Search

The specific focus of this study is how a team of four preservice teachers experienced a collaborative practicum model to support the development of cogenerative dialogue and foster professional growth. Data sources included individual video club annotations and the associated group discussions facilitated by comparison of groups members selected annotations. The analysis found that participation in peer collaboration provided multiple viewpoints of shared teaching experiences that enabled preservice teachers' different ways to notice student thinking. Providing a structured framework for reflection, namely the individual video club annotations, served as the genesis for cogenerative dialogues centered on instructional change for the preservice teachers. This work's implications showcase the importance of allowing for the iterative enactment and reflection on pedagogical choices by preservice teachers early in their professional development.

This position paper introduces the idea of cognicy, the foundational ability to think and understand in a process that decouples cognitive processes from their tangible outcomes. Generative artificial intelligence (AI) can produce output often nearly indistinguishable from a human product, which presents a problem for educational assessment. Cognicy focuses on the process of thought, which is uniquely human, rather than the output, which can be machine generated. The nearest parallel is numeracy, which decouples the underlying mathematical concept from the task of calculation. Similarly, cognicy seeks to disentangle the essential thought process from the outputs, which now can be easily composed by AI. Cognicy is thus a tool for shifting the way in which higher education views the intersection of generative artificial intelligence, learning, and evaluation. It must be where future frameworks for learning focus. Process must be seen as separate from product so that human skills and learning stay relevant. This paper gives a name to these human-based, AI adjacent skills, creating a shared language to begin larger discussions. As a means of starting the conversation, the paper explores the relationship of cognicy to the concepts of Universal Design for Learning (UDL), metacognition, and AI literacy to show how this emerging framework might be employed.

This paper outlines how four community colleges, and a large public university, collaborated to support over 80 paraprofessionals who sought to finish their bachelor's degree and earn licensure. Funding from a statewide "Grow Your Own" initiative allowed the teacher educators at the community colleges and university to put in place structures to support non-traditional students, and each other, during the first year of this program. Lessons learned and next steps are highlighted.

Prior studies have documented the pattern of decreased state funding for higher education in periods of economic contraction (i.e., the balance wheel phenomenon). This qualitative case study examines how policymakers in California and Texas made decisions about funding higher education at the onset of the COVID-19 pandemic, when policymakers faced an economic downturn. Data comprise 28 interviews with key state actors and 69 documents. The analysis expands prior understandings of how state policymakers make budgeting decisions that affect higher education by exploring how they perceive certain target populations as deserving or undeserving of state support. The study also sheds light on the tenuous relationship between policymakers' views of higher education and their funding decisions.

This experimental study explored the use of online expressive writing interventions to cope with distress from heterosexist events among a sample of autistic-LBGQ + individuals. This study included an open writing condition and an emotion focused therapy guided writing condition. Over 89% of the participants indicated that the writing exercises were helpful in processing the event, with significant decreases for measures of depressive and trauma/stressor symptoms. A thematic analysis identified specific aspects of each condition that were helpful for participants in coping with heterosexist distress, such as the development of insight through the emotion-focused exercises. This low-demand exercise is promising as a solo exercise or as a therapy homework assignment, especially given the accessibility of this online intervention for autistic-LGBQ + people.

The Precipitating Change Project was a 5-year development, implementation, and research study of an innovative 4-week middle school curricular unit in computational weather forecasting that integrates students' learning and use of meteorology and computational thinking (CT) concepts and practices. The project produced a list of CT skills and definitions that students use to predict the weather, CT assessment instruments, and a CT classroom observation protocol. Data was collected from 306 eighth grade (ages 13-14) students in rural indigenous communities in the Arctic and urban and suburban Northeast communities in the USA. The project met its goal of producing an intentional instructional sequence that integrates disciplinary science and CT practices to increase students' science knowledge and their ability to use CT skills and processes. The results indicate that teachers were able to use the curriculum to embed CT practices into the classroom. Students, in turn, had the opportunity to practice using these skills in class discussion as evidenced by the classroom observation data, and students' science knowledge of CT content and practices significantly increased as evidenced by their performance on the weather content and CT skills pre- and post-assessments. While statistically significant gains in science knowledge and CT skills and practices were evident in all settings (urban, suburban, and rural indigenous communities), there were noticeable differences in gains in students' CT skills and practices between the three settings and additional research is needed in a diversity of settings to understand this difference.

Numerous studies have reported that socioeconomic status (SES) predicts language skills in typically developing children. However, this association has been less systematically studied in children with developmental disabilities, such as autism spectrum disorder (ASD) or other developmental delays (DD). In the present study, we examined the association between SES, operationalized as maternal education attainment and health insurance status, and receptive and expressive language skills in a sample of children from lower SES, racial/ethnic minority families at increased 'clinical risk' for ASD based on early screening. Neither maternal education attainment nor health insurance status were significantly associated with children's language skills. Expressive and receptive language skills were significantly higher in children with DD compared to children with ASD. Findings differ from previously published work, highlighting the importance of study replication. Further research is needed to understand why the association between SES and children's language skills might vary across samples.

The use of teacher leadership in PK-12 education has experienced a resurgence since the late 1990s as school leadership models have evolved to include the engagement of diverse stakeholders in school and district leadership processes aimed at improvement efforts. Despite this resurgence, there remain several barriers to understanding the nature of the work in which teacher leaders engage and the contributions that they make. This grounded theory study examined teacher perceptions of teacher leadership, the types of work in which teacher leaders do and should engage, the boundaries of that work, and barriers to teacher leadership. Leveraging interviews with teachers in a large urban school district, we found that teachers function in many domains of work and are eager for pathways to leverage their expertise, but some faced a lack of access to their school's leadership and management space. We conclude by discussing the implications from our findings for school- and district-level leaders, local and state policymakers, and educational leadership preparation programs.

