Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Critical race theory (2)
- Intervention (2)
- Agenda-setting (1)
- Black feminist theory (1)
- Black woman educator (1)
-
- COVID-19 (1)
- COVID-19; higher education; introductory psychology; course attrition; course achievement (1)
- Community-building (1)
- Comprehension (1)
- Computer-based assessment (1)
- Critical discourse analysis (1)
- Culturally responsive pedagogy (1)
- Dialogic reading (1)
- Digital Divide (1)
- Disability (1)
- Diversity (1)
- Elementary education (1)
- Elementary mathematics (1)
- False growth mindset (1)
- Fixed mindset (1)
- Growth mindset (1)
- Heidegger (1)
- Higher education (1)
- Impostor phenomenon (1)
- Inquiry mathematics (1)
- Interpretive phenomenological inquiry (1)
- Issue framing (1)
- K-12 Education (1)
- Kindergarten (1)
- Language minority (1)
Articles 1 - 14 of 14
Full-Text Articles in Entire DC Network
Investigating Factors Affecting Students' Satisfaction With Computer-Based Assessment, Ji Yoon Jung, Zhushan Li
Investigating Factors Affecting Students' Satisfaction With Computer-Based Assessment, Ji Yoon Jung, Zhushan Li
NERA Conference Proceedings 2021
Despite the increasing use of computer-based assessment (CBA), there remains a dearth of evidence of what factors contribute to students’ satisfaction with CBA. We investigated four factors that are extracted from the TIMSS 2019 (Trends in International Mathematics and Science Study) Student Questionnaire eTIMSS Supplement – which was designed to examine student’s experience with the computer version of TIMSS (Mullis, Martin, Foy, Kelly, & Fishbein (2020)). The four factors were perceived technical difficulties, frequency of computer or tablet usage at school, self-confidence in computer or tablet usage, and familiarity with information and communication technology (ICT) terminology.
Mathematics Teaching Assistants’ Community-Building Activities During Remote Instruction, T. Royce Olarte, Damaris Hernandez, Hannali Pajela, Sarah A. Roberts
Mathematics Teaching Assistants’ Community-Building Activities During Remote Instruction, T. Royce Olarte, Damaris Hernandez, Hannali Pajela, Sarah A. Roberts
NERA Conference Proceedings 2021
The need to build community in mathematics learning spaces was exacerbated by the COVID-19 pandemic. This study examined the community-building efforts of mathematics TAs during a dynamically uncertain period and how they engaged in pandemic-sensemaking to make sense of and adapt their community-building efforts for remote instruction. We found that TAs engaged in various community-building activities through the synchronous and asynchronous interactions afforded by the design of the course (e.g., during sections, in office hours), and pandemic-sensemaking enabled them to better understand students’ challenges and adapt their efforts to attend to the challenges with building community.
Teachers’ Approaches To Inquiry-Focused Mathematics Teaching During The Covid-19 Pandemic In Hybrid And Online Settings, Miriam Gates, David Earls
Teachers’ Approaches To Inquiry-Focused Mathematics Teaching During The Covid-19 Pandemic In Hybrid And Online Settings, Miriam Gates, David Earls
NERA Conference Proceedings 2021
There is some question about the effectiveness of online or blended approaches to formal education at the elementary level (Anthony, 2019). While the COVID-19 pandemic has posed an immense challenge to elementary school teachers, the context has provided a rich setting to unearth what these best practices might be. To understand the convergence of the online setting and inquiry teaching in mathematics, we have undertaken a study to understand how elementary school teachers have sought to teach online using inquiry-focused approaches.
Uncovering The Model Minority Narrative: A Case Study On Asian American Students In High-Achieving Schools, Joanne Choi
Uncovering The Model Minority Narrative: A Case Study On Asian American Students In High-Achieving Schools, Joanne Choi
NERA Conference Proceedings 2021
Asian American students in high-achieving secondary schools often have unique cultural experiences, perspectives, and challenges due to the perpetuation of the “Model Minority” conceptualization coined by sociologist William Peterson. Guided by the theoretical frameworks of Critical Race Theory and Culturally Responsive Teaching from the existing literature by theorists such as Ladson-Billings, Gay, and Paris, my research attempts to devise potential methods for secondary educators to make their classrooms more culturally responsive, address Asian American students' deficits or educational challenges, and eliminate harmful biases.
