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This article reports results from a study of teacher beliefs among a panel of English and language arts teachers at three universities as the pre-service teachers entered methodological coursework and internships. Using a new assessment tool, the Developmental Instruction Assessment Battery (DIAB), along with a discrete choice task and one-on-one interviews, teachers reported their developing perspectives on (1) competition in the classroom, (2) hierarchies of traditional academic material, and (3) related views on classroom order, engagement, and teacher authority. We contrast these findings to beliefs reported by a sample of mid-career middle school English and language arts teachers in Western Pennsylvania.
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Reader-scale Text Mining and Visualization in the Secondary Reader-scale Text Mining and Visualization in the Secondary Reader-scale Text Mining and Visualization in the Secondary ELA Classroom
We report on our work collaborating with two Bay-Area middle-school (grades 6, 7, and 8) districts to design, implement, and research the use of text visualizations in supporting English Language Arts and data literacy learning outcomes. Through co- design, classroom research, and participatory professional development with English Language Arts teachers, the project developed and tested text analytics tools, visualizations, and pedagogical routines. This article overviews the constraints we encountered, including technical constraints related to devices, access, and use, and pedagogical constraints including teacher and classroom time, and highlights a few strategies developed in response to those constraints. Drawing on classroom video, co- design sessions with teachers, and qualitative interviews, we find that “small” data visualizations that visualize text mining data created on single texts or small excerpts may support student data literacy and self-e!cacy as well as the development of a more expansive linguistic-experiential reservoir. We present a routine, “What did the computer miss?”, used by our collaborating teachers to support thinking with and about computing technologies that works especially well with single-/small- text data visualizations in the middle-school context, and conclude with suggestions and future directions for research and collaboration.
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- Award ID(s):
- 2241483
- PAR ID:
- 10660659
- Publisher / Repository:
- Manifold
- Date Published:
- Journal Name:
- The journal of interactive technology and pedagogy
- ISSN:
- 2166-6245
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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