Publication and Presentation Roundup: A Look at Scholarly Work from College of Education Researchers from April-September, 2023
Faculty, staff and research associates at the NC State College of Education, including its Belk Center for Community College Leadership and Research and Friday Institute for Educational Innovation, are publishing their research related to pressing educational topics in journals and sharing their work through national and international presentations.
Take a look at a selection of presentations and publications from our faculty and research associates from April through September, 2023 below.
Editor’s note: The following list was compiled from information submitted by College of Education faculty and research associates. The list is divided into presentations and publications. Individual submissions are listed by date published or presented.
Publications
Cycles of development in learning about identities, diversity, and equity
This journal article, authored by Associate Professor Christy Byrd, adds to the literature related to teaching about social identities by considering the developmental trajectories of individuals as they engage in learning opportunities about identities, diversity and equity and detailing the specific aspects of knowledge that are essential to developing cultural competence and critical consciousness. The paper was published on April 21, 2023, in Cultural Diversity and Ethnic Minority Psychology.
This book chapter, co-authored by Professor Emerita Hiller Spires and Friday Institute Research Scholar and New Literacies Collaborative Director Marie Himes, offers an analysis of Project-Based Inquiry (PBI) Global as a signature pedagogy for global literacies and demonstrates how students collaborated to address enduring global challenges across time, space and culture. The chapter was published on April 24, 2023, in the book Critical perspectives on global literacies: Bridging research and practice, which Spires edited.
But what does it look like in maths?: A framework for culturally sustaining pedagogy in mathematics.
This article, authored by Assistant Professor Samantha Marshall, synthesizes research to help conceptualize and clarify what culturally sustaining pedagogies may look like in mathematics classrooms. It offers a four-dimensional framework for what culturally sustaining pedagogy in these classrooms should be. The paper was published on April 28, 2023, in the International Journal of Multicultural Education.
When Only White Students Talk: EQUIP-ing Prospective Teachers to Notice Inequitable Participation
This paper, authored by Assistant Professor Sunghwan Byun, introduces a teacher learning practice called EQUIP-ing, which aims to foster sociopolitical noticing by leveraging EQUIP, an equity-oriented observation tool. The paper was published June 6, 2023, in Mathematics Teacher Educator.
This report, authored by Associate Professor Anna Egalite, offers a descriptive analysis of private school competition in North Carolina, capturing five dimensions of school competition and categorizing traditional public schools according to the degree of pressure they faced before and after the enactment of the state-funded private school voucher program known as the Opportunity Scholarship. The report was published on June 30, 2023.
This paper, authored by Friday Institute Research Scholar Sarah Bausell, New Literacies Collaborative Director and Research Scholar Marie Himes and Executive Director and Professor Emerita Hiller Spires examined 85 educators’ beliefs before and after an online teacher development course about K-8 English language pedagogy, finding that the course positively impacted participants’ beliefs. The paper was published July 9, 2023, in the American Journal of Distance Education.
This article, co-authored by Associate Professor Carl Young, shares perspectives from various English educators as they consider what the advent of intelligent technology means for ELA education and the pursuit of equity and justice. The paper was published Aug. 1, 2023, in English Education.
Trekking Across Some Rough Terrain: Rural Teacher Education for Multilingual Students
This article, authored by Goodnight Distinguished Professor in Educational Equity Maria Coady, examines the current state of research on rural teacher education for multilingual learner students, addressing two areas of the 10 research priorities articulated by the National Rural Education Association’s Research Agenda – building capacity to meet the needs of diverse populations and teacher-leader preparation. The article was published Aug. 1, 2023, in the Peabody Journal of Education.
This paper, authored by Assistant Professor Ela Castellanos-Reyes, presents a conceptual framework to make social learning analytics (SLA) accessible for researchers investigating learners’ interactions in online learning, including concepts from network theory and online learning literature. The paper was published Aug. 7, 2023, in Frontiers in Communication.
Scientists’ choice of visual displays in climate change outreach: an exploratory study
This article, co-authored by Alumni Distinguished Graduate Professor Gail Jones, seeks insight to understand the factors that drive scientists’ decisions about their choice of visual displays for public outreach and education through interviews with 11 scientists. Findings revealed that while scientists’ visual display choices differed, they had similar reasons that converged on bringing climate change psychologically closer to their audiences. The article was published Sept. 24, 2023, in the International Journal of Science Education.
This article, co-authored by Associate Professor Cesar Delgado, uses a social network analysis to evaluate communities of practice formed around a multidisciplinary graduate course in which students work in small teams to complete a class project. The article was published Sept. 30, 2023, in Proceedings of the 17th International Conference of the Learning Sciences.
Virtual Reality induces awe but possibly not accommodation
This article, authored by Associate Professor Cesar Delgado, examines self-reported causes of awe among students in grades 3-8 in a virtual environment portraying over 20 orders of magnitude from an atom to the sun. The article was published Sept. 30, 2023, in Proceedings of the 17th International Conference of the Learning Sciences.
