Education Commons^™

Preservice And Early Career Teachers’ Preconceptions And Misconceptions About Making In Education, Jonathan Cohen, W. Monty Jones, Shaunna Smith

Learning Sciences Faculty Publications

This qualitative study examined preservice and early career teachers’ preconceptions and misconceptions about making in education. Eighty-two preservice and early career teachers participated in brief, one-time maker workshops, then wrote reflections on their experiences. Using constant comparative analysis, researchers uncovered two common misconceptions held by the participants. The first was that making in education consisted of hands-on activities designed to achieve specific content learning objectives. The second was that making was largely dependent on the use of advanced manufacturing tools, such as 3D printers. Such misconceptions could negatively impact the potential of making in education. Recommendations for resolving these misconceptions …

Chasing Clues: Identifying The First Homecoming, Laurel Bowen

Selections from the University Library Blog

No abstract provided.

Makification: Towards A Framework For Leveraging The Maker Movement In Formal Education, Jonathan Cohen, W. Monty Jones, Shaunna Smith, Brendan Calandra

Learning Sciences Faculty Publications

Maker culture is part of a burgeoning movement in which individuals leverage modern digital technologies to produce and share physical artifacts with a broader community. Certain components of the maker movement, if properly leveraged, hold promise for transforming formal education in a variety of contexts. The authors here work towards a framework for leveraging these components (i.e., creation, iteration, sharing, and autonomy) in support of learning in a variety of formal educational contexts and disciplines.

Pre-Service Teachers’ Beliefs About Using Maker Activities In Formal K-12 Educational Settings: A Multi-Institutional Study, W. Monty Jones, Shaunna Smith, Jonathan Cohen

Learning Sciences Faculty Publications

This qualitative study examined preservice teachers' beliefs about using maker activities in formal educational settings. Eighty-two preservice and early-career teachers at three different universities in the United States took part in one-time workshops designed to introduce them to various maker tools and activities applicable to K–12 educational environments. Data were collected from 16 focus groups conducted during the workshops in spring 2016. Researchers analyzed the data using the Theory of Planned Behavior (Ajzen, 1985, 1991) to better understand the teachers' attitudes, subjective norms, and perceived behavioral control related to making activities, with the ultimate goal of using this information to …

Using Students’ Contextual Frameworks To Provide Equitable Education Through The New Literacy Studies, Social Justice Education, And Intentional Practices, Andrea Desantis

Georgia State Undergraduate Research Conference

No abstract provided.

Sustainability In The Curriculum: Global Warming, Lori Dickey

Georgia State Undergraduate Research Conference

No abstract provided.

Typology And Analysis Of Ceramic Vessels And Pottery Shards Found At The Long Swamp Site: Lamar And Mary Folwer Holcomb Collection, Maxwell Mackenzie

Georgia State Undergraduate Research Conference

No abstract provided.

Urban Middle School Students, Twenty-First Century Skills, And Stem-Ict Careers: Selected Findings From A Front-End Analysis, Jonathan Cohen, Maggie Renken, Brendan Calandra

Learning Sciences Faculty Publications

As part of the design and development of an informal learning environment meant to increase urban middle school students’ interest in technology-focused STEM careers, and to support their twenty-first century skill development, researchers developed and administered the ICT/Twenty-First Century Skills Questionnaire. Both STEM-ICT professionals and middle school students completed the survey. STEM-ICT professionals indicated that problem solving, critical thinking and communication were the most valued and the most frequently used skills in their environments. Students underestimated the amount of critical thinking and systematic design, and overestimated the amount of coding and digital research that occurs in STEM-ICT workplaces. Among skills …

More Than A Feeling: Tracing The Progressive Era Origins Of Historical Empathy In The Social Studies Curriculum, 1890–1940s, Katherine A. Perrotta, Chara H. Bohan

Middle and Secondary Education Faculty Publications

Understanding historical empathy is a bourgeoning subfield of social studies education research. Students demonstrate historical empathy by analyzing sources 1) to determine historical context, 2) identify perspectives of historical figures, and 3) make affective connections to historical content. Therefore, the purpose of this research is to examine primary sources from educational leaders and organizations during the Progressive Era in American public school education in order to trace the origins of historical empathy as an implicit goal in the social studies curriculum. Our guiding research question is “How does the work of Progressive Era organizations and educational leaders impact how Americans …

Language Ideologies In A U.S. State-Funded International School: The Invisible Linguistic Repertoires Of Bilingual Refugee Students, Ana T. Solano-Campos

Early Childhood and Elementary Education Faculty Publications

In this study, I investigated language ideologies in a state-funded International Baccalaureate Primary Years Programme school in the United States. I conducted ethnographic observations, focus groups, and interviews in a fourth grade classroom in one of the largest refugee resettlement areas in the country. Findings indicate that although the school positioned bilingualism as linguistic capital, the linguistic repertoires of multilingual refugee students were made invisible by three inter-related processes: linguistic tokenism, linguistic subordination, and linguistic compartmentalization. These results highlight the urgency for schools offering the IB PYP to implement language policy, curriculum, and instruction that explicitly support immigrant and refugee …

