Education Commons^™

National Park Interpretation And Place-Based Education: An Integrative Literature Review, Steph N. Dean

Publications

Background: Both national park (NP) interpretation and place-based education (PBE) approach learning by applying the unique attributes of a place to facilitate meaning-making experiences within learners. Despite the similarities between these two place-centered pedagogies, there is a limited amount of collaboration between NP interpretative services and school systems engaged with PBE. Purpose: Within this integrative review, my purpose is to fully consider both NP interpretation and PBE to present a comprehensive understanding of the two types of pedagogies. Methodology/Approach: Following an integrative review methodology, I use three different databases to access relevant empirical and theoretical articles. I evaluate and analyze …

Do Not Disturb The Flow! Smoking And The Cardiovascular System, Shunderla Wilson, Brooke A. Whitworth

Publications

Every 40 seconds, someone in the United States has a heart attack (Heart Disease and Stroke Statistics 2017). Students may experience or be affected by several incidences of heart attacks throughout their life. As such, students should be aware of the risk factors and learn the underlying reasons for a heart attack.

Most students believe they are too young for a heart attack and think symptoms will appear gradually (Roth and Gotter 2018). Heart disease in younger individuals is appearing more frequently due to obesity, tobacco and alcohol us-age, stress, and race (Napoli 2019). In this article, we describe how …

Do Not Disturb The Flow!, Shunderla Wilson, Brooke A. Whitworth

Publications

Every 40 seconds, someone in the United States has a heart attack (Heart Disease and Stroke Statistics 2017). Students may experience or be affected by several incidences of heart attacks throughout their life. As such, students should be aware of the risk factors and learn the underlying reasons for a heart attack.

Most students believe they are too young for a heart attack and think symptoms will appear gradually (Roth and Gotter 2018). Heart disease in younger individuals is appearing more frequently due to obesity, tobacco and alcohol usage, stress, and race (Napoli 2019). In this …

Clemson Libraries Annual Report, 2020, Clemson University Libraries

Publications

No abstract provided.

Finding Community And Overcoming Barriers: Experiences Of Queer And Transgender Postsecondary Students In Mathematics And Other Stem Fields, Elizabeth Kersey, Matthew Voigt

Publications

Although there is little research on the experiences of queer and/or transgender postsecondary students in science, technology, engineering, and mathematics (STEM) fields, we can infer from current literature that these subjects may be less welcoming than the humanities and social sciences. We conducted two studies to investigate this possibility: (1) a narrative inquiry study with postsecondary transgender students and (2) a grounded theory narrative study with undergraduate queer students. Transgender students who had transitioned indicated that they were subjected to lower expectations when presenting as female, but transgender women experienced this change as positive, since their treatment by others was …

Pueblo Pequeño, Infierno Grande: Shifting The Burden Of Latinx Spanish Teacher Retention In The Rural South, Cornelia V. Okraski, Stephanie M. Madison

Publications

This study explored the experiences of five Latinx Spanish teachers who worked in schools in rural North Carolina and South Carolina. Using data from 25 semistructured interviews and publicly available school/community demographic information, this qualitative multiple‐case study sought to answer the following questions: (a) How do Latinx Spanish teachers in the rural South perceive experiences that help or hinder retention? (b) In what ways are Latinx Spanish teachers navigating their role as advocates for linguistic and cultural diversity in their rural schools and communities? Findings showed that participants were constantly balancing the benefits and challenges of their work in a …

Inclusive & Professional Communication: From Classroom To Work Environment, Jessica Kohout-Tailor

Presentations

No abstract provided.