Three Distinctions Of The Heideggerian Phenomenological Research Method, Son T. H. Pham
Three Distinctions Of The Heideggerian Phenomenological Research Method, Son T. H. Pham
NERA Conference Proceedings 2021
Using Heidegger's philosophy, the author of this study attempts to demonstrate how to conduct an effective interpretive phenomenological investigation. Heideggerian phenomenologists are distinguished by their ability to see the problem of identity; their ability to recognize ontology's inadequacies; and their ability to interpret the subject matter through historical critiques. Prior knowledge and data analysis processes are also discussed in the study. Validity and creditability concerns are also addressed. To recapitulate, this work proposes a five-step approach for using Heideggerian phenomenological inquiry in social science and policymaking research, where researchers are confronted with a wide range of existing and alternative worldviews.
Mindset Predicting Mindfulness: Developing Professional Capacity, Jess L. Gregory
Mindset Predicting Mindfulness: Developing Professional Capacity, Jess L. Gregory
NERA Conference Proceedings 2021
This paper examines the quantitative relationships between mindset and mindfulness in educators and considers how these data might inform strategies used in professional development. Until very recently, mindset and mindfulness were studied only independently of each other even though the theory authors, Dweck and Langer, inhabited similar geographic and temporal spaces. This study, based on 110 educator, self-reported, responses collected over six years, found a statistically significant relationship between a more incremental mindset and higher scores on the Five Factor Mindfulness Questionnaire. Mindfulness was found to predict mindset more strongly than mindset predicts mindfulness.
Language Minority Students Identified For Special Education: Predictors And The Role Of Parent Engagement, Angela Klinger
Language Minority Students Identified For Special Education: Predictors And The Role Of Parent Engagement, Angela Klinger
NERA Conference Proceedings 2021
This study investigated predictors of special education identification among language minority (LM) students by fifth grade using data from the ECLS-K:2011. Predictors included fifth-grade reading performance, student mobility, and school percentage of students receiving free and reduced-price meals. Behavior was a stronger predictor of special education identification for non-LM students than for LM students in second and third grades. Leading predictors of special education identification among LM students indicated that efforts should be focused on early reading intervention, equitable screening in low-income school communities, culturally relevant behavioral assessments, and increased monitoring of LM students who change schools.
How Demographics, Devices, And Course Characteristics Impact Introductory Psychology Course Outcomes During Covid-19, Teresa Ober, Jessica E. Brodsky, Nicole M. Zapparrata, C. Donnan Gravelle, Elizabeth S. Che, Holly Weisberg, Patricia J. Brooks
How Demographics, Devices, And Course Characteristics Impact Introductory Psychology Course Outcomes During Covid-19, Teresa Ober, Jessica E. Brodsky, Nicole M. Zapparrata, C. Donnan Gravelle, Elizabeth S. Che, Holly Weisberg, Patricia J. Brooks
NERA Conference Proceedings 2021
We explored factors predicting student learning outcomes (N=1303) in online Introductory Psychology sections at an open-enrollment college in the Northeastern United States in Fall 2020. Students from historically underserved groups were more likely to struggle on course outcomes, perhaps reflecting the disproportionate impact of COVID-19. Use of desktops/laptops on assignments predicted higher pass rates and quiz grades. Scores on quizzes tended to be higher in smaller class sections. Findings suggest certain students are already at-risk at the semester’s start, students should use desktops/laptops for online coursework when possible, and smaller online class sizes correlate with better performance on low-stakes outcomes.