The Georgia Seal Of Biliteracy: Exploring The Nexus Of Politics And Language Education, Tim Jansa, Kristina Brezicha

Educational Policy Studies Faculty Publications

On May 3, 2016, House Bill (HB) 879—the Georgia Seal of Biliteracy—was signed into law by Governor Nathan Deal and went into effect on July 1, 2016. Outside of the language education sphere, many educators and policymakers may not fully understand the benefits of studying other languages. Yet, this policy hinges on the utility of simultaneously demonstrating proficiency in a foreign language and an advanced command of English, thus forming the foundation of biliteracy. This article provides an overview of the political landscape in Georgia as it pertains to language education and analyzes how lawmakers translated the issues at hand …

In Search Of Defining Ethics In (Mathematics) Education Research?, David W. Stinson

Middle and Secondary Education Faculty Publications

No abstract provided.

Learning Language And Vocabulary In Dialogue With The Real Audience: Exploring Young Writers’ Authentic Writing And Language Learning Experiences, Ewa Mcgrail, J. Patrick Mcgrail, Alicja Rieger

Middle and Secondary Education Faculty Publications

Purpose: To explore the potential of conversations with an authentic audience through blogging for enriching in the young writers the understanding of the communicative function of writing, specifically language and vocabulary use.

Design: We situate our work in a language acquisition model of language learning where learners develop linguistic competence in the process of speaking and using the language (Krashen, 1988; Tomasello, 2005). We also believe that language learning benefits from formal instruction (Krashen, 1988). As such, in our work, we likened engaging in blogging to learning a language (here, more broadly conceived as learning to write) through both natural …

Who Signs Up And Who Stays? Attraction And Retention In An After-School Computer-Supported Program, Maggie Renken, Jonathan Cohen, Tugba Ayer, Brendan Calandra, Aeslya Fuqua

Learning Sciences Faculty Publications

We report findings from a study assessing computer-supported curriculum designed to engage low SES, underrepresented minority middle school students enrolled in an afterschool program with collaborative tasks that build 21st century skills, particularly related to digital literacy. Early in the program, we collected survey data from participants and from a sample of after-school attendees who decided not to enroll in our program concerning their goals, feelings toward STEM, and experiences with and access to technology. Over the first 7 weeks of programming, we also have collected attendance records. We report findings relating students’ individual factors at program onset to their …

Performing And Performative Arts As Powerful Ways For Exploring Human Interaction, Ewa Mcgrail

Middle and Secondary Education Faculty Publications

No abstract provided.

Gender And Feminist Scholarship: A Dynamic Theoretical Framework Living On The Edges, Chara H. Bohan

Middle and Secondary Education Faculty Publications

No abstract provided.

Theory In Mathematics Education: Intra-Action And (Re)Configuration, Susan Ophelia Cannon

Middle and Secondary Education Faculty Publications

Using (post) qualitative methodology located within a critical postmodern theoretical frame, I will examine the intersection(s) and borders of the field of mathematics education and the posts (post-structural, new materialist, post-humanist, post-qualitative). The “field” in this research will be considered a fluid space that shifts and responds as “new” research is brought into it. The research questions that guide this study are: 1. What are the taken for granted, expectations and norms of these spaces? 2. How are post theories being used/taken up within mathematics education? 3. How are the borders and boundaries of the field of mathematics education shifting …

Researching Race Without Researching White Supremacy In Mathematics Education Research: A Strategic Discursive Practice, David W. Stinson

Middle and Secondary Education Faculty Publications

In this essay, through reviewing three “equity” articles over the span of nearly 30 years, the author argues that researching race in mathematics education research has become a strategic discursive practice. But what about racism? What happens when racism is opened up –theoretically and methodologically– as an object of inquiry in mathematics teaching and learning? Doesn’t researching racism require an examination of the pervasiveness of White supremacy? That is to say, can we (ethically) examine racism without examining White supremacy? After all, aren’t racism and White supremacy two sides of the same coin?

Transnationalism: Competing Definitions, Individual Agency In An Age Of Globalization, And Research Trends, G. Sue Kasun

Middle and Secondary Education Faculty Publications

No abstract provided.

“Theory At The Crossroads”: Mapping Moments Of Mathematics Education Research Onto Paradigms Of Inquiry, David W. Stinson, Margaret Walshaw

Middle and Secondary Education Faculty Publications

In this essay, traveling through the past half-century, the authors illustrate how mathematics education research shifted, theoretical, beyond its psychological and mathematical roots. Mapping four historical moments of mathematics education research onto broader paradigms of inquiry, the authors make a case for the field to take up a theoretical “identity” that refutes closure and keeps the possibilities of mathematics teaching and learning open to multiple and uncertain interpretations and analyses.

Seeking The Comprehensive Gestalt In Student Identities: A Means To Social Justice Realizations, Ewa Mcgrail

Middle and Secondary Education Faculty Publications

No abstract provided.

Reflections On Reflection, Ewa Mcgrail

Middle and Secondary Education Faculty Publications

No abstract provided.

