{"title":"Toward More Meaningful Tech Integration: Supporting Preservice Teachers to Connect and Ideate","authors":"Cathleen Kim","doi":"10.3102/1686436","DOIUrl":"https://doi.org/10.3102/1686436","url":null,"abstract":"","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116773618","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":"“The teacher motivates us – or me?” – The role of the addressee in student ratings of teacher support","authors":"Ann-Kathrin Jaekel","doi":"10.3102/1855628","DOIUrl":"https://doi.org/10.3102/1855628","url":null,"abstract":"","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134403157","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}
Cross-classified random effects modeling (CCREM) is a common approach for analyzing cross-classified data in education. However, when the focus of a study is on the regression coefficients at level one rather than on the random effects, ordinary least squares regression with cluster robust variance estimators (OLS-CRVE) or fixed effects regression with CRVE (FE-CRVE) could be appropriate approaches. These alternative methods may be advantageous because they rely on weaker assumptions than what is required by CCREM. We conducted a Monte Carlo Simulation study to compare the performance of CCREM, OLS-CRVE, and FE-CRVE in models with crossed random effects, including conditions where homoscedasticity assumptions and exogeneity assumptions held and conditions where they were violated. We found that CCREM performed the best when its assumptions are all met. However, when homoscedasticity assumptions are violated, OLS-CRVE and FE-CRVE provided similar or better performance than CCREM. FE-CRVE showed the best performance when the exogeneity assumption is violated. Thus, we recommend two-way FE-CRVE as a good alternative to CCREM, particularly if the homoscedasticity or exogeneity assumptions of the CCREM might be in doubt.
{"title":"Comparison of Competing Approaches to Analyzing Cross-Classified Data: Random Effects Models, Ordinary Least Squares, or Fixed Effects with Cluster Robust Standard Errors","authors":"Young Ri Lee, J. Pustejovsky","doi":"10.31234/osf.io/f9mr2","DOIUrl":"https://doi.org/10.31234/osf.io/f9mr2","url":null,"abstract":"Cross-classified random effects modeling (CCREM) is a common approach for analyzing cross-classified data in education. However, when the focus of a study is on the regression coefficients at level one rather than on the random effects, ordinary least squares regression with cluster robust variance estimators (OLS-CRVE) or fixed effects regression with CRVE (FE-CRVE) could be appropriate approaches. These alternative methods may be advantageous because they rely on weaker assumptions than what is required by CCREM. We conducted a Monte Carlo Simulation study to compare the performance of CCREM, OLS-CRVE, and FE-CRVE in models with crossed random effects, including conditions where homoscedasticity assumptions and exogeneity assumptions held and conditions where they were violated. We found that CCREM performed the best when its assumptions are all met. However, when homoscedasticity assumptions are violated, OLS-CRVE and FE-CRVE provided similar or better performance than CCREM. FE-CRVE showed the best performance when the exogeneity assumption is violated. Thus, we recommend two-way FE-CRVE as a good alternative to CCREM, particularly if the homoscedasticity or exogeneity assumptions of the CCREM might be in doubt.","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128060677","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}
Shantanu Tilak, M. Glassman, Zi-Yi Wen, I. Kuznetcova, Logan Pelfrey, M. Evans
In this paper, we suggest that research platforms on the present Internet should offer more diverse pathways for distributed communication, to cope with the idiosyncrasies of a post-truth society. Present platforms adhere to a first-order cybernetic approach, using rule-based systems and algorithms to guide the activity of researchers, and expose them to new research findings and articles based on their preferences. The larger Internet, however, supports communities such as Reddit, that offer opportunities for pragmatic problem-solving that mirrors the ideas of second- order cybernetics, but show much potential for incivility. We first test this assumption using 704 comments responding to 25 top posts pulled from the CoronavirusUS subreddit, using a Python script. Our analyses indicate that a substantial percentage of posts in the subreddit display higher-order reflectivity (what we label transformative critical reflection) which predicts the number of upvotes received by these posts. We also found that karma, or user reputation, is not predicted by interaction between high-order reflectivity and upvotes. This suggests that posts are gauged by quality rather than users’ reputations. From these results, we infer that such communication can be mirrored in online proto-research communities, and streamlined by laying down regulations, appointing moderators, and using algorithms to guide distributed communication, and combat the propensity for chaos arising from emancipation. We lay out our design/vision for such a community, based on a dual-layered reformulation of the Open Source Educative Processes framework.
