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Understanding key concepts in molecular biology requires reasoning about molecular processes that are not directly observable and, as such, presents a challenge to students and teachers. We ask whether novel interactive physical models and activities can help students understand key processes in viral replication. Our 3D tangible models are embedded with magnets that accurately represent chemical attractions and, in a study of 492 students, structured model use led to improved understanding of viral replication and self-assembly from pre- to posttest.

For the thirty-eighth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Indianapolis, Indiana. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 29 papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. The 23 papers in this volume include: (1) Acculturation into a Collaborative Online Learning Environment (Iryna V. Ashby and Victoria L. Walker); (2) TriviaPrep: Inside the Research, Design, Development, and Implementation of an Educational Competitive-Trivia Mobile Application (Sean D. Bailey); (3) Social Network Analysis as a Design-Based Research Tool in Deploying University-Wide Online Quality Course Standards (John Cowan, Aline Click, Stephanie Richter, Jason Rhode, and Jason Underwood); (4) A Revision to the "Revised" Bloom's Taxonomy (Afnan N. Darwazeh and Robert Maribe Branch); (5) ElevatEd: An Innovative Web-Based Solution for Strategic Planning and Continuous Improvement in Schools (Ioan G. Ionas, Matthew A. Easter, and Blake A. Naughton); (6) Using a Backchannel to Build a Community of Practice in a Professional Development (Lenora Jean Justice); (7) Learning to Lose: Using Gaming Concepts to Teach Failure as Part of the Learning Process (Lenora Jean Justice); (8) Active Learning in Online Learning Environments for Adult Learners (Yu-Chun Kuo and Yu-Tung Kuo); (9) Assessment Strategies for Competency-Based Learning--Lessons Learned (Darci Lammers and Stephen Beers); (10) Peer-Led Hackathon: An Intense Learning Experience (Miguel Lara, Kate Lockwood, and Eric Tao); (11) Fostering Interaction In Distance Learning through Purposeful Technology Integration in Support of Learning Goals (Wei Li and Jennifer. M. Brill); (12) Collaborative Communications in the Classroom (Patrice C. Nyatuame); (13) A Mixed-Methods Study: Student Evaluation Response Rates of Teacher Performance in Higher Education Online Classes (Kelli R. Paquette, Frank Corbett, Jr., and Melissa M. Casses); (14) Creating Effective Instructional Design: Feedback Loops And Habitus (Ardelle Pate and Jeffrey L. Hunt); (15) Efficiency in the Online Environment: Digital Tools That Streamline the Research Paper Process (Kelly Paynter and Jimmy Barnes); (16) An Online Social Constructivist Course: Toward a Framework for Usability Evaluations (Alana S. Phillips, Anneliese Sheffield, Michelle Moore, and Heather Robinson); (17) Games and Simulations: A Potential Future for Assessment (DeAnna L. Proctor and Lenora Jean Justice); (18) An Analysis of Technological Issues Emanating from Faculty Transition to a New Learning Management System (Mapopa William Sanga); (19) AuthorIT & TutorIT: An Intelligent Tutor Authoring & Delivery System You Can Use (Joseph M. Scandura); (20) Design of Instructional Modeling Language and Learning Objects Repository (Altaf Siddiqui); (21) Training Instructional Designers: Engaging Novices in ID Process through a Progressive Case (Lina Souid and Tiffany A. Koszalka); (22) How Human Agency Contributes to Thinking about E-learning (Brent G. Wilson and Andrea Gregg); and (23) Issues in Activity to Improve Subjects and Methods in University Lesson through Active Learning Using Media (Morio Yoshie). (Individual papers contain references.) [For Volume 1, see ED570117.]