Given the need for a swift, systematic way to identify students with internalizing and externalizing behavior patterns to connect these students with appropriate supports, we present new findings of the Student Risk Screening Scale--Internalizing and Externalizing (SRSS-IE). In this article, we examined (a) factor structure of the SRSS-IE and (b) the extent to which measurement invariance holds across gender, special education status, race, and ethnicity, as well as time point (fall, winter, spring) within each school level (elementary, middle, high). The sample includes 124 schools from four U.S. geographic regions in their first year of implementing the SRSS-IE collected over a 10-year span. Using confirmatory factor analysis procedures accounting for the nesting of students within teachers' classrooms, we confirmed a two-factor structure (internalizing and externalizing) and determined three items may be removed from the instrument while maintaining adequate model fit, pending replication with schools in later stages of screening implementation. All model comparisons between configural, metric, scalar, and strict models met invariance criteria within a time point. Longitudinal models also met these invariance criteria. We discuss educational implications, limitations, and directions for future research.

During economic recessions, state funding for higher education contracts (Delaney & Doyle, 2011; Hovey, 1999; SHEEO, 2022). Despite this reality, public higher education officials need to offer insights and explanations to state legislators about the current status of their institutions and their needs when discussing their budget requests. We use a multiple case-study design, framed by the narrative policy framework, to examine how campus officials in California and Texas justify their budget requests to the state legislature during the COVID-19 pandemic. Drawing on 131 h of transcribed legislative budget meetings and 62 documents, our findings suggest that higher education leaders emphasize the economic functions of higher education and center their ability to successfully manage during these uncertain and difficult times by highlighting improved or stable accountability measures such as enrollment, persistence, graduation, and job placement rates. During these budget requests, there are commonalities between the states regarding the structure, justifications, and narrative strategies used. However, higher education leaders evoked different narrative objects depending on the perceived values, beliefs, and norms of their state legislators.

Few studies have engaged in data-driven investigations of the presence, or frequency, of what could be considered retaliatory assessor behaviour in Multi-source Feedback (MSF) systems. In this study, authors explored how assessors scored others if, before assessing others, they received their own assessment score. The authors examined assessments from an established MSF system in which all clinical team members - medical students, interns, residents, fellows, and supervisors - anonymously assessed each other. The authors identified assessments in which an assessor (i.e., any team member providing a score to another) gave an aberrant score to another individual. An aberrant score was defined as one that was more than two standard deviations from the assessment receiver's average score. Assessors who gave aberrant scores were categorized according to whether their behaviour was preceded by: (1) receiving a score or not from another individual in the MSF system (2) whether the score they received was aberrant or not. The authors used a multivariable logistic regression model to investigate the association between the type of score received and the type of score given by that same individual. In total, 367 unique assessors provided 6091 scores on the performance of 484 unique individuals. Aberrant scores were identified in 250 forms (4.1%). The chances of giving an aberrant score were 2.3 times higher for those who had received a score, compared to those who had not (odds ratio 2.30, 95% CI:1.54-3.44, P < 0.001). Individuals who had received an aberrant score were also 2.17 times more likely to give an aberrant score to others compared to those who had received a non-aberrant score (2.17, 95% CI:1.39-3.39, P < 0.005) after adjusting for all other variables. This study documents an association between receiving scores within an anonymous multi-source feedback (MSF) system and providing aberrant scores to team members. These findings suggest care must be given to designing MSF systems to protect against potential downstream consequences of providing and receiving anonymous feedback.

Engaging children in argumentation-focused discussions is essential to helping them collaboratively make sense of scientific phenomena. To support this effort, teachers must listen and be responsive to students' ideas to move the discussion forward with the goal of reaching consensus. Given the complexity of this ambitious science teaching practice, in lieu of traditional field experiences, online simulated teaching experiences provide opportunities for preservice teachers to practice implementing these strategies in a low-risk, high-support environment. Limited research has explored elementary preservice teachers' responsiveness while navigating an argumentation-focused discussion, particularly in an online simulated teaching experience. The purpose of this study was to examine preservice teachers' responsiveness to students' ideas while eliciting students' initial constructed arguments and encouraging argument critique in two online simulated teaching experiences. Findings showed that preservice teachers' responsiveness to students' ideas was high in both online simulated teaching experiences when asking students to share evidence as well as engage in critique. However, their responsiveness varied when prompting for reasoning and was often low when eliciting students' claims. These findings provide empirical evidence that such online simulated teaching experiences can be used as productive spaces for PSTs to practice being responsive to students' ideas during argumentation-focused discussions.

Professors create a positive learning environment for students through their interpersonal behaviour style in the classroom. High quality interpersonal interactions are associated with a number of positive student outcomes such as increased motivation, effort, learning, satisfaction, and higher ratings on formal student evaluations of teaching (SETs). This study tested a Self-Determination Theory model in a university setting by measuring the association between professors' reported psychological need satisfaction, teaching motivation, and self-reported supportive interpersonal behaviour styles, exploring how these variables related to SETs. Overall, we found support for the model; all relationships were significant and in the expected direction except that reported autonomy and competence supportive behaviours did not relate to SETs. From this, we can conclude that relatedness support is important to the student experience and that professors who engage in relatedness supportive interpersonal behaviours are also positively evaluated by their students.