Dialogic Reading With Integrated Vocabulary Enrichment: Case Study Of A Second-Grade Student In Special Education, Cheryl Durwin, Dina Moore
Dialogic Reading With Integrated Vocabulary Enrichment: Case Study Of A Second-Grade Student In Special Education, Cheryl Durwin, Dina Moore
NERA Conference Proceedings 2021
We present a case study of Ben, a second grader receiving special education for a speech-language impairment, literacy/numeracy deficits, and behavioral regulation in the 2019-2020 school year when the pandemic closed schools in March. Focusing on reading comprehension and vocabulary, we implemented our shared book-reading intervention called Dialogic Reading with Integrated Vocabulary Enrichment (DRIVE), which involves using specific types of prompts to engage in a dialogue about the story that will encourage development of children’s expressive language and vocabulary as well as advance their story comprehension. After nine 30-minute weekly sessions, Ben showed substantial vocabulary improvement and improved motivation.
Framing Strikes: A Case Study Of Media Depictions Of Two Teacher Strikes, Jamie Gillespie
Framing Strikes: A Case Study Of Media Depictions Of Two Teacher Strikes, Jamie Gillespie
NERA Conference Proceedings 2021
In this study, I examined the media framing of teachers strikes in Chicago in 2012 and in Seattle in 2015 by analyzing depictions of the people, issues, and events involved in the months before, during, and after the strikes in local media outlets. My findings indicate that the overwhelmingly negative coverage of teachers and their union in Chicago may have impacted the less successful negotiations outcomes, while the mostly positive coverage of teachers and their union in Seattle may have played a role in the more successful negotiated agreement between teachers and the school district.
Visualization Of The Digital Divide Among K-12 Students: Open Data, Quantitative Measures, And Policy Implications, Cary K. Jim, Alison Grant, Brent T. Ladd
Visualization Of The Digital Divide Among K-12 Students: Open Data, Quantitative Measures, And Policy Implications, Cary K. Jim, Alison Grant, Brent T. Ladd
NERA Conference Proceedings 2021
Our work utilized a multi-disciplinary approach to assess the digital divide among K-12 students through socio-technical and economic analysis. Results show that access to high-speed internet (broadband) and use continued to be a challenge for children and schools located in disadvantaged communities. Three visualizations were developed to display the digital disparity at the county level across our country and to support decision-making in resource allocation to improve broadband access and utilization.
Understanding Induction And K-12 Black Women Educators, Le`Tanya Lawrence
Understanding Induction And K-12 Black Women Educators, Le`Tanya Lawrence
NERA Conference Proceedings 2021
In this case study, a sample of six Black women educators (BWEs) in Connecticut’s K-12 public urban schools were surveyed using semi-structured interviews, demographic surveys and Clance’s Impostor Phenomenon Scales to illuminate their lived experiences. Using a seven step data analysis model six major themes were elicited from the participants. One significant finding is that diamonds are born under extreme pressure, despite the unique challenges BWEs in this sample have endured that have triggered their career movement; all of the BWEs in this sample have demonstrated how they have persisted past adversity to remain the field.
Evaluating Treatment Fidelity Of Empowered Strategies In A Kindergarten Dialogic Reading Intervention, Stephanie Kaesmann
Evaluating Treatment Fidelity Of Empowered Strategies In A Kindergarten Dialogic Reading Intervention, Stephanie Kaesmann
NERA Conference Proceedings 2021
We evaluate the treatment fidelity of Research Assistants utilizing our developed EMPOWERED strategies during our shared book-reading intervention, DRIVE, while reading with kindergarteners. Overall treatment fidelity was not as high as our previous work with first and second graders. Implications for future research with this younger population are discussed.
Application Of A Theory-Driven Approach To Detect Cognitively Disengaged Test-Taker Behavior, Burcu Arslan, Blair Lehman, Jesse R. Sparks, Jonathan Steinberg
Application Of A Theory-Driven Approach To Detect Cognitively Disengaged Test-Taker Behavior, Burcu Arslan, Blair Lehman, Jesse R. Sparks, Jonathan Steinberg
NERA Conference Proceedings 2021
Bottom-up, data-driven response filtering methods that exclude unrealistically fast responses from calculating test scores have been successfully applied to improve test validity. We introduce a top-down, theory-driven method to detect cognitively disengaged behavior, compare it with a data-driven method using data from a nationally representative reading assessment, and discuss its potential and limitations.