For the thirty-eighth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Indianapolis, Indiana. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 29 papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. The 29 papers included in Volume 1 are: (1) Student Opinions and Perceptions about a Gamified Online Course: A Qualitative Study (Tugce Aldemir and Goknur Kaplan Akilli); (2) Openness, Self-Efficacy, and Willingness to Communicate in a MOOC Learning Environment (Yayoi Anzai and Kanji Akahori); (3) Children's Motivation While Playing Games in a Virtual World: How Many Coins Did You Get? (Daisyane Barreto, Lucas Vasconcelos, and Michael Orey); (4) The Applicability of Design Thinking Process in Education: The Case of Two Afrikan Countries (Rebecca Yvonne Bayeck and Tutaleni I. Asino); (5) Satisfaction, Preferences and Problems of a MOOC Participants (Aras Bozkurt and Cengiz Hakan Aydin); (6) Effects of Speaker's Accent in a Multimedia Tutorial on Non-Native Students' Learning and Attitudes (Vien Cao); (7) Active Learning Strategies to Stimulate Knowledge Integration in a Large Pharmacy Course (Dan Cernusca and Wendy Brown); (8) The Application of the Segmenting Principle: The Effects of Pause Time and Types in Instructional Animations (Sungwon Chung, Jongpil Cheon, Cristina Diordieva, and Jue Wang); (9) Designing and Developing a Case-Based MOOC to Impact Students' Abilities to Address Ethical Dilemmas (Lauren Cifuentes, Seung Won Park, and Jaime McQueen); (10) A Comparison Study of a Face-to-Face and Online Writing Courses (Ryan Eller, Bude Su, and Karen Wisdom); (11) Using Wearable Technology to Support and Measure the Effects of Physical Activity on Educational Persistence (Suzanne Ensmann); (12) Exploratory Analysis of a Motivation Focused Pre-Service Teacher Technology Course (David Gardner); (13) E-Learning Authoring Software Selection: How do Instructional Designers Gain Competency Using and Selecting Appropriate Digital Media Development Tools? (Lisa Giacumo and Quincy Conley); (14) An Educational Reform to Improve Classroom Technology in Turkey: The FATIH Project (Hoyet Hemphill, Erkan Caliskan, and Leaunda Hemphill); (15) Accelerated Engagement of African-American Males Through Social Media (Charles Holloway); (16) The Effects of Prior Beliefs on Student Interactions in Online Debates (Allan Jeong and Zhichun Liu); (17) Effectiveness of Computer-Based Scaffolding for K-Adult Students in the Context of Problem-Centered Instructional Models Related to STEM Education: Bayesian Meta-Analysis (Nam Ju Kim, Brian R. Belland, and Andrew E. Walker); (18) Aligning Change Theory with a Process Model to Assist Self-Identification of Patients with Asthma (Thomas W. Lamey and Gayle V. Davidson-Shivers); (19) Structured Peer Tutoring for Online Learning Readiness (Juhong Christie Liu and Andrea Adams); (20) Pre-service Teachers' Use of Digital Science Notebooks (Seungoh Paek and Lori Fulton); (21) Individual Differences in Perspective Taking (Phoebe Haemin Pahng); (22) Designing Question Prompts Using Practical Inquiry Model to Facilitate Cognitive Presence in Online Case Discussions (Ayesha Sadaf and Larisa Olesova); (23) Analysis of Conversations Regarding Trending Educational Technology Topics across Scholarly Research, Trade Journals, and Social Media (Susan L. Stansberry, Margi Stone Cooper, Scott Haselwood, Matt McCoin, Ying Xiu, Kristi Dickey, Michelle A. Robertson, and Cates Schwark); (24) Factors that Influence Community College Instructors' Adoption of Course Management Systems (Berhane Teclehaimanot and Jeffrey Peters); (25) Peer-Led Online Discussion in Compressed Courses: Do the Benefits Outweigh the Logistical Risks? (Penny Thompson); (26) How Does Culture, Learning, and Technology Impact Nurse Orientation Training Programs? (Arielle Turner); (27) What Keeps Instructors Away From e-Text: Challenges in Adopting E-Textbooks in Higher Education (Sirui Wang and Shuyan Wang); (28) Political Influence on a School District's Educational and Instructional Technology (Steven Watkins); and (29) Accelerating Learning through an Integrated Approach to Faculty Development and Academic Technology Tool Development (Nancy Wentworth). (Individual papers contain references.) [For Volume 2, see ED570118.]

This review paper provides an overview of the development of defining the concept of a Smart City and the similarities and differences in the definitions by various authors of papers. Furthermore, it presents data protection regulations in the European Union, the United States of America, and China. Finally, the review concludes with an overview of data protection in Smart Cities, linking data protection to the development of Smart Cities. Five citation databases were utilized to conduct the literature review: Web of Science, Scopus, ScienceDirect, ResearchGate, and IEEE Xplore. In total, 21 articles were analysed. Furthermore, differences between the General Data Protection Regulation, the California Consumer Privacy Act of 2018 and the Personal Information Protection Law of the People's Republic of China are shown. [ABSTRACT FROM AUTHOR]

This paper highlights findings from two aspects of a case study on the partnership between one mid-size California public school district and a private university sponsored literacy project to cultivate teacher efficacy and reignite early student literacy during and after COVID-19 contexts. Grounded in teacher efficacy in literacy instruction and transformational coaching for equity, a longitudinal pre-mid-post cohort mixed methods self-report survey and an intervention-inactive control single-phase mixed-methods survey were used to understand how supporting teacher-leader coaches could benefit teacher efficacy in foundational reading instruction as well as impact transformational coaching overtime for increased student foundational reading success for school improvement.

Over 17.3 million people are dying because of cardio-vascular disease. In past, predicting heart failure (HF) disease was a challenging task. In the modern era, we have relevant training data for HF prediction. Using state-of-the-art machine learning (ML) models, the HF can be predicted with high precision. In this paper, by employment of different ML algorithms, we predict whether a person has cardio-vascular disease (CVD) or not using relevant symptoms of the person. This research predicts the heart failure chances using discriminative attributes that are collected from the patients. A standard dataset from the university of California at Irvine (UCI) that contains 14 parameters related to heart disease has been examined in this study. Our machine learning models are trained using five different classification techniques. The algorithms are logistic regression, k-nearest neighbours (KNN), support vector machines (SVM), random forest, and gradient boosting. The SVM classifier has shown the highest accuracy of 86.84%. The accuracy of predictions has also been enhanced by suitable data pre-processing and cross validation techniques. [ABSTRACT FROM AUTHOR]

Over the past few years, language teaching has progressively evolved from teacher-fronted classroom settings to more complex, learner-centered scenarios, allowing learners to explore authentic contents, work collaboratively, and create sophisticated and socially relevant products. In addition, these processes foster language learning, increase learner engagement, and support the acquisition of competences such as critical thinking and democratic competence. In spite of these positive results, previous research has not always suggested efficient ways to properly manage classroom interaction and potentially enhance learning outcomes. Against this backdrop, this paper explores the potential of cooperation scripts as a means to leverage collaborative work and classroom interaction in complex learning scenarios. In this paper, we report on the first phase of an intervention study that was conducted with 17 university learners of German at the B2-C1 level. Survey results show that most of the students found the addition of the cooperation script to be beneficial when engaging in a complex, game-based scenario. [For the complete proceedings, see ED600837.]