{"title":"Warranted assertibility and the Internet: A theoretical model for an online proto-research community","authors":"Shantanu Tilak, M. Glassman, Zi-Yi Wen, I. Kuznetcova, Logan Pelfrey, M. Evans","doi":"10.31235/osf.io/ptvkr","DOIUrl":"https://doi.org/10.31235/osf.io/ptvkr","url":null,"abstract":"In this paper, we suggest that research platforms on the present Internet should offer more diverse pathways for distributed communication, to cope with the idiosyncrasies of a post-truth society. Present platforms adhere to a first-order cybernetic approach, using rule-based systems and algorithms to guide the activity of researchers, and expose them to new research findings and articles based on their preferences. The larger Internet, however, supports communities such as Reddit, that offer opportunities for pragmatic problem-solving that mirrors the ideas of second- order cybernetics, but show much potential for incivility. We first test this assumption using 704 comments responding to 25 top posts pulled from the CoronavirusUS subreddit, using a Python script. Our analyses indicate that a substantial percentage of posts in the subreddit display higher-order reflectivity (what we label transformative critical reflection) which predicts the number of upvotes received by these posts. We also found that karma, or user reputation, is not predicted by interaction between high-order reflectivity and upvotes. This suggests that posts are gauged by quality rather than users’ reputations. From these results, we infer that such communication can be mirrored in online proto-research communities, and streamlined by laying down regulations, appointing moderators, and using algorithms to guide distributed communication, and combat the propensity for chaos arising from emancipation. We lay out our design/vision for such a community, based on a dual-layered reformulation of the Open Source Educative Processes framework.","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132281023","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":"Freedom Dreaming in a Broken World: The Black Radical Imagination in Black Girls' Science-Fiction Stories","authors":"Stephanie Toliver","doi":"10.3102/1691151","DOIUrl":"https://doi.org/10.3102/1691151","url":null,"abstract":"","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122059282","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}
Tanya Chichekian, S. Rahimi, Jérémie Verner-Filion, R. Vallerand
The current research demonstrates a novel approach to investigating the role ofperceived teacher and parental autonomy support in college students’ ( N = 970 with376 males, 594 females) passion for science. Based on the Dualistic Model of Passionwhich posits the existence of a harmonious (HP) and obsessive (OP) passion, weadopted a 2 x 2 model (Gaudreau & Thompson, 2010) to test if low and high levels ofperceived parental and teacher autonomy support were differentially associated withstudents’ harmonious and obsessive passion. First, students' perceptions of high levels of both teacher and parental autonomy support rendered the highest means in HP and OP. Second, students who demonstrated high levels of only teacher autonomy support also displayed high levels of HP and OP. Third, OP levels were lowest when teacher autonomy support was low, while those from parents were high. Finally, perceived low support from both parents and teachers was not as ideal as having only support from parents to keep OP at the lowest levels. In sum, the results demonstrate the benefits of having both forms of autonomy support and highlight the outcomes associated with single-sided or low support. Practical implications highlight the importance of considering sources outside of students’ immediate learning environment when designing interventions based on autonomy support.
{"title":"A Novel Approach to Looking at the Role of Autonomy Support in the Development of Passion in Education","authors":"Tanya Chichekian, S. Rahimi, Jérémie Verner-Filion, R. Vallerand","doi":"10.31219/osf.io/dyc4b","DOIUrl":"https://doi.org/10.31219/osf.io/dyc4b","url":null,"abstract":"The current research demonstrates a novel approach to investigating the role ofperceived teacher and parental autonomy support in college students’ ( N = 970 with376 males, 594 females) passion for science. Based on the Dualistic Model of Passionwhich posits the existence of a harmonious (HP) and obsessive (OP) passion, weadopted a 2 x 2 model (Gaudreau & Thompson, 2010) to test if low and high levels ofperceived parental and teacher autonomy support were differentially associated withstudents’ harmonious and obsessive passion. First, students' perceptions of high levels of both teacher and parental autonomy support rendered the highest means in HP and OP. Second, students who demonstrated high levels of only teacher autonomy support also displayed high levels of HP and OP. Third, OP levels were lowest when teacher autonomy support was low, while those from parents were high. Finally, perceived low support from both parents and teachers was not as ideal as having only support from parents to keep OP at the lowest levels. In sum, the results demonstrate the benefits of having both forms of autonomy support and highlight the outcomes associated with single-sided or low support. Practical implications highlight the importance of considering sources outside of students’ immediate learning environment when designing interventions based on autonomy support.","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132536987","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 : 2021-06-01DOI: 10.6148/IJITAS.202106_14(2).0004
Xia Mao, Qiuming Zhang, Andrea Clem
Purpose: This study explores an integrated approach to identify enemy items in item bank management in a medical licensure examination. Method: The integrated approach utilizes item bank analysis, natural language processing methods by using Cosine Similarity Index, and content analysis and review by subject matter experts. Results: Results from an empirical study indicate that the integrated approach is efficient in identifying enemy items. Content review of the flagged enemy item pairs is a necessary step to confirm enemy items.
