Engaging Students with Art-Based S-R-C (Sense of Belonging,Resistance, and Coalition Building) Strategies for Anti-Racism     

Ryan Shin  Maria Lim  Kevin Hsieh 《The International Journal of Art & Design Education》2023,42(1):172-191

In this article, we discuss our struggles and efforts to respond to Asian American and Pacific Islander (AAPI) hate crimes and anti-Asian racism, as well as explore ways to address the issues of anti-Asian racism, violence, myths, and stereotypes in the art classroom. We researched and learned from contemporary Asian American artists, attended anti-racism virtual talks, and examined various anti-racism pedagogical approaches. As an outcome of our research to confront anti-racism, we developed S-R-C strategies to engage students with art-based anti-racism, which include facilitating a sense of belonging (S), resisting anti-Asian racism (R), and coalescing with other minority groups and allies (C). These strategies were developed to fully embrace the equity, diversity, and inclusivity of AAPI sequentially and holistically. This article also reports how we use the S-R-C strategies to guide our pre-service art teachers to confront anti-Asian racism and advocate for anti-racism teaching practices.  相似文献   

Evaluation of the Feasibility and Perceived Value of Integrating Learn the Signs. Act Early. Developmental Monitoring Resources in Early Head Start     

Abercrombie  Julia  Pann  James  Shin  Faith  Taylor  Elizabeth  Brisendine  Anne E.  Swanson-Holm  Rachell  James  Cristina  Viehweg  Stephan  Ch&#;dr&#;n  Gail 《Early Childhood Education Journal》2022,50(7):1169-1181

Early Childhood Education Journal - Many children with developmental disabilities are not identified before age 3 years of age, preventing them from being able to fully benefit from early...  相似文献   

Using Math Journals to Enhance Second Graders’ Communication of Mathematical Thinking     

Kathleen Kostos  Eui-kyung Shin 《Early Childhood Education Journal》2010,38(3):223-231

As an action research project, using mixed methodology, this study investigated how the use of math journals affected second grade students’ communication of mathematical thinking. For this study, math journal instruction was provided. The data gathering included pre- and post- math assessment, students’ math journals, interviews with the students, and teacher’s reflective journal. Findings of the study indicated that the use of math journals positively influenced the students’ communication of mathematical thinking and the use of math vocabulary. Additionally, math journals served as a communication tool between the students and teacher and an assessment tool for the teacher. The implications of this study regarding students’ writing ability and time constraints issues were also discussed.  相似文献   

Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression     

J. W. Schramm  H. Jin  E. G. Keeling  M. Johnson  H. J. Shin 《Research in Science Education》2018,48(5):887-911

This paper reports on our use of a fine-grained learning progression to assess secondary students’ reasoning through carbon-transforming processes (photosynthesis, respiration, biosynthesis). Based on previous studies, we developed a learning progression with four progress variables: explaining mass changes, explaining energy transformations, explaining subsystems, and explaining large-scale systems. For this study, we developed a 2-week teaching module integrating these progress variables. Students were assessed before and after instruction, with the learning progression framework driving data analysis. Our work revealed significant overall learning gains for all students, with the mean post-test person proficiency estimates higher by 0.6 logits than the pre-test proficiency estimates. Further, instructional effects were statistically similar across all grades included in the study (7th–12th) with students in the lowest third of initial proficiency evidencing the largest learning gains. Students showed significant gains in explaining the processes of photosynthesis and respiration and in explaining transformations of mass and energy, areas where prior research has shown that student misconceptions are prevalent. Student gains on items about large-scale systems were higher than with other variables (although absolute proficiency was still lower). Gains across each of the biological processes tested were similar, despite the different levels of emphasis each had in the teaching unit. Together, these results indicate that students can benefit from instruction addressing these processes more explicitly. This requires pedagogical design quite different from that usually practiced with students at this level.  相似文献   

Effects of graphic organizers in online discussions: comparison between instructor-provided and student-generated     

Kyungbin Kwon  Suhkyung Shin  Su Jin Park 《Educational technology research and development : ETR & D》2018,66(6):1479-1503

The current experimental study examined the effects of graphic organizers in a collaborative learning context where students constructed knowledge during online discussions. As the results could vary depending on how students interacted with the graphic organizers, this study compared two different approaches: instructor-provided versus student-generated graphic organizers. Thus, the purpose of this study was to investigate the effects of receiving or generating graphic organizers on students’ engagement in online discussions. Thirty-six graduate students enrolled in an online graduate course participated in the study. While analyzing an instructional design case, students were asked to discuss design issues in a randomly assigned group. There were three conditions: control condition without graphic organizers, instructor-provided, and student-generated graphic organizers. Major findings revealed that both generating and receiving graphic organizers facilitated students’ higher levels of cognitive engagement, and encouraged students to consider alternative views during the discussions. Without the graphic organizer, students tended to simply summarize previous messages or raise new issues rather than elaborating on previous topics. There was a significant finding regarding the ways of interacting graphic organizers. Students discussed more topics when they were given instructor’s graphic organizers rather than when they were asked to generate them.  相似文献   

Standing on the shoulders of giants: Online formative assessments as the foundation for predictive learning analytics models     

Okan Bulut  Guher Gorgun  Seyma N. Yildirim-Erbasli  Tarid Wongvorachan  Lia M. Daniels  Yizhu Gao  Ka Wing Lai  Jinnie Shin 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(1):19-39

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