A5081270087- Innovative Teaching and Learning Methods
- Teaching and Learning Programming
- Innovative Education and Learning Practices
- Online and Blended Learning
- Gender and Technology in Education
- Science Education and Pedagogy
- Educational Strategies and Epistemologies
- Intelligent Tutoring Systems and Adaptive Learning
- Educational Games and Gamification
- Teacher Education and Leadership Studies
- Creativity in Education and Neuroscience
- Education, Achievement, and Giftedness
- Online Learning and Analytics
- Education and Technology Integration
- Child Development and Digital Technology
- Robotics and Automated Systems
- Genetics, Bioinformatics, and Biomedical Research
- Education and Critical Thinking Development
- Child and Animal Learning Development
- Speech and dialogue systems
- Digital Education and Society
- Critical Race Theory in Education
- Educational Systems and Policies
- Critical and Liberation Pedagogy
- Impact of Technology on Adolescents
University of Massachusetts Amherst
2012-2023
Vanderbilt University
2020
Amherst College
2009
Columbia University
2002-2004
Guidance (United Kingdom)
1984
Judge Baker Children's Center
1984
Abstract This paper reports the results of a study relationship robotics activity to use science literacy skills and development systems understanding in middle school students. Twenty‐six 11–12‐year‐olds (22 males 4 females) attending an intensive course offered at summer camp for academically advanced students participated research. analyzes how utilized thinking process characteristic scientifically literate individuals solve challenge. In addition, pre/post test revealed that...
This article presents a systematic review of research related to the use robotics construction kits (RCKs) in P–12 learning STEM disciplines for typically developing children. The purpose this is configure primarily qualitative and mixed methods findings from studies meeting our selection quality criterion answer question: How do robotic function as computational manipulatives education? Our synthesis literature has resulted four key insights that are new field. First, RCKs have unique...
This case study examines the role of playful talk in negotiating "how" collaborative group work a 6th-grade science classroom. Here we develop and test Vygotsky-derived hypothesis that postulates as mechanism for identity exploration status negotiation. Our findings indicate students utilized genre means to (a) position themselves others more or less competent within order create foreclose opportunities learn, (b) maintain strengthen bonds were developing toward goal achieving higher levels...
Abstract In this study, we explore the potential of a natural language processing (NLP) approach to support discourse analysis in‐situ, small group learning conversations. The theoretical basis work derives from Bakhtin’s notion speech genres as bounded by educational robotics activity. Our goal is leverage computational linguistics methods advance and improve research methods. We used parts‐of‐speech (POS) tagging program automatically parse transcript spoken dialogue collected middle...
Teacher Moments is an open source resource for teacher educators to create and use practice-based simulations in training. We report brief implementation results from a trauma-based simulation created piloted by educator using the platform.
In this study, we examined whether gendered discourse styles were evidenced in online, synchronous, physics collaborative learning group discussions, and the extent to which such patterns related uptake of ideas within group. We defined two styles: oppositional/direct style, theorized be socialized pattern typically used by males, aligned/indirect females. Our analysis indicates presence both these chats generally utilized along theorized, lines. However, also observed male use...
Until recently, computer science (CS) has been predominantly taught at upper-secondary or tertiary levels. Lately, however, CS curricula have introduced into school systems from the very first year of school. In this paper, we undertake a participatory research approach, using focus group discussions between experts in field evaluation and assessment primary level (K-5). The considered measures they used, what their current needs are how education community can move towards meeting those...
Massachusetts defined K-12 Digital Literacy/Computer Science (DLCS) standards in 2016 and developed a 5-12 teacher licensure process, expecting K-4 teachers to be capable of teaching the under their elementary license. An NSF CSforAll planning grant led establishment an 4-year Research-Practice Partnership (RPP) district school administrators, teachers, university researchers, external evaluators 2018. The RPP focused on 33 K-5 serving schools engage all students integrated CS/CT learning...