Remaining continually curious about students' mathematical thinking is challenging, yet worthwhile, in teaching practice. This paper describes and analyzes two video-based professional learning (PL) activities designed to help teachers go beyond their initial perceptions of what students understand and to identify what else they might learn about students' thinking. The findings suggest the potential of the activities to evoke different types of curiosity about student-thinking and the conditions that may support such questioning. [For the complete proceedings, see ED630210.]

Historically, learning for young students has occurred in formal, in-person classroom environments, but the distance learning context has opened a myriad of learning modalities. To this end, we aim to better understand how deploying learning experience design (LXD) approach supports or hinders children's engagement while participating in an online, video based math course. This study operationalized LXD through the integration of evidence-based pedagogical instructional design and human-centered user experience (UX) design. Findings suggest that students' situational interest and mind-wandering significantly mediate the relationship between user experiences and online engagement. These results provide practical implications for how researchers, designers, and instructors can intentionally iterate the learning experience to reduce mind-wandering and sustain children's online engagement with learning theories as we consider the future of online teaching and learning modalities. [This paper was published in: "ICLS2022 Proceedings," International Society of the Learning Sciences (ICLS), 2022, pp. 472-479.]

This Research-to-Practice paper, a work-in-progress, describes work supported by the First in the World program at three different universities in California. A consortium of three California State Universities (CSUs)- San Jose´ State University, California State University- Los Angeles, and Cal Poly Pomona - have a four-year grant from the U.S Department of Education First-in-the-World (FITW) program. Surveys of students revealed that a major challenge to success is course bottlenecks - impasses where they cannot enroll in a course they need to make progress toward their degrees or when they cannot successfully complete a course and move forward. All three campuses have large numbers of high-need and underrepresented students (URM) and URM students are overrepresented among students who receive low grades in bottleneck courses. To address course bottlenecks, the flipped classroom approach has been implemented in seven gateway STEM courses collaboratively across the partner campuses. This paper targets faculty and administrators interested in promoting and implementing the flipped classroom pedagogy at their institutions. It provides a brief overview of the target courses and the impact of the curricular changes thus far. In addition, a description of the in-depth Calculus study of the flipped classroom approach across the three campuses is discussed.

The purpose of this paper is to demonstrate the mathematical understanding of Latino immigrant parents in curricular and pedagogical practices in elementary school. The paper seeks to counter widely spread deficit discourses about the parental involvement of Latinos in education. Using data from the Agency and Young Children project, a video-cued ethnographic study (Tobin, Wu, & Davidson, 1989; Tobin, Hsueh, Karasawa, 2009; Tobin, Arzubiaga, & Adair, 2013), we highlight aspects from home that schools can use as resources to build a bridge that supports children's mathematical understanding. [For the complete proceedings, see ED583608.]

This paper provides the laboratory characterisation of a low-cost stone base material for road construction made from locally available natural aggregate and crushed stone aggregate. To create the stone base material, crushed aggregates and natural aggregate were blended in a 1:1 ratio and then subjected to a series of laboratory tests in accordance with British standard procedure. Grain size analysis, particle density, compaction and California bearing ratio (CBR) tests were performed. The obtained results revealed that the formed stone base materials contain approximately 2% fine particles smaller than 75 µm, and approximately 80% of the materials are between 50 mm and 5 mm. The stone base also has a maximum dry density (MDD) of 2085 kg/m3, an optimum water content (OWC) of 6.2%, a particles density of 2.67, and an 82% CBR value. The material is recommended for use in the construction as road base layer. [ABSTRACT FROM AUTHOR]

Enacting equitable teaching practices and sustaining those practices continue to be challenges in most high schools (National Council of Teachers of Mathematics, 2018), particularly in an era of high-stakes testing. Just one year after Boaler and Staples (2008) reported on the successes of "Railside High," where equitable teaching practices resulted in improved mathematics achievement, those signature practices had all but disappeared (Louie & Nasir, 2014). This paper discusses the outcomes and implications of enacting equitable teaching practices at a school demographically similar to Railside. Unlike Railside, however, equitable practices were adopted as an explicit strategy for improving student achievement, demonstrating through this process how university consultants and school personnel can collaborate to make mathematics accessible and equitable for all students.

Waste materials dumping are one of the major issues nowadays. Dumping waste material in environment causes harmful diseasesand pollutes the surrounding. The paper is an attempt to utilize industrial waste such as waste foundry sand (10%, 20% and 30%) and recron 3S fiber (0.5%, 1.5% and 2.5%) in stabilization of clayey soil. The various geotechnical characteristics such as liquid limit, compaction, and California bearing ratio test have been evaluated for clay and clay in combination with waste foundry sand(WFS) and recron 3S fiber. It was revealed that adding waste foundry sand separately to clayey soil reduces liquid limit. The addition of 20% waste foundry sand along with 1.5% recron 3S fiber provides maximum dry density value. The California bearing ratio value was improved on adding optimum amount of both the materials to clayey soil. This assures that adding WFS and recron 3S fibre to clayey soil to stabilize it is a cost-effective and environmentally beneficial approach of soil stabilization. [ABSTRACT FROM AUTHOR]

This paper presents findings from a two-year qualitative case study of a new, break-the-mold public elementary school. This school focused on reforming traditional models of instruction with student-centered learning in order to engage and better address the needs of all students. Using a constructivist perspective to understand the dynamics of reform implementation this paper provides a close examination of reform within the school context. While in many ways succeeding in their implementation of a novel approach to schooling, a close examination of stakeholder and policy tensions expose the reasons behind the intractability of traditional models of education and the challenges to student-centered learning specifically and education reform more generally.

