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Creators/Authors contains: "Tan, Mei"

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  1. ; (, ACM)
    Full Text Available 
  2. ; (, Digital Commons at USU)
    In combination with contextualized human interpretation, computational text analysis offers a quantitative approach to interrogating the nature of participation and social positioning in discourse. Using meeting transcript data from the development of a co-design research-practice partnership, we examine the roles and forms of participation that contribute to an effective collaboration between a multileveled school system and researcher partners. We apply computational methods to explore the language of co-design and multi-stakeholder perspectives in support of educational improvement science efforts and our theoretical understanding of partnership roles. Results indicate participation patterns align with documented roles in codesign partnerships and highlight the space dedicated to process reflection, context sharing, and logistical coordination. 
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    Accepted Manuscript Full Text Available