 1996; Vygotsky, 1978), suggesting more critical and sociocultural-oriented research to support learning Chinese as a world language in the context of globalization.
本研究以传统认知取向、社会文化理论取向和批判理论取向为理论框架，对2014年至2020年发表在《中国作为第二语言》杂志(CSL)上的78篇论文进行了批判性分析，该杂志是专门研究中国语言文化的权威期刊。和教育学。本研究探讨了中国语言和文化的教学如何在二语习得领域被概念化和实施，并探讨了导致该领域受挫、不满或批评的因素(例如，Lantolf和Genung, 2002;Li and Duff, 2008, 2018;索恩,2005)。此外，本研究提高了对社会文化和批判性视角对语言教学和学习价值的认识(例如，Douglas Fir Group, 2016;Fairclough, 1992;Halliday and Hasan, 1985;新伦敦集团，1996;维果斯基(Vygotsky, 1978)，建议在全球化背景下进行更多批判性和社会文化导向的研究，以支持汉语作为世界语言的学习。
{"title":"Critical Literature Review on Teaching Chinese as a World Language in the Context of Globalization","authors":"Junling Zhu","doi":"10.3102/1683636","DOIUrl":"https://doi.org/10.3102/1683636","url":null,"abstract":"Using perspectives on language and language learning in Second Language Acquisition (SLA), including the traditional cognitive orientation, sociocultural theory orientation, and critical theoretical orientation as theoretical frameworks, this study critically analyzes 78 papers published from 2014 to 2020 in Chinese as a Second Language—The Journal of the Chinese Language Teachers Association, USA (CSL), a leading journal that is devoted exclusively to the study of Chinese language, culture, and pedagogy. This study investigates how the teaching and learning of Chinese language and culture has been conceptualized and enacted in the field of SLA and explores factors that contributed to frustration, dissatisfaction, or criticisms in this field (e.g., Lantolf and Genung, 2002; Li and Duff, 2008, 2018; Thorne, 2005). Additionally, this study raises awareness of the value of sociocultural and critical perspectives on language teaching and learning (e.g., Douglas Fir Group, 2016; Fairclough, 1992; Halliday and Hasan, 1985; New London Group, 1996; Vygotsky, 1978), suggesting more critical and sociocultural-oriented research to support learning Chinese as a world language in the context of globalization.","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132265874","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}
Elementary-school teachers (N=246) completed a survey to assess the factors that influence teachers’ preferences regarding response, control, and demand, three interactional-style components inherent in “authoritative teaching.” Participants were randomly assigned to answer concerning one of three populations: general-education students, special-education (SPED) students, or English language learners (ELLs). Interactional-style preferences did not differ across student populations and were not associated with teachers’ age or ethnicity. Four factors were associated with significantly higher control scores (gender, educational attainment, certification in SPED, and certification in English as a second language). Teaching experience with all three populations was associated with significantly lower control scores. Teachers take little account of student population in their beliefs about interacting with students, but these beliefs are subject to conflicting forces as their careers proceed, especially concerning classroom management. Targeted professional-development initiatives have potential to help teachers optimize how they interact with students in the classroom.
{"title":"Authoritative Teaching Across Student Populations: The Conflicting Effects of Education and Experience","authors":"Bruce Torff","doi":"10.3102/1684584","DOIUrl":"https://doi.org/10.3102/1684584","url":null,"abstract":"Elementary-school teachers (N=246) completed a survey to assess the factors that influence teachers’ preferences regarding response, control, and demand, three interactional-style components inherent in “authoritative teaching.” Participants were randomly assigned to answer concerning one of three populations: general-education students, special-education (SPED) students, or English language learners (ELLs). Interactional-style preferences did not differ across student populations and were not associated with teachers’ age or ethnicity. Four factors were associated with significantly higher control scores (gender, educational attainment, certification in SPED, and certification in English as a second language). Teaching experience with all three populations was associated with significantly lower control scores. Teachers take little account of student population in their beliefs about interacting with students, but these beliefs are subject to conflicting forces as their careers proceed, especially concerning classroom management. Targeted professional-development initiatives have potential to help teachers optimize how they interact with students in the classroom.","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125055863","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":"Does Working Memory Capacity Influence Learning From Videos and Attentional Processing of the Instructor's Visuals?","authors":"Jiahui Wang","doi":"10.3102/1680566","DOIUrl":"https://doi.org/10.3102/1680566","url":null,"abstract":"","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131233482","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":"Can Less Be More? Effects of Study Load on Science Achievement Among Chinese Eighth-Grade Students","authors":"X. Wu","doi":"10.3102/1691257","DOIUrl":"https://doi.org/10.3102/1691257","url":null,"abstract":"","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"24 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":"132811861","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":"Becoming a Social Studies Teacher: An Integrative Systems Perspective on Identity Content, Structure, and Processes","authors":"T. Patterson, Ishwar Bridgelal, Avi Kaplan","doi":"10.3102/1686537","DOIUrl":"https://doi.org/10.3102/1686537","url":null,"abstract":"","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"117 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":"122307276","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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