Multimodal K-12 Assessment Frameworks And The Interactive Audience: An Exploratory Analysis Of Existing Frameworks, Ewa Mcgrail, Nadia Behizadeh

Middle and Secondary Education Faculty Publications

Multimodal writing often occurs through membership in an online, participatory culture; thus, the audience for student writers potentially can shift from imagined readers to actual, accessible readers and responders. In this article, we thoroughly review the idea of audience and then report results from an exploratory review of K-12 assessment frameworks and analyze how key frameworks address the need for consideration of an interactive audience. We found that multimodal composition is being defined consistently across all frameworks as composition that includes multiple ways of communicating, but the majority of multimodal composition examples were texts that were non-interactive composition types (as …

Pre-Service Teachers’ Perceptions About The Effectiveness Of The Toon Comic Books In Their Guided Reading Instruction, Ewa Mcgrail, Alicja Rieger, Gina M. Doepker

Middle and Secondary Education Faculty Publications

Recently, education and literacy researchers have acknowledged educational merit in guided reading that incorporates interactive and authentic reading texts, such as graphic novels, which meet the needs of today’s predominantly multimodal learners (Jennings, Rule, & Zanden, 2014; Kist & Pytash, 2015). This qualitative study explores through interviews and a questionnaire the perceptions of pre-service teachers about the effectiveness of the comic book series known as TOON comics in guided reading with struggling readers and writers, from kindergarten through fifth grade. Pre-service teachers have expressed positive views concerning the use of these comic books in guided reading instruction with their struggling …

Math Is In The Title (Un)Learning The Subject In Qualitative And Post Qualitative Inquiry, Kayla Myers, Susan Ophelia Cannon, Sarah Bridges-Rhoads

Middle and Secondary Education Faculty Publications

An ongoing experiment in (un)learning the humanist subject in qualitative and post qualitative inquiry, this writing-reading-thinking explores the tensions that two doctoral students and an assistant professor grapple with through an undirected/directed reading course and beyond. The paper takes up and troubles conventional academic writing practices that aim to present knowledge as finished and neatly packaged for consumption, pushing against the stable academic subject. We intend for the reader to experiment and play in the manuscript and to think with multiple fragments together. We hold a persistent wondering about how to teach and learn to think differently—how to ‘‘untrain’’ researchers …

Deep Understandings And Thick Descriptions: Tackling Questions About Race, Gertrude Tinker Sachs, Rachel Grant, Shelley Wong

Middle and Secondary Education Faculty Publications

In this article, three professors of color speak out in response to the continuation of White police killings of Black people in the United States. We contend that there is a strong need for everyone, professors and educators in particular, to be proactive in confronting racism by tackling not avoiding, difficult questions and conversations. We propose that through the enactment of deep understandings and thick descriptions in our classrooms at all levels we may encourage a critical humanitarian response to the challenges of not knowing the diverse “Other.” We present real experiences from our teaching to illustrate the kinds of …

Beyond The Box: Rethinking Gender In Mathematics Education Research – Proposal For A Symposium, Margaret Walshaw, Anna Chronaki, Luis A. Leyva, David W. Stinson, Kathy T. Nolan, Heather Mendick

Middle and Secondary Education Faculty Publications

Τhe present symposium is an attempt to rethink gender in mathematics education research beyond the box, and specifically the box of binaries. We consider the importance in contemporary neoliberal times of doing research in mathematics education with and through the perspective of gender and, equally, we advocate ways in which gender could be key towards discerning relations amongst mathematics, science and life. To that end the symposium will address specific questions and issues surrounding gender presently confronting researchers, as well as educators, and policy makers. Organized around presentations in dialogue with reactions, discussion and debate, the symposium is intended not …

Beyond White Privilege: Toward White Supremacy And Settler Colonialism In Mathematics Education [Editorial], David W. Stinson

Middle and Secondary Education Faculty Publications

No abstract provided.

Using The Interaction Geography Slicer To Visualize New York City Stop & Frisk, Benjamin R. Shapiro, Francis A. Pearman

Learning Sciences Faculty Publications

This paper adapts and uses a dynamic visualization environment called the Interaction Geography Slicer (IGS) developed by the 1st author to visualize data about New York City’s Stop & Frisk Program. Findings and discussion focus on how this environment provides new ways to view, interact with and query large-scale data sets over space and through time to support analyses of and public discussion about New York City’s Stop & Frisk Program.

The Social Networks And Paradoxes Of The Opt-Out Movement Amid The Common Core State Standards Implementation, Yinying Wang

Educational Policy Studies Faculty Publications

Opting out of state standardized tests has recently become a movement—a series of grassroots, organized efforts to refuse to take high-stakes state standardized tests. In particular, the opt-out rates in the state of New York reached 20% in 2015 and 21% in 2016. This study aims to illustrate the social networks and examine the paradoxes that have propelled the opt-out movement in New York—the movement’s epicenter with the highest opt-out rate in the United States. Drawing on the conceptual frameworks of social movement theory, social network theory, and policy paradox, this study compiled the opt-out corpus by using the data …