Presentations
Face threats and emotional regimes in teacher learning. Affect and sensemaking in STEM teacher learning: Toward ecologically-valid theories of teacher learning
This symposium, led by Assistant Professor Samantha Marshall, uses critical sociocultural theory to understand how contexts, affect and ideologies shaped teachers’ talk-in-interaction. Findings showed that particular emotional regimes lead teachers to deflect face threats by assigning responsibility for learning to students and families, suggesting that disrupting deficit narratives requires not only educating individual teachers about their harm, but also shifting the emotional regimes that make deficit narratives such easy responses to face threats. The presentation was delivered on April 12, 2023, at the American Educational Research Association annual meeting.
Black mathematics teachers’ flexible language use and culturally sustaining pedagogy
This symposium, co-led by Assistant Professor Samantha Marshall, brings together studies that analyze teachers’ thinking and learning about Black language and linguistic justice pedagogy across multiple content areas and levels of teacher education, highlighting the nuances of both Black and non-Black teachers’ sensemaking about supporting Black-language-speaking students and offering important implications for supporting teacher learning toward linguistic justice. The presentation was delivered on April 13, 2023, at the American Educational Research Association annual meeting.
A Multidimensional STEM Identity Measure to Increase the Retention and Success of African American Students
This presentation, co-delivered by Associate Professor Christy Byrd, focuses on the development of a model and instrument to operationalize the multidimensional nature of the STEM identity of African American students attending a historically Black college and university and the determination of whether the conceptualization of STEM identity for these students is effective in predicting participation in STEM activities or careers. The presentation was delivered on April 15, 2023, at the American Educational Research Association annual meeting.
Refining a panel of experts validation methodology for instrument development
This presentation, co-delivered by Associate Professor Cesar Delgado, reports on the refinement of the Elangovan and Sundaravel methodology, incorporating experts in graphic design and human-computer interaction, adding dimensions to the template and including individualized response letters as a way to elicit further conversation and validate the experts’ intellectual contributions. The presentation was delivered on April 15, 2023, at the American Educational Research Association annual meeting.
Designing and developing an instrument to assess scale cognition
This presentation, co-delivered by Associate Professor Cesar Delgado, describes the development of the Assessment of Size and Scale Cognition for the Scale Worlds virtual reality experience from initial conception through a panel of expert validation. The presentation was delivered on April 20, 2023, NARST 2023.
A historical analysis of the standards for graph construction in the US
This presentation, delivered by Associate Professor Cesar Delgado, abstracts conventions for graph construction from U.S. national standards documents from 1915 to the withdrawal of the last standard in 1994, using document analysis and grounded theory. The presentation was delivered on April 21, 2023, at NARST 2023.
Elementary teachers as collaborators: Developing educative support materials for citizen science projects
This presentation, delivered by Alumni Distinguished Graduate Professor Sarah Carrier, examines how teachers use instructional support materials for two citizen science projects, highlighting important collaborations with teachers and the research team’s learning from teachers during the development and revision of educative support materials for citizen science. The presentation was given on April 21, 2023, at the National Association for Research in Science Teaching.
Should I stay or should I go: Teacher working conditions at a Chinese internationalized school
This presentation, delivered by Friday Institute Research Scholar and New Literacies Collaborative Director Marie Himes and Research Scholar Sarah Bausell, explores teacher perceptions of working conditions through a survey administered annually between 2019 and 2022 at one Chinese internationalized secondary school. Analysis revealed associations between teacher’s negative perceptions of working conditions and immediate professional plans of moving schools or leaving education. The presentation was delivered on May 4, 2023, at the AERA Annual Meeting.
Educators’ Value Dissonance/Consonance with a Statewide ‘Science of Reading’ Overhaul
This presentation, delivered by Friday Institute Research Scholar Sarah Bausell and Research Scholar and New Literacies Collaborative Director Marie Himes, draws data from a series of focus groups to understand public school educators’ orientations toward the new science of reading policy and related professional development requirements. The presentation was delivered on May 5, 2023, at the AERA Annual Meeting.
Inquiry-to-action through community-school partnerships: WECHS H.E.A.L.S
This presentation, co-delivered by Friday Institute Research Scholar and New Literacies Collaborative Director Marie Himes, shares how the Wake Early College of Health and Sciences Health Advocates Learning and Solving (WECHS H.E.A.L.S.) inquiry-to-action project can serve as a model for community outreach by allowing school leaders to utilize strategic higher education connections with instructional initiatives and students to connect with local organizations toward addressing society’s problems. The presentation was delivered on June 6, 2023, at the RTI International 2023 Early College Summit.