Data Literacies And Social Justice: Exploring Critical Data Literacies Through Sociocultural Perspectives, Golnaz Arastoopour Irgens, Simon Knight, Alyssa Friend Wise, Thomas M. Philip, Maria C. Olivares, Sarah Van Wart, Sepehr Vakil, Jessica Marshall, Tapan Parikh, M. Lisette Lopez, Michelle Hoda Wilkerson, Kris Gutierrez, Shiyan Jiang, Jennifer B. Kahn

Publications

The ability to interpret, evaluate, and make data-based decisions is critical in the age of big data. Normative scripts around the use of data position them as a privileged epistemic form conferring authority through objectivity that can serve as a lever for effecting change. However, humans and materials shape how data are created and used which can reinscribe existing power relations in society at large (Van Wart, Lanouette & Parikh, 2020). Thus, research is needed on how learners can be supported to engage in critical data literacies through sociocultural perspectives. As a field intimately concerned with data-based reasoning, social justice, …

Students’ Epistemic Connections Between Science Inquiry Practices And Disciplinary Ideas In A Computational Science Unit, Sugat Dabholkar, Golnaz Arastoopour Irgens, Michael Horn, Uri Wilensky

Publications

Teaching science inquiry practices, especially the more contemporary ones, such as computational thinking practices, requires designing newer learning environments and appropriate pedagogical scaffolds. Using such learning environments, when students construct knowledge about disciplinary ideas using inquiry practices, it is important that they make connections between the two. We call such connections epistemic connections, which are about constructing knowledge using science inquiry practices. In this paper, we discuss the design of a computational thinking integrated biology unit as an Emergent Systems Microworlds (ESM) based curriculum. Using Epistemic Network Analysis, we investigate how the design of unit support students’ learning through making …

Identity Negotiation Of Pre-Service Teachers Of English As A Foreign Language, Hazel Vega, Golnaz Arastoopour Irgens

Publications

The study of teacher identity has gained prominence in English as a foreign language (EFL) teaching. However, the construction of EFL teacher identity is underresearched, particularly how teachers navigate dominant discourses around native non-native speakers. This paper presents a qualitative study examining four pre-service teachers in an EFL education program. Grounded in the community of practice identity negotiation framework, results suggest that EFL pre-service teachers’ processes of identity negotiation mainly resided somewhere between adoption and rejection of legitimate practices in the EFL teacher community, in what we call a zone of tension. The findings of this research indicate that pre-service …

“Would You Rather Have It Be Accurate Or Diverse?” How Male Middle-School Students Make Sense Of Algorithm Bias, Golnaz Arastoopour Irgens, Jacoya Thompson

Publications

As data-driven decisions become more ubiquitous, it will be critical for youth to understand the impacts of algorithm bias. In this study, we discuss the design of an extra-curricular data science program and examined how the participants (12 males, ages 11 - 13) made sense of algorithm bias and discrimination. We conducted a critical discourse analysis on one classroom discussion. Results suggest that participants showed initial understandings that algorithms contain biases that may perpetuate discrimination.

Instructor Guides, Tigers Advance Trailblazers: Provost’S Mentoring Initiative For Faculty Session 9: Action Research Project Presentations, Cynthia M. Sims, Angela D. Carter, Stephen Brown Iii

Clemson TIGERS ADVANCE Instructional Guides

TIGERS ADVANCE: Transforming the Institution through Gender Equity, Retention and Support, is a National Science Foundation (NSF) funded innovative and systematic institutional transformation approach to reduce gender inequality and improve opportunities for all early and mid-career faculty at Clemson, both men and women.

Instructor Guides, Tigers Advance Trailblazers: Provost’S Mentoring Initiative For Faculty Session 8: Gender Equitably Workload Distributions, Cynthia M. Sims, Angela D. Carter, Stephen Brown Iii

Clemson TIGERS ADVANCE Instructional Guides

TIGERS ADVANCE: Transforming the Institution through Gender Equity, Retention and Support, is a National Science Foundation (NSF) funded innovative and systematic institutional transformation approach to reduce gender inequality and improve opportunities for all early and mid-career faculty at Clemson, both men and women.

Instructor Guides, Tigers Advance Trailblazers: Provost’S Mentoring Initiative For Faculty Session 7: Negotiation With Case Study, Cynthia M. Sims, Angela D. Carter, Stephen Brown Iii

Clemson TIGERS ADVANCE Instructional Guides

TIGERS ADVANCE: Transforming the Institution through Gender Equity, Retention and Support, is a National Science Foundation (NSF) funded innovative and systematic institutional transformation approach to reduce gender inequality and improve opportunities for all early and mid-career faculty at Clemson, both men and women.

