TERC Presentations at AERA Annual Meeting 2013 in San Francisco, California

April 26, 2013

TERC staff will be presenting the following paper and poster sessions at the American Educational Research Association’s 2013 Annual Meeting in San Francisco, California:

American Educational Research Association (AERA) Annual Meeting

Strand: Professional Learning and Technology
Paper session
SIG-Technology as an Agent of Change in Teaching and Learning 
Date: Sunday, April 28, 8:15 a.m. to 10:15 a.m.
Location: Parc 55 / Mason

Paper: "Authenticity in STEM Learning: A Framework for Technology Integration in the Classroom”

Authors: Carla McAuliffe (TERC: Cambridge, MA), Caroline Parker (Education Development Center, Inc.), Christina Rhee Bonney (Education Development Center, Inc.), Michelle Schamberg (Education Development Center, Inc.), Cathlyn D. Stylinski (University of Maryland)

The National Science Foundation’s Innovative Technology Experiences for Students and Teachers (ITEST) program offers intensive professional development focused on increasing teachers’ implementation of complex technologies in the classroom. This study, part of a larger study of ITEST projects and ITEST teacher participants, looked at patterns of classroom technology implementation by teachers who had previously participated in ITEST professional development, and compared those patterns with non-participant teachers. In addition to providing rich results describing technology implementation practices, the study led to the development of a Classroom Applications of Technology Framework.

Strand: Engaging the Public in Informal Learning: Places, Methods, and Designs
Poster session
SIG-Informal Learning Environments Research
Date: Monday, April 29, 10:35 a.m. to 12:05 p.m.
Location:Parc 55 / Cyril Magnin Foyer

Poster: “Embedding Mathematics in Public Library Children’s Programs”

Authors: Nuria Jaumot-Pascual (TERC: Cambridge, MA), Marlene Kliman (TERC: Cambridge, MA)

Public libraries are a burgeoning venue for elementary grades informal education programs, but such programs rarely include mathematics beyond homework help. To support integration of more hands-on mathematics, we worked with informal educators based in public libraries (including librarians and after-school leaders) to create interdisciplinary mathematics activities that they could embed in daily work with children (e.g., in story times, craft projects, book clubs). We describe impact of making these activities widely available on informal educators’ math-related attitudes, beliefs, professional practices, and decisions about whether to include mathematics in programs for children in the elementary grades.

Strand: Women, STEM, and Gender Matters
Paper session
Committee on Scholars and Advocates for Gender Equity in Education
Date: Monday, April 29. 2:45 p.m. to 4:15 p.m.
Location: Hilton Union Square / Tower 3 Union Square 3 and 4

Paper:“Women of Color in the Physical Sciences: How Intersections of Race, Gender, and Class Affect Activism and Aspirations”

Authors: Maria (Mia) Ong (TERC: Cambridge, MA), Lily T. Ko (TERC: Cambridge, MA), Rachel Kachchaf (TERC: Cambridge, MA), Apriel K. Hodari (Council for Opportunity in Education)

This paper discusses two themes – activism and work-life balance – from the life stories of women of color in physics, astronomy and astrophysics. Drawing from a larger project and embedded in a framework of interactional theory, we share findings from 10 interviews and 41 extant texts to contribute a critical analysis of how intersections of gender, race, and class affect identity, achievement and overall educational and career experiences and goals in the physical sciences. This research will add to the knowledge base about strategies for retaining women of color—widely considered an untapped source of domestic talent that could fill the country’s scientific workforce needs.

Strand: Working Toward STEM and Social Justice in Technologically Rich Settings
Structured poster session
Division C - Learning and Instruction / Section 3b: Technology-Based Learning Environments 
Date: Tuesday, April 30, 10:20 a.m.-11:50 a.m.
Location: Westin St. Francis / Yorkshire

Paper: “Learning, Teaching, Leading, and Organizing: Youth-Led Activities for Social Change”

Authors: Eli Tucker-Raymond (TERC: Cambridge, MA), Maisha Moses (The Young People’s Project), Chad Milner (The Young People’s Project)

The purpose of this paper is to describe and explain how an out of school math literacy and social change organization uses a near-peer structure of learning, teaching, leading, and organizing in a program in which college and high school students lead middle school students through the creation of video games about mathematics topics. Results from our program show that adults, college, high school, and middle school students—through learning, teaching, leading, and organizing—helped to create spaces that cultivated an interest, value, and need for mathematics and computational literacies beyond the informal learning space. In this way, participants developed identities as achievers, teachers, and leaders, and positive attitudes toward mathematics and computer programming.