This paper reports on a longitudinal study of 30 university-prepared math and science teachers from their pre-service program into their teaching positions to better understand the conditions that attract and retain them in high-need schools. The paper uses the framework of job preview and information-rich hiring to highlight the influence of the job search process and school selection on teacher retention. Findings indicate that even highly-sought and well-qualified beginning math and science teachers are choosing their first teaching positions with limited information about the school as a workplace and this decision has profound consequences. Retention differences exist between teachers who choose their schools with robust information and those with very limited information. Further, how and why teachers choose schools has profound consequences for their professional success, their persistence in high-need schools, and their retention in the profession.

Opportunities for students to share their thinking with the class--which I refer to as "work-sharing practices--require a profound shift in who is positioned with intellectual authority in mathematics classrooms. This study explores work-sharing practices in one sixth grade mathematics classroom through an interactional lens. Video analysis revealed three types of work-sharing interactions along a continuum of distributions of intellectual authority, ranging from the presenting student holding authority to the teacher holding authority. Notably, in the center of the continuum were instances in which the student was initially positioned with authority, but that authority shifted to the teacher in the next moment, largely based on correctness of the student's work. Findings suggest the need to deepen our understanding of authority dynamics in work-sharing interactions, as the field works to center students' thinking. [For the complete proceedings, see ED657822.]

In the U.S., state guidance to schools in response to the COVID-19 pandemic was politicized. We used state-level political affiliation to explore whether access to curricular resources differed pre-pandemic or during pandemic remote teaching and teachers' reported control over curricular resources during pandemic teaching. We found that pre-pandemic the percentage of teachers in Republican states reported higher levels of resources overall, and use of core and teacher-created curricular resources in particular. They also reported having greater control over their curricular decision-making during the pandemic. There were no state-level differences in teachers' level of preparation for pandemic teaching, but teachers in Democrat states reported a greater proportion of their students had sufficient resources for online learning. We discuss the implications of these findings in terms of teacher control and state policies. [For the complete proceedings, see ED657822.]

What does it take to develop an asynchronous curriculum for social work students, with attention to precision, policy accuracy, and community accountability? We attempt to answer the question by documenting our process of community collaboration and partnership to develop a gamified case study on the Indian Child Welfare Act. The curriculum was developed in one year and is currently being evaluated for efficacy. Lessons learned in the process are consistent with the literature including honoring community timeframes, responsibility, transparency, and openness to change. Future development of similar curricula that incorporates tribal partnerships requires relational accountability with attention to respect and reciprocity. [For the full proceedings, see ED656038.]

This study evaluated the efficacy of the Word Learning Strategies (WLS) supplementary program to improve elementary students' vocabulary skills and reading comprehension. The study used a multi-site cluster randomized, experimental design, which randomly assigned 92 4th grade classrooms (n=2558 students) from two cohorts to a treatment or control group. Results indicated that the program was positively associated with gains in students' vocabulary learning and knowledge as measured by the Word Learning Strategies Test and the VASE Assessment, and in students' reading comprehension as measured by the Gates-MacGrinitie Reading Test, after accounting for differences in baseline measures. The use of the WLS program also led to increases in teachers' awareness of strategies to support their students' vocabulary and reading comprehension. [This paper was published in the Proceedings of the 2019 Annual Meeting of the American Educational Research Association (AERA), Toronto, Canada.]

Small- and medium-scale manufacturing companies may be adversely affected by disruptions in the global supply chain due to the COVID-19 pandemic. Goods imported to companies in the United States from China and other international suppliers could face delays and disruptions. To manage shortages, these U.S. companies could require implementing rapid changes to their supply chain and production. The objective of this paper is to research methods used to address the short- and long-term challenges in the supply chain of small- and medium-scale manufacturing companies. In this paper, we examine the effects of the supply chain disruption due to COVID-19 through specific case studies of Californian manufacturing companies. [ABSTRACT FROM AUTHOR]

This paper presents findings from analysis of two learning sites, a classroom and a community-based youth organizing group for Latino adolescents where adult "educators" attempted to promote both critical and civic development for the participating learners. By examining the two unique learning spaces with similar youth development goals, this paper highlights how the structural characteristics of learning settings influence engagement and critical civic development processes. Specifically, the paper highlights how these two locations provided different affordances and challenges for promoting engagement that led to critical civic development.

This paper aims to address cultural education as a method for creating a cooperative learning environment for Latino youth participants of a school-based gang and violence intervention program (GVIP). The data for this paper was collected during a 5-year longitudinal ethnographic research study conducted between 2009-2015 in California. In the spring of 2009 a school-based gang and violence intervention program was adopted by the school district of a town located in the central coast. The charge of the program was to assist with lowering the gang involvement of Latino male youth. This paper will examine how culture was (/is) used in this GVI program to help establish cooperative learning environments to help deter youth from the school-to-prison pipeline.