Encouraging Shifts In Preservice Teachers’ Beliefs About Writing And Plans For Future Instruction, Anna H. Hall, Qianyi Gao, Shanna Hirsch

Publications

Preservice teachers’ (PSTs) writing attitudes have been well formed through countless positive and negative interactions by the time they enter higher education. The present study examined 17 PSTs’ beliefs about teaching writing, confidence levels, and plans for future instruction, before and after a semester-long language arts methods course. Participants participated in pre and post belief exercises and pre and post online surveys. We examined differences between PSTs’ beliefs over the course of three time points. Overall, findings revealed that after self-reflection, strategy instruction, and engagement in writing, PSTs were more likely to believe in children’s writing capabilities, reported higher confidence …

Comics In The Classroom - What's At The Center Of The Solar System?, Amee Jeanette Hennig, Allison Huff Macpherson, Brooke A. Whitworth

Publications

Teaching in today’s classroom looks vastly different from 20 years ago. Today, many teachers have access to projectors, computers, smartboards, laptops and tablets, and have vast amounts of information and programs available at the click of a button. However, having access to all of these resources is not always beneficial, especially if we are not equipped to incorporate it into instruction. The 2015 Project Tomorrow Survey findings showed a number of aspects that support technology use in the classroom. Highlights of this data, related to the Center for Integrated Access Network’s (CIAN) digital comic book, include the following results ( …

Instructor Guides, Tigers Advance Trailblazers: Provost’S Mentoring Initiative For Faculty Session 6: Servant And Social Justice Leadership, Servant Leadership Case Study, Cynthia M. Sims, Angela D. Carter, Stephen Brown Iii

Clemson TIGERS ADVANCE Instructional Guides

TIGERS ADVANCE: Transforming the Institution through Gender Equity, Retention and Support, is a National Science Foundation (NSF) funded innovative and systematic institutional transformation approach to reduce gender inequality and improve opportunities for all early and mid-career faculty at Clemson, both men and women.

The Effect Of Professional Development On Elementary Science Teachers’ Understanding, Confidence, And Classroom Implementation Of Reform‐Based Science Instruction, Jennifer L. Maeng, Brooke A. Whitworth, Randy L. Bell, Donna R. Sterling

Publications

Through a randomized controlled trial, this mixed‐methods study evaluated changes in elementary science teachers’ understandings, confidence, and classroom implementation of problem‐based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD that teachers perceived facilitated these changes. Results indicated that following the PD, treatment teacher (n = 139) understandings of and confidence for teaching inquiry, NOS, and PBL were significantly greater than control teachers (n = 98) after controlling for preunderstandings and confidence. The effect sizes were large. Treatment teachers also incorporated significantly more …

Teamwork Makes The Dream Work: Using Team-Based Learning In The Science Classroom, Virginia J. Moore, Elizabeth Mitchell Prewitt, Amber Jean Carpenter-Mccullough, Brooke A. Whitworth

Publications

With an overwhelming amount of research and a demand for collaborative learning in the classroom, teachers are tackling challenges at all educational levels that often accompany the social aspects of group work. Team-Based Learning (TBL) is an instructional sequence that shifts instruction from teacher lecture to small-group learning. Through the use of teams and social learning, students are actively engaged and learning through critical-thinking tasks. College students can take responsibility both for their own learning and for each other as learners and fellow human beings. TBL allows the instructors to design opportunities for students to demonstrate what they know and …

Do We Need More Productive Theorizing? A Commentary, David Reinking, David B. Yaden Jr.

Publications

In this commentary, we argue that literacy research would be more produc- tive if researchers had a clearer, more nuanced understanding of theory. Specifically, we argue that theory in a practice-oriented field is most fun- damentally productive when it provides instrumental guidance for literacy beyond academic understanding about literacy. Premises for that argument are presented, as well as how productivity connects to an instrumental view of theory within the philosophy of science. We provide examples from au- thoritative sources and relevant studies suggesting that conceptions and uses of theory in literacy research are ambiguous, diffuse, and incoherent. We argue that …