“He should have been giving me a gold f-ing ribbon:” Mathematics teachers’ learning of creative insubordination
This presentation, delivered by Assistant Professor Samantha Marshall, investigates two urban mathematics teachers’ learning of creative insubordination to open liberatory mathematical pathways for their students. This analysis reveals that in contrast to individual views of agency, teachers’ agentic learning to open liberatory mathematical pathways for students was fundamentally co-authored. The presentation was delivered on June 14, 2023, at the 17th International Conference of the Learning Sciences.
Using Social Network Analysis to Evaluate the functioning of a class with multiple collaboration groups
This paper, co-presented by Associate Professor Cesar Delgado, uses a social network analysis to evaluate communities of practice formed around a multidisciplinary graduate course in which students work in small teams to complete a class project and identifies three types of group-to-group interactions. The presentation was delivered on June 15, 2023, at the International Conference of the Learning Sciences.
Virtual reality induces awe but possibly not accommodation
This paper, co-presented by Associate Professor Cesar Delgado, examined self-reported causes of awe among students in grades three through eight in a virtual environment portraying entities over 20 orders of magnitude, with most students reporting feelings of awe and more than half reporting enough to be coded based on prior categories drawn from existing literature. The paper was presented on June 14, 2023, at the International Conference of the Learning Sciences.
“I gave myself an actual voice”: A critical discourse analysis on Latinx youth activists
This presentation, co-delivered by doctoral student Corina De La Torre, Assistant Professor Samantha Marshall and Assistant Professor Crystal Chen Lee, draws on a 2019 #PassTheMicYouth podcast episode where young Latinx literacy activists share their experiences, finding these youth created and positioned their activist identities and actively recognized different layers of themselves and their identities through communal writing. The presentation was delivered on June 28, 2023, at the 33rd Annual Meeting of the Society for Text and Discourse.
Improving Graduate Engineering Education through Communities of Practice Approach: Analysis of Implementation in Computer Science, Robotics, and Construction Engineering Courses
This presentation, co-delivered by Associate Professor Cesar Delgado, reports early results of implementing Communities of Practice as a theoretical framework for designing, evaluating and redesigning three highly interactive graduate engineering courses. The work uses class observations, interviews with former and current students and the professionals they interact with surveys and class materials to improve these three courses. The presentation was delivered on June 28, 2023, American Society of Engineering Education (ASEE) Annual Conference & Exposition.
Meta-coaching: A novel approach to supporting the practice of mathematics coaches
This presentation, delivered by Assistant Professor Michael Jarry-Shore, examines the meta-coaching professional development model in which an experienced coach supports coaches’ learning. Analysis found that meta-coaches supported coaches to push teachers to shift their teaching practices, use multiple data sources in lesson debriefs to broach topics for discussion and improvise during lesson debriefs in response to which topics were not brought up. The presentation was delivered on July 13, 2023, during the Proceedings of the 13th Congress of the European Society for Research in Mathematics Education.
Preparing educators to “teach the world”: Culturally-responsive teaching through global immersion and digital tools
This presentation, delivered by Associate Professor Angela Wiseman and Department of Teacher Education and Learning Sciences Head and Professor Kevin Oliver, describes a professional development program designed to prepare in-service educators for culturally responsive pedagogy through practice with the development of technical representations of cultural themes in an international context. The presentation was delivered on July 12, 2023, at Ed-Media + Innovate Learning.
Characterizing higher education innovation in the context of the campus makerspace/design studio
This presented paper, by Department of Teacher Education and Learning Sciences Head and Professor Kevin Oliver, reports the findings of a study conducted on makerspaces and design studios across the University of North Carolina System and informs how makerspaces and design studios are promoting innovation in higher education. The presentation was delivered on July 13, 2023, at Ed-Media + Innovate Learning.
Building Cultural Competence and Critical Consciousness in Teachers: Emergent Strategies
This symposium, presented by Associate Professor Christy Byrd and College of Education graduate students Corina De La Torre and Mizuho Tatebayashi, explored the importance of developing cultural competence and critical consciousness in pre-service and in-service teachers. The symposium was held on Aug. 5, 2023, at the American Psychological Association Conference.
Integrating technology and inquiry-based learning methods in the classroom
This presentation, co-delivered by Friday Institute New Literacies Collaborative Director and Research Scholar Marie Himes and Research Scholar Sarah Bausell, engaged educators from Bangladesh in discussion about how technology and inquiry-based learning methods are integrated in K-12 classrooms. The presentation was delivered on Aug. 15, 2023, at the U.S. Department of State International Visitor Leadership Program.
Project-Based Inquiry (PBI) Global: Centering student voices in interdisciplinary inquiry-to-action
This presentation, co-delivered by Friday Institute New Literacies Collaborative Director and Research Scholar Marie Himes and Research Scholar Sarah Bausell, allowed participants to explore ways to empower students as readers, writers and change makers in service of deeper interdisciplinary inquiry learning. The presentation was delivered on Sept. 13, 2023, during the Wake County Public School System STEM Teacher Leadership Team Kickoff Day
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