Strand: At the Crossroads of Technology Integration, Students’ Scaffolding, and Online Education
Paper session
SIG-Design and Technology
Date: Tuesday, April 30, 12:10 p.m. to 1:40 p.m.
Location: Parc 55 / Haight

Paper: “Designing an Online Video Competition to Promote Professional Development, Mentoring, Public Engagement, and Collegial Discourse”

Authors: Joni Falk (TERC: Cambridge, MA), Rena Stroud (TERC: Cambridge, MA)

This paper explores design decisions that contributed to a successful online science video and poster competition. The competition was created for graduate students engaged in interdisciplinary Ph.D. programs funded through the National Science Foundation’s IGERT program (Integrative Graduate Education and Research Traineeship), and is archived at http://posterhall.org/igert2012/. In particular, we explore design decisions that promoted valuable professional development experiences for graduate students presenters, effective mentoring by faculty, public engagement, and collegial discourse and exchange. We also describe how the design of the current competition could be applied more generally so as to be beneficial to others planning to create an online poster session or competition.

Strand: Equity-in-Practice in STEM Teaching
Paper session
Division K - Teaching and Teacher Education / Section 1: Teaching of PK-12 Students In Science, Technology, Engineering, And Mathematics (STEMS)
Date: Tuesday, April 30, 2:00 p.m. to 3:30 p.m. 
Location: Parc 55 / Cyril Magnin I

Paper: “Practice-Based Inquiry in Science in Urban Elementary Schools”

Authors: Ann Rosebery (TERC: Cambridge, MA), Beth Warren (TERC: Cambridge, MA), Eli Tucker-Raymond (TERC: Cambridge, MA) Folashade Cromwell-Solomon (TERC: Cambridge, MA), Christopher G. Wright (TERC: Cambridge, MA) , Heidi Fessenden (Young Achievers Science and Math Pilot School), Denise Bauman (Boston Teacher Residency)

Purpose: Early career teachers in urban districts struggle to provide high-quality, intellectually engaging science to students from historically non-dominant communities. A contributing factor is that most have not been prepared to recognize and mobilize their students’ sense-making repertoires as intellectually and pedagogically generative in science. This poster will present findings from a research project entitled “Practice-Based Inquiry in Science” (PBI) that addressed this challenge. To read more, please visit AERA's online program at: http://convention2.allacademic.com/one/aera/aera13/.

Strand: Identities, Languages, and Literacies
Roundtable session 
Division G - Social Context of Education / Section 2: Education in Multicultural Contexts Within and Across Subject Areas 
Date: Wednesday, May 1, 12:25 p.m.-1:55 p.m.
Location: Hilton Union Square / Imperial Ballroom B

Paper:”Investigating the Identities, Agency, and Knowledge of African American Males in Computing”

Authors: Sneha Veeragoudar Harrell (TERC: Cambridge, MA) , Brian L. Wright (Metropolitan State University

In this paper we discuss aspects of the design of an ethnographic study focused on African-American males in computing. We pay particular attention to how knowledge was produced through research at various stages in the process in relation to our respective academic fields, the extant literature, and the anticipated field site, participants, and data. Our aim in this paper is to provide participants with a concrete example of qualitative research that is anti-deficit to help illuminate the conceptualizations and questions around knowledge that are and should be inherent to such scholarship and to consider the relationship of such research in changing how researchers think about, discuss, research and write about African American males in and outside of school.

Strand: Reflective Practice as Professional Development for Informal Educators
Symposium
SIG-Informal Learning Environments Research 
Date: Wednesday, May 1, 2:15 p.m. to 3:45 p.m.
Location: Hilton Union Square/Golden Gate 1

Paper: “Investigating Engagement: The Zoo and Aquarium Action Research Collaborative”

Authors: Andee Rubin (TERC: Cambridge, MA), Tracey Wright (TERC: Cambridge, MA),

The goal of the Zoo and Aquarium Action Research Collaborative (ZAARC) project is to investigate how action research-based professional development can be implemented in informal science settings (particularly zoos and aquariums) and in what ways it can impact both individual practitioners and institutions. Action research is a practice that has been used primarily in formal settings, by teachers, to study and refine their pedagogical techniques. (Reason & Bradbury, 2006; Matusov & Rogoff, 1994; Ballenger, 1999; Ballenger, 2009). By definition, action research is the study of one’s own practice, guided by questions that arise from everyday events and dilemmas. Traditionally, action research involves detailed documentation using field notes and/or video and collaborative discussion of gathered data, leading to a cycle of planning and implementing change. Although action research has rarely been carried out in zoos or aquaria, the ZAARC project is studying how zoo and aquarium educators might carry out similar practices to understand their visitors’ learning experiences in more detail. To read more, please visit: AERA's online program at: http://convention2.allacademic.com/one/aera/aera13/