To promote understanding of and interest in working with data among diverse student populations, we developed and studied a high school mathematics curriculum module that examines income inequality ...in the United States. Designed as a multi-week set of applied data investigations, the module supports student analyses of income inequality using U.S. Census Bureau microdata and the online data analysis tool the Common Online Data Analysis Platform (CODAP). Pre- and post-module data show that use of this module was associated with statistically significant growth in students' understanding of fundamental data concepts and individual interests in statistics and data analysis, with small to moderate effect sizes. Student survey responses and interview data from students and teachers suggest that the topic of income inequality, features within CODAP, the use of person-level data, and opportunities to engage in multivariable thinking helped to support critical data literacy and its foundations among participating students. We describe our definitions of data literacy and critical data literacy and discuss curriculum strategies to develop them.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Interest in the regression discontinuity (RD) design as an alternative to randomized control trials (RCTs) has grown in recent years. There is little practical guidance, however, on conditions that ...would lead to a successful RD evaluation or the utility of studies with underpowered RD designs. This article describes the use of RD design to evaluate the impact of a supplemental algebra-readiness curriculum, Transition to Algebra, on students’ mathematics outcomes. Lessons learned highlight the need for evaluators to understand important data requirements for strong RD evaluation studies, the need to collaborate with informed and committed partners to ensure successful RD design implementation, the value of embedding an RCT within an RD design whenever possible, and the need for caution when contemplating an RD design with a small sample. Underpowered RD studies—unlike underpowered RCTs—may not produce useful evaluation results, particularly if other RD data requirements are not met.
Teachers’ confidence and facility with strategies that position and support students who are English learners (ELs) as active participants in middle grades mathematics classrooms are key to ...facilitating ELs’ mathematics learning. The Visual Access to Mathematics (VAM) project developed and studied teacher professional development (PD) focused on linguistically-responsive teaching to facilitate ELs’ mathematical problem solving and discourse. This study examines whether VAM PD has a positive impact on teachers’ self-efficacy in supporting ELs in mathematics and how components of the PD may have influenced teacher outcomes. Results from a field test involving a cluster randomized trial of 101 teacher participants from 47 schools showed that VAM PD had a positive impact on participants’ self-efficacy related to teaching ELs in mathematics, based on pre/post self-efficacy survey responses. An analysis of participants’ written reflections suggests that supported implementation of language strategies with ELs in their mathematics teaching contexts was a key PD component that contributed to teacher self-efficacy outcomes. Findings offer implications for mathematics teacher PD and for facilitating ELs’ learning in mathematics.
In the United States today, one‐fifth of the nation's children are growing up in immigrant homes. In the process of migration, families undergo profound transformations that are often complicated by ...extended periods of separation between loved ones—not only from extended family members, but also from the nuclear family. Though many families are involved in these transnational formulations, there has heretofore been little sense of the prevalence of these forms of family seprations, nor of the effects on family relations. Further, such research has generally been conducted with clinical populations using Western theroretical frameworks and perspectives of families, limiting its applicability to immigrant families. The data presented in this article are derived from a bicoastal, interdisciplinary study of 385 early adolescents originating from China, Central America, the Dominican Republic, Haiti, and Mexico. Findings from this study indicate that fully 85% of the participants had been separated from one or both parents for extended periods. While family separations are common to all country‐of‐origin groups, there are clear differences between groups in lenghts of separations as well as people from whom the youth are separated. Descriptive statistics of country‐of‐origin prevalence, patterns, and outcomes are presented. Results of analyses of variance indicate that children who were separated from their parents were more likely to report depressive symptoms than children who had not been separated. Further, qualitative data from youth, parent, and teacher perspectives of the experience of separation and reunification provide evidence that the circumstances and contexts of the separations lead to a variety of outcomes. We conclude with a discussion of attenuating and complicating factors family therapists should consider in the assessment and treatment of immigrant families.
Media in the lives of immigrant youth Louie, Josephine
New directions for youth development,
Winter 2003, Letnik:
2003, Številka:
100
Journal Article
This chapter uses data from the Longitudinal Immigrant Student Adaptation Study to examine media use patterns among immigrant teens. Similarities and differences in media ownership levels, use ...patterns, and content preferences between immigrant teens and the U.S. teen population as a whole, as well as across immigrant groups and gender, are explored. Implications for educators and others who work with immigrant youth include active discussion with youth about their media choices and media messages.
Harvesting a Sea of Data Busey, Amy; Krumhansl, Ruth; Mueller-Northcott, Julianne ...
The Science teacher (National Science Teachers Association),
07/2015, Letnik:
82, Številka:
5
Journal Article
Recenzirano
Scientific research is undergoing a "big data" revolution, as probes deployed in oceans, the atmosphere, and outer space provide near real-time data streams. As more and more data sets such as Ocean ...Tracks become available online, opportunities to engage students in the "Next Generation Science Standards" (NGSS Lead States 2013) practice of "analyzing and interpreting data" are blossoming (Figure 2). Students and teachers have unprecedented access to weather and climate data, images of stars and galaxies, seismic recordings, and more--data that take them not just outside the classroom but to the edges of our planet and beyond. With such abundant new data, students can ask and answer their own questions, perhaps identifying patterns that have yet to be discovered by scientists. While large scientific data sets can potentially transform teaching and learning (Barstow and Geary 2002; Borne et al. 2009; Ledley et al. 2008; Marlino, Sumner, and Wright 2004; NSF Cyberinfrastructure Council 2007; Rainey et al. 2013; Slater, Slater, and Olsen 2009), access to data often comes with a catch: Data portals meant for scientists can be unintelligible to students and teachers due to cryptic labeling, unintuitive navigation structures, unfamiliar data visualizations, and complicated analysis tools. There is a need for critical scaffolds, including customized interfaces, guiding curricula, and tools that allow teachers to assess students' progress (Edelson, Gordin, and Pea 1997; Krumhansl et al. 2012; Quintana et al. 2004; Sandoval 2001). To tackle these challenges, Oceans of Data, a National Science Foundation-funded project, set out to find and summarize what is known about designing data interfaces and visualizations for high school students. Guidelines emerged (Krumhansl et al. 2012) that are being implemented and tested in the Ocean Tracks project described in this article. This article can spur further exploration of using big data in the high school classroom. Armed with the right tools and instructional strategies, the possibilities for learning about the world through data are boundless.
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