{"title":"An Exploration of an Integrated Approach for Enemy Item Identification","authors":"Xia Mao, Qiuming Zhang, Andrea Clem","doi":"10.6148/IJITAS.202106_14(2).0004","DOIUrl":"https://doi.org/10.6148/IJITAS.202106_14(2).0004","url":null,"abstract":"Purpose: This study explores an integrated approach to identify enemy items in item bank management in a medical licensure examination. Method: The integrated approach utilizes item bank analysis, natural language processing methods by using Cosine Similarity Index, and content analysis and review by subject matter experts. Results: Results from an empirical study indicate that the integrated approach is efficient in identifying enemy items. Content review of the flagged enemy item pairs is a necessary step to confirm enemy items.","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126495096","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}
John Wachen, M. Johnson, S. McGee, Faythe Brannon, Dennis Brylow
In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.
{"title":"Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity","authors":"John Wachen, M. Johnson, S. McGee, Faythe Brannon, Dennis Brylow","doi":"10.51420/CONF.2021.2","DOIUrl":"https://doi.org/10.51420/CONF.2021.2","url":null,"abstract":"In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125018230","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}
Deaf children are often marginalised in countries in the Global South, deprived of opportunities to access education through their L1, a sign language. We discuss a Storymakers project, adapting a multiliteracies resource from Finland brought into a program in four locations in Ghana (1), India (2) and Uganda (1). Taking an ethnographic perspective we investigate how the children’s semiotic repertoires were expressed through diverse multimodalities, and what experiences and understandings of multiliteracies learning and teaching were enacted. Diverse findings demonstrate how the project was adapted and taken up by children and their teachers, leveraging multimodal capacities. This research provides support for the notion of semiotic repertoires as an inclusive notion and for a flexible approach to multiliteracies pedagogies.
{"title":"Rethinking Multiliteracies: Deaf Children Storymakers in Ghana, India, and Uganda","authors":"J. Gillen, Uta Papen","doi":"10.3102/1687195","DOIUrl":"https://doi.org/10.3102/1687195","url":null,"abstract":"Deaf children are often marginalised in countries in the Global South, deprived of opportunities to access education through their L1, a sign language. We discuss a Storymakers project, adapting a multiliteracies resource from Finland brought into a program in four locations in Ghana (1), India (2) and Uganda (1). Taking an ethnographic perspective we investigate how the children’s semiotic repertoires were expressed through diverse multimodalities, and what experiences and understandings of multiliteracies learning and teaching were enacted. Diverse findings demonstrate how the project was adapted and taken up by children and their teachers, leveraging multimodal capacities. This research provides support for the notion of semiotic repertoires as an inclusive notion and for a flexible approach to multiliteracies pedagogies.","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133403019","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}
S. McGee, Everett V. Smith, Andrew M. Rasmussen, Jeremy Gubman
A key strategy for broadening computer science participation in the Chicago Public Schools has been the enactment of a yearlong computer science course as a high school graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development program serves as a core foundation for supporting policy enactment. However, students with prior background in computer science might find the course repetitive. This paper reports on district efforts to develop a placement exam for students to take an advanced computer science course in lieu of the introductory computer science course. The placement exam tasks were modeled after the ECS exam tasks but with higher difficulty. We used Rasch modeling to equate the placement exam tasks to the ECS exams and to establish a cut score for passing the placement exam.
{"title":"Using Rasch analysis for determining the cut score of a computer science placement exam","authors":"S. McGee, Everett V. Smith, Andrew M. Rasmussen, Jeremy Gubman","doi":"10.51420/CONF.2021.4","DOIUrl":"https://doi.org/10.51420/CONF.2021.4","url":null,"abstract":"A key strategy for broadening computer science participation in the Chicago Public Schools has been the enactment of a yearlong computer science course as a high school graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development program serves as a core foundation for supporting policy enactment. However, students with prior background in computer science might find the course repetitive. This paper reports on district efforts to develop a placement exam for students to take an advanced computer science course in lieu of the introductory computer science course. The placement exam tasks were modeled after the ECS exam tasks but with higher difficulty. We used Rasch modeling to equate the placement exam tasks to the ECS exams and to establish a cut score for passing the placement exam.","PeriodicalId":356396,"journal":{"name":"Proceedings of the 2021 AERA Annual Meeting","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116263102","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：