This paper summarizes a qualitative study conducted to better understand the experiences of men of color in peer-to-peer anti-violence college organizations. Male privilege benefits all men, yet this privilege is mitigated and/or augmented by sociopolitical factors that whitestream curriculums rarely take into account. How then, do men of color understand their experiences, and actualize their racialized identities, within anti-violence spaces that assume white, straight, middle class subjectivities? Focusing on the narratives of men of color in a Northern California Men Can Stop Rape chapter, this paper highlights the "unique knowledge systems and knowledge bases" (Pizarro, 2005) cultivated by men of color doing anti-violence work. Ideally the emergent concept map provides curricular and programmatic insights for educators invested in similar struggles.

The economic feasibility of soil chemical stabilisation and asphalt crumb rubber (CR) modification in flexible pavement has not been investigated in recent research. It had been accomplished in this paper by comparing a conventional section comprised of unbound sub-base, unbound roadbase and conventional hot-mix asphalt (HMA) wearing course with a non-conventional section comprised of chemically-stabilised sub-base, unbound roadbase and CR-modified (CRM) HMA wearing course. The thickness of each layer in the two sections was determined using California bearing ratio (CBR) design chart and the cost of construction material was determined using the layer thickness and local material unit cost. The investigation concluded that sub-base stabilisation with 3% Portland composite cement (PCC) and wearing course modification with 1% CR resulted in the thinnest and most economical non-conventional section when compared to the conventional section. Sub-base stabilisation with 1% styrene-butadiene latex copolymer (TP) resulted in the thickest and costliest non-conventional pavement section. [ABSTRACT FROM AUTHOR]

There are limited previous investigations on the contributory factors to the relationship between California bearing ratios (CBR) of top and bottom surfaces of chemically stabilised sandstone samples. The aim of this paper is to consider three of these factors: gradation, stabilisation type and soaking condition. Three sandstone gradations of different gravel-to-sand ratios were considered: 2.1, 1.2 and 0.4. Four stabilisation types were inspected: unstabilised, cement-stabilised, polymer-stabilised and polymer-cement stabilised. Two soaking conditions were examined: unsoaked and 4-day soaked. The conclusions from the investigation were: (1) CBR values of samples increased with increasing G:S ratios, (2) cement stabilisation provided the greatest CBR values and this was followed by polymer-cement and lastly, polymer, (3) bottom surfaces of unsoaked samples generally had greater CBR values than those of top surfaces, and the opposite was true for soaked samples and (4) bottom surfaces of the samples were more sensitive to soaking than top surfaces. [ABSTRACT FROM AUTHOR]

Student absenteeism is a persistent concern in K-12 education. Not only are the negative academic and social consequences of excessive absenteeism well documented, but states, districts, and schools are increasingly being held accountable for student attendance. As research indicates that disruptions in students' learning contexts may exacerbate absenteeism, peer consistency shows promise as a force for improving student attendance. This article examines whether having familiar faces, or consistent classmates from one year to the next, influences student attendance. Using four years of administrative data from a small, urban high school district in California, we find that familiar faces are associated with reduced rates of overall absences, chronic absenteeism, and chronic truancy.

This study is part of a series of in situ design-based research investigations within a large public university in California, assessing undergraduate science instruction while distance learning. It has become increasingly important to identify sustainable learning alternatives to support online teaching and learning while integrating educational technologies informed by evidence-based practices of pedagogical learning experience design (LXD). Consequently, this design-based research efficacy study aimed to test the effectiveness of embedded video questions in supporting or hindering students' learning experience. Results showed that learners who experienced the embedded-video questions had significantly higher quiz grades, page views, and course participation as well as increased levels of online engagement and self regulation, while experiencing lower levels of mind-wandering and cognitive load. Implications on how institutions may iteratively design and effectively foster successful science online teaching and learning with the deployment of innovative "edtech" tools grounded in pedagogical learning experience design are discussed. [This paper was published in: "ICLS 2023 Proceedings," International Society of the Learning Sciences (ICLS), 2023, pp. 1861-1862.]

This study assesses the extent to which machine learning techniques can be used to predict question quality. An algorithm based on textual complexity indices was previously developed to assess question quality to provide feedback on questions generated by students within iSTART (an intelligent tutoring system that teaches reading strategies). In this study, 4,575 questions were coded by human raters based on their corresponding depth, classifying questions into four categories: 1-very shallow to 4-very deep. Here we propose a novel approach to assessing question quality within this dataset based on Recurrent Neural Networks (RNNs) and word embeddings. The experiments evaluated multiple RNN architectures using GRU, BiGRU and LSTM cell types of different sizes, and different word embeddings (i.e., FastText and Glove). The most precise model achieved a classification accuracy of 81.22%, which surpasses the previous prediction results using lexical sophistication complexity indices (accuracy = 41.6%). These results are promising and have implications for the future development of automated assessment tools within computer-based learning environments. [This is a paper in: Penstein Rosé, C., et al. "Artificial Intelligence in Education." AIED 2018. Lecture Notes in Computer Science(), vol 10947. Springer, Cham.]

