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Proceedings of the 2021 AERA Annual Meeting最新文献

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Examining the Role of Epistemic Empathy in Responsive Teaching 论认知共情在响应式教学中的作用
Proceedings of the 2021 AERA Annual Meeting Pub Date : 2023-07-26 DOI: 10.3102/1683354
L. Jaber, S. Davidson, Allison Metcalf
{"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}
引用次数: 0
"Deprived and Disadvantaged": Federal Advocacy for Gifted Youth in the United States, 1965–1975 “被剥夺和弱势”:1965-1975年美国联邦对天才青年的支持
Proceedings of the 2021 AERA Annual Meeting Pub Date : 2023-06-26 DOI: 10.3102/1680300
Sevan G. Terzian, H. Williams
{"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}
引用次数: 0
Exploring the College Choice of Latinx Students in Rural Texas 德克萨斯州农村拉丁裔学生的大学选择研究
Proceedings of the 2021 AERA Annual Meeting Pub Date : 2023-05-08 DOI: 10.3102/1682619
J. López, Glenda Droogsma Musoba
{"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}
引用次数: 0
The Emergence of Teacher Self in the Elementary Classroom 小学课堂中教师自我的出现
Proceedings of the 2021 AERA Annual Meeting Pub Date : 2023-04-01 DOI: 10.3102/1681729
Chelsea Cole, Stefinee E. Pinnegar, Melissa Newberry, R. Cutri, Leigh K. Smith
{"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}
引用次数: 0
Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability 不同还是分化?问责时代政策与实践的再挂钩
Proceedings of the 2021 AERA Annual Meeting Pub Date : 2023-02-13 DOI: 10.3102/1681741
Allison W. Kenney, Susan Dulong Langley, Vonna L. Hemmler, C. Callahan, E. J. Gubbins, Del Siegle
{"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}
引用次数: 0
Critical Literature Review on Teaching Chinese as a World Language in the Context of Globalization 全球化背景下汉语世界语言教学的批评文献综述
Proceedings of the 2021 AERA Annual Meeting Pub Date : 2023-01-27 DOI: 10.3102/1683636
Junling Zhu
{"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}
引用次数: 0
Authoritative Teaching Across Student Populations: The Conflicting Effects of Education and Experience 跨学生群体的权威教学:教育与经验的冲突效应
Proceedings of the 2021 AERA Annual Meeting Pub Date : 2022-12-19 DOI: 10.3102/1684584
Bruce Torff
{"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}
引用次数: 0
Does Working Memory Capacity Influence Learning From Videos and Attentional Processing of the Instructor's Visuals? 工作记忆容量是否影响视频学习和教师视觉的注意加工?
Proceedings of the 2021 AERA Annual Meeting Pub Date : 2022-12-09 DOI: 10.3102/1680566
Jiahui Wang
{"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}
引用次数: 0
Can Less Be More? Effects of Study Load on Science Achievement Among Chinese Eighth-Grade Students 少即是多吗?学习负荷对中国八年级学生科学成绩的影响
Proceedings of the 2021 AERA Annual Meeting Pub Date : 2022-12-01 DOI: 10.3102/1691257
X. Wu
{"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}
引用次数: 1
Becoming a Social Studies Teacher: An Integrative Systems Perspective on Identity Content, Structure, and Processes 成为一名社会研究教师:身份、内容、结构和过程的综合系统视角
Proceedings of the 2021 AERA Annual Meeting Pub Date : 2022-12-01 DOI: 10.3102/1686537
T. Patterson, Ishwar Bridgelal, Avi Kaplan
{"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}
引用次数: 3
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