The rise of the gig-economy in the last decade has caused a furor of public interest and debate. The argument centers on whether this phenomena is positive for workers and society. From an employment and labor standpoint the key component of the gig-economy is that companies operating in this space claim that they have no employees and that those who use their app to work are instead independent contractors. This paper places this debate in the context of the wider urban sphere. The disavowal of an employment relationship is not only a challenge to urban labor markets but also presents a massive challenge to our urban regulatory regimes. Adopting the gig economy's legal claims and promises at face value represents an ideological shift in the responsibility cities have historically taken for the maintenance of their urban infrastructure, both physical and social, and serves to further privatize a city's social political economy. To evaluate the impact of the gig-economy on cities themselves this paper evaluates how cities have responded to the advent of gig-employment, particularly transportation network companies (TNCs), such as Uber and Lyft. Through a combination of original data, reevaluation of previous studies' data, and government data this study provides a detailed analysis of the predictors of urban response to the arrival of TNCs in the largest U.S. cities. This analysis is conducted through detailed descriptive statistics and an ordered logit regression analysis of urban regulatory responses to the gig-economy. This study finds that cities have largely abdicated their responsibilities, engaging in passive privatization, especially in California where these companies are based. Where cities have attempted to regulate the gig-economy this study finds that it is larger cities, cities with stricter existing regulation, and cities where the gig-economy came later that took the strongest response. Finally, this paper ends with a discussion of how workers and unions are fighting back against the gig-economy's passive urban privatization of municipal transit systems. [ABSTRACT FROM AUTHOR]

Research has indicated that one of the primary reasons that White Working Class voters supported Trump in the last election was due to their hostility to changing ethnic relations in the United States. This paper explores whether this hostility is inevitable by looking at samples of white working class respondents in an area where this ethnic transition is most advanced: California. The ethnic changes that have affected this state have not been uniform: some counties have experienced much more of it than others, making for points of comparisons. It was hypothesized that ethnic hostility among this group would be negatively related to ethnic composition: that counties where there was the smallest amount of ethnic transition would find the highest degree of ethnic hostility, while those with the greatest amount would experience the lowest. The evidence partially supported this hypothesis, but found much depended on what was happening in the larger white community. More specifically, it was found that counties where there had been increases in the proportion of college educated whites produced the greatest accommodation to ethnic changes among the white working class population. I speculate in the conclusion of this paper about why this might be the case. [ABSTRACT FROM AUTHOR]

How much should ethnographers involve themselves with the people, places, and process they study? One answer has become increasingly popular: invert the standard method of "participant observation" into "observant participation." This paper details the trade-offs between these two styles of ethnographic inquiry, underlines some important issues often ignored in the current ethnography debates, and considers the merits of combining participant observation and observant participation. To reach these ends, I drawn on an ethnography of 911 ambulance work in a large and dense California county. My fieldwork included "ride-alongs" with labor and management at a private ambulance firm (participant observation) and short-term employment as a novice emergency medical technician at the same company (observant participation). Reflecting on this study, I identify three issues at stake between participant observation and observant participation: field positioning, analytic gaze, and data assembly. I claim that ethnographers' decisions to lean toward one method over the other inevitably influences where they stand, the direction they tend to look, and the manner in which they extract local knowledge. Where participant observation presents more opportunities for mobile positioning, outward gazing, and inscription, observant participation presents more opportunities for fixed positioning, inward gazing, and incarnation. I detail the relative benefits and drawbacks of each method, but I also argue that there is something to gained by mixing them. What I call hybrid ethnography is promising for a somewhat obvious reason: it allows ethnographers to use the strengths of observant participation to counter the weaknesses of participant observation and vice versa. I close this paper by considering the limitations of a hybrid approach and highlight some directions for future research and reflection. [ABSTRACT FROM AUTHOR]

Child protective services are the primary agencies authorized by federal law and fortytwo state policies to intervene with drug and alcohol affected new mothers. While much of the available literature links this issue to criminalization of poor women in an increasingly punitive American welfare state, this focus overlooks the historical and institutional factors that link fetal protectionism to child protectionism. This paper draws on archival, legal, and survey data to describe the transformation of child welfare services from an institution focused primarily on destitute, disabled, and delinquent children to one focused on child abuse and neglect, including substance-exposed infants. Using national and California-specific data, this paper shows how during the 1950s and 1960s, the expansion of child welfare agencies' organizational capacity converged with a path-dependent policy feedback process, thus enabling the regulatory legitimacy that underpins child welfare agencies' expanded authority over American families. During the same period, efforts to criminalize substance-dependent pregnant and postpartum women consistently failed, and state legislatures began to view child welfare agencies as a useful protective framing for expanding regulation of pregnant and postpartum women. Through a multi-method explanation of these legal and historical changes, this paper reveals how the institutionalization of child welfare as a protective force for children shaped the development of American perinatal protective policies. [ABSTRACT FROM AUTHOR]

This paper discusses the implementation and evaluation of an innovative professional development program that supported 8th grade mathematics teachers in designing learning activities that assisted students in developing a conceptual understanding of mathematics. Funded by an Investing in Innovation (i3) grant from the U.S. Department of Education, the Collaboration Resulting in Educators Applying Technology Effectively (CREATE) Project assembled teams of teachers to work with their coaches to create dynamic and interactive learning aimed at helping students make sense of mathematics rather than simply practice procedures. As a result, student achievement was positively affected while participating teachers developed their capacity to address the learning needs of their students. Coaching was also examined in a parallel study to explore how the role of trust affected the work of the participating teachers.

As we enter the new year, two companies' COVID-19 vaccines have been authorized for emergency use in the United States. While they are only in the beginning stages of distribution, we have already seen many complications in the United States as each state has a unique policy on its distribution process. Within the state of California, the different counties are dealing with COVID-19 differently depending on the size of the population and geographical location. Depending on these factors, the counties throughout the state have their own ways of distributing the vaccine that is advised by the state. Even though each county has its own distribution method, California as a whole ranked 35th out of the 50 states for efficiency in vaccine distribution as of February 28, 2021. With the efficiency so low, and cases at an all-time high, states need to more effectively distribute the vaccine to those who need it most: at-risk individuals, frontline healthcare workers, and older adults. With the discovery of a new strain, counties within the state must properly contain the spread while administering vaccines in order for the country to rebound from extended lockdowns. Our paper addresses the distribution of the vaccine within California and provides insight on how the state can effectively and adequately do so. [ABSTRACT FROM AUTHOR]

This paper examines the impact of the informational value of feedback choices on students' performance, their choice to revise, and the time they spend designing posters and reading feedback in an assessment game. Choices to seek confirmatory or critical feedback and to revise posters in a poster design task were collected from a hundred and six Grade 8 students from a middle school in California via Posterlet, a computer-based assessment. Results show that critical uninformative feedback is associated with performance, critical informative feedback is associated with students' learning strategies (i.e., willingness to revise and feedback dwell time), while confirmatory informative feedback is negatively associated with performance and learning strategies. This research has implications for designing the informational content of feedback messages to support student performance on an open-ended design task. [For the complete proceedings, see ED579395.]

Characterizing the nature of students' affective and emotional states and detecting them is of fundamental importance in online course platforms. In this paper, we study this problem by using discussion forum posts derived from large open online courses. We find that posts identified as encoding confusion are actually manifestations of different learner affects pertaining to their informational needs--primarily seeking factual answers. We quantitatively demonstrate that the use of content-related linguistic features and community-related features derived from a post serve as reliable detectors of confusion while widely "outperforming" currently available algorithms of confusion detection. We also point out that several prediction tasks in this domain (e.g., confusion and urgency detection) can be correlated, and that a model trained for one task can effectively be used for making predictions on the other task without requiring labeled examples. Finally, we highlight a very significant problem of adapting the classifier to unseen courses. [For the full proceedings, see ED596512.]

During the COVID-19 pandemic, an adult noncredit program in the California Community College system partnered with Ease Learning to help convert face-to-face courses to an online modality. Subsequent data revealed a misalignment in the courses' Student Learning Outcomes and Instructional Objectives which became a barrier to student success. Wile's External Tangibility (E-T) Model of Human Performance provided the framework for analyzing the quantitative data presented to the program in the Skillways Continuous Improvement Analytics reports and helped identify potential internal and external causes of performance gaps. This process allowed the program to develop best practices and prioritize the remaining gaps in the curriculum development and approval processes as part of continuous improvement efforts to create a studentcentered culture. [For the full proceedings, see ED631897.]

Asynchronous, online mathematics teacher professional development (PD) was designed to align with research on teacher professional learning as well as to support Communities of Inquiry (e.g., Garrison et al., 2000). The intervention included two actively facilitated formats and a structured independent condition, where facilitation was integrated into the design of the intervention. Participants' responses to intervention activities were analyzed using indicators of Garrison et al.'s Community of Inquiry framework, seeking to understand the ways in which the intervention enabled participant learning across facilitation formats. Analysis has implications for building the CoI framework into subsequent online asynchronous mathematics teacher PD as a way to increase teacher learning, build community, and effectively scale interventions. [For the complete proceedings, see ED630210.]

This study examined how the social interactions that mathematics teaching assistants (TAs) have within their institution influenced their professional identity development as early-career undergraduate instructors. We drew on a sociocultural perspective of professional identity development in higher education to examine TAs' interactions with students, faculty, and other TAs. We qualitatively analyzed five mathematics TAs' responses to semi-structured interviews and found that some dimensions of their identities were more frequently situated within specific relationships, while others were evident in multiple relationships. Overall, the social interactions were sites for professional identity development. Identity is a complex construct, and a better understanding of how professional identity is developed can inform higher education institutions on ways to support positive identity development of future mathematics instructors. [For the complete proceedings, see ED630210.]

Research exploring how Hispanic-Serving Institutions (HSIs) serve Latin* STEM students has largely focused on features of organizational structures (e.g., support programs), but minimally examined instruction and classroom experiences. This is an important gap to fill, especially in gateway mathematics courses, where faculty relationships and quality of instruction impact Latin* students' persistence and identities in STEM. To advance such research, this report presents findings from an analysis of how perspectives from HSI mathematics faculty and students about instruction in introductory statistics converged and diverged in terms of serving Latin* populations. We present two illustrative cases of dissonant and resonant perspectives on serving Latin* students through instruction that frames mathematical ability expansively (e.g., not limited to being fast or correct). We conclude with research and practice implications. [For the complete proceedings, see ED630210.]

Many barriers have prevented women from advancing in academic STEM careers, especially women of color. Few studies have focused on the career paths of Latina STEM scholars and challenges they face as both women and as members of an ethnic minority group. We are investigating the career paths of former Latina UC President Postdoctoral fellows in various STEM disciplines by conducting in-depth, semi-structured interviews. The interviews are designed to identify the social, familial, and institutional barriers scholars have faced, their experiences of gender, class, and ethnic/racial discrimination, and the impact of the fellowship on their career success. Our paper highlights the importance of the creation of a scientist identity among Latinas through the use of culturally appropriate and sensitive mentoring.

This paper discusses the result of a statewide research effort in California to improve the accuracy of student placement in math and English in the California Community College system. We apply decision tree methods to high school and college transcript data to identify key measures of high school achievement that predict success in ten levels of community college math courses (four developmental and six college level) and five levels of community college English courses (four developmental and one college level). We use our results to develop placement rule sets that allow community colleges to directly apply our results to their placement processes.

This paper offers a new way of understanding critical multicultural education through the lens of bi-directional assimilation (Alba & Nee, 2003), which better captures the connection between the pedagogical strategy of multiculturalism, and nation-building in a pluralist society. Bi-directional assimilation is a process of ethnic change experienced by "both" mainstream institutions (e.g., schools) "and" immigrant communities, whereby the ethnic distance between them is reduced. I argue that critical multicultural education can be reframed as a mechanism of bi-directional assimilation in schools, as it allows for ethnic change at the institutional and group level. In order to illustrate the relationship between bi-directional assimilation, multicultural education, and nation-making, I draw on findings from an ethnographic study of Castro Middle School -- a socially and culturally diverse school in California. My analysis shows how critical multicultural education can produce a model of Americanness that is more ethnically similar to minority students and more pluralist in nature. By contrast, hegemonic multiculturalism has the effect of distancing ethnic minority students from the national core group.

According to the US Department of Education, adult learners make up 45% of all part-time enrollment in community colleges, compared to only 27% of full-time students. As the enrollment of adult learners in post-secondary education increases across the US, accountability efforts among higher education institutions has prioritized full-time enrollment as a means to increase degree completion. Utilizing a quasi-experimental research design and regression analysis, this paper isolates the impact of tuition deregulation on adult learners at community colleges. Net of other factors, regression results indicate that tuition deregulation significantly and dramatically reduced the share of adult learners who enrolled full-time, and that this effect persisted for at least five years after the implementation of tuition deregulation in 2003.

This paper examines the narratives/oral histories of three Latina teachers to help us understand how they negotiated and navigated their identity formation. We explore how they consciously constructed (Lee, 2013, p. 7) their professional identities, which are inextricably linked to their personal identities and their life stories or the "set of reifying, significant, endorsable stories" (Sfard & Prusak, 2005, p. 14) they tell about themselves. We further examine how those identities are linked to their repertoires of knowledge as "situated in practice and as an integrated, complex system embedded in the structures, histories, and cultures of schools" (Battey & Franke, 2008, p. 127).

This paper presents a novel examination of the impact of students' feedback choices and performance on their feedback memory. An empirical study was designed to collect the choices to seek critical feedback from a hundred and six Grade 8 middle-school students via Posterlet, a digital assessment game in which students design posters. Upon completing the game, students filled a survey asking them to recall the feedback phrases they encountered in Posterlet. Results show that choosing critical feedback correlated with the critical feedback students remembered. Additionally, choosing critical feedback and poster performance inversely correlated with the confirmatory feedback students remembered. A closer examination of the informational value of feedback revealed that choosing critical feedback correlated with both types (i.e., informative and uninformative) of critical feedback remembered and it inversely correlated with both types of confirmatory feedback remembered. Finally, poster performance correlated with the critical uninformative feedback remembered and inversely correlated with the confirmatory uninformative feedback remembered. Ramifications for students' learning performance are discussed. [For full proceedings, see ED571332.]

This document presents the proceedings of the 25th Annual Research Forum held June 30, 2021, at Wake Forest University in Winston-Salem, North Carolina. Included are the following eighteen action research papers: (1) Using Modern Events to Teach United States History (Charles Ahern); (2) "We Are All ESL Teachers": Culturally and Linguistically Relevant Vocabulary Instruction for Spanish Speaking Elementary School Students (Elizabeth McKenzie Bell); (3) The Effects of Ability-Based Peer Partners on Student Achievement in Elementary Mathematics (Mary Hallet Culbreth); (4) The Effect of Online Presentations on Reading Comprehension and Attitudes (Anna-Dixon Harkey); (5) The Impact of Mindfulness Education on Students' Mental Wellbeing and Engagement (Benjamin Hill); (6) Science Outdoors! (Rebecca Hill); (7) Dialogic Reading Practices (Jane Isherwood); (8) The Influence of Kinesthetic Revision Strategies on Students' Metacognitive Awareness of the Revision Process (Elizabeth Kennard); (9) Second Grade Students' Perspective on Influences over Wellbeing and Attitude Toward School (Caroline Kenney); (10) Visual Arts Integration, Student Engagement, and Reader Response Journals (Natalie Lett ); (11) Whispering and Thundering Witness: Studying the Effects of Textual Primary Sources on Affective Historical Empathy (Matt McCoy); (12) Do Cultural Children's Literary Materials Affect Attitudes in Elementary School Students? (Tilah McDowell); (13) Media Use in the Secondary Social Studies Classroom and its Impact on Student Engagement and Achievement (Kyle Nanney); (14) Turning Practice into Theory: Identifying a Theoretical Framework Through Which to Understand and Replicate the Success of the University of Southern California's Neighborhood Academic Initiative Program (Logan Philon); (15) Influence of Reading and Writing Activist Poetry on Students' Attitude Toward Poetry (Sydney Schaedel); (16) The Effect of Analytical Writing through a Study of Sports Analysis (Abby Scoresby); (17) Visual Arts Pedagogy and Student Engagement with Poetry (Elijah Shalaway); and (18) Identifying Bias and Perspective in News Related Tweets (Dustin Smith). Individual papers contain references, tables, and figures.