All posts by derekmos

Active learning techniques to promote understanding of shared governance and trust among diverse stakeholders in Myanmar: A research proposal

2:15-2:45pm Concurrent Paper Session C

Allegra Giovine (Information Science)

Zoom Link https://buffalo.zoom.us/j/96202625175?pwd=NXlJK0Eya1NYWStNQkpiZE5QV0xTdz09

What does it take to build shared understandings that support coordinated political action across a diverse set of stakeholders? This paper considers public understanding of federalism in Myanmar (Burma), a country in which new conversations about devolved governance are emerging in the wake of the 2021 military coup. Over the past decade, elite levels of political discussion have shown more acceptance of federalism as a system of government that could unify a country fractured by ethnic and other divisions since its founding in 1948. However, informed understandings of federalist governance structures have not had the opportunity to emerge among non-elite members of society, and public perception of federalism as disintegration and secession remains strong. Despite the tragedies unfolding after Myanmar’s recent coup, the subsequent protest movement and armed conflict against the military regime are creating new spaces for interethnic and interfaith alliances and understanding, as well as experimentation with local governance structures.

After providing a brief introduction to this research context, this paper reviews active learning techniques that have been used to increase non-elite understandings of federalism. These techniques include deliberative polling, which has already been used with promising results in Myanmar, and simulation, which has been used to teach federalism in US classrooms. Building on insights from these techniques, I propose two research designs for pilot programs to increase knowledge of federalism and trust among diverse stakeholders in Myanmar. The first design (R1) modifies the deliberative polling methodology to evaluate the role that intergenerational conversations might play to enhance learning and trust. R1 is motivated by widespread anecdotal evidence that younger generations in Myanmar have more positive understandings of diversity, and now, indeed, much practical experience mobilizing diverse coalitions in protest and resistance. R1 would invite young adults and adults (age 16+) to participate in an educational lecture followed by moderated small group informed discussions (intergenerational or same-generation) of federalism and diversity. Data analysis will include comparison of pre- and post-event surveys and qualitative analysis of group discussions. The second design (R2) evaluates the impact of participant-created drawings to enhance learning and trust. R2 is motivated by the use of graphical materials in current federalist training in Myanmar, the communicative power of maps in particular to show alliances emerging in the present moment, and insights from other research contexts on the enhanced learning benefits from active participant drawing. R2 would invite a similar pool of participants to participate in an educational lecture followed by a semi-structured interview to elicit knowledge and attitudes about federalism and diversity with reference to graphical materials (participant-generated or presented from lecture materials). Data analysis will include comparison of pre- and post-event surveys and qualitative analysis of interviews. The paper concludes with a necessary discussion about the ethics, security concerns, and logistics that must be considered before embarking on research with transformative potential in a fragile context.

Exploring definitions and perceived value of experiential learning at an American university in Singapore

4-4:30pm Concurrent Paper Session D

Paul McAfee (Learning and Instruction)

Zoom Link https://buffalo.zoom.us/j/98996630753?pwd=MDFGNGdJcXAvTWttNFpIMDJwWnNvdz09

I would like to participate in a panel of other GSE graduate students to explore the uses of experiential learning pedagogies in higher education, or perhaps in grades 10-12 plus higher education.

My exploratory phenomenological dissertation research evaluated students’, instructors’, and administrators’, definitions, and perceived value of experiential learning pedagogies. The research comprised interviews in late 2018 and early 2019 within a program run by a large public American university on its Singapore campus (pseudonym AmUAsia).

At the time of this research, the Singapore Ministry of Education was actively promoting the inclusion of educational methods that moved beyond lectures and exams (Meng, 2018; Ministry of Education, 2021). Mr. Ng Chee Meng, stated, “Students learn through experimentation—they try, fail, try, learn from it and try again (Meng, 2018, Paragraph 40). It is within this Singapore national education context that AmUAsia operates.

With each of the interview groups—students, instructors, and administrators—the research questions explored the definitions of experiential learning, personal descriptions of instances of experiential learning at AmUAsia, and assessment of the value of experiential learning. The conceptual framework incorporated Dewey (1938), Lave (1991), and Lave and Wenger (1991), with focus on the contrast between learning through lecturers alone and learning through experiential activities, usually when combined with lectures. The data analysis lens was the Kolb (2015) Experiential Learning Theory (KELT) model, but with modifications from Bergsteiner et al. (2010) to account for the continuum from student as receiver to student as actor.

The data from this research indicated that every student participant could share examples of experiential learning. Every AmUAsia instructor used some form of experiential learning method. The three AmUAsia administrators all discussed positive value for experiential learning. However, most instructors gave little or no thought to their teaching methods with respect to experiential learning. The students had not heard about experiential learning before I interviewed them.

Conservative Campus Engagement Through Social Movements in Higher Education

4-4:30pm Concurrent Paper Session D

Michael N Yates (Educational Leadership and Policy)

Zoom Link: https://buffalo.zoom.us/j/97222430843?pwd=Q2FCNlBIeUd0S1A2SG85U2Q5NGV3dz09

The environments of U.S. colleges and universities have continually been impacted by local and global levels of social movements. These campaigns are conducted through organized campus clubs or national organizations geared to bring about awareness or create long-term changes in society or even at the campus level. Today’s political climate has deeply influenced environments for students who identify with left-wing or right-wing ideologies and have challenged their ability to engage with one another within or outside the classroom.

As higher education practitioners will continue to see the impacts of political trends on campus through social movements, this paper explores the literature on college-based campus movements and the ability of institutions to promote student engagement in formal and informal co-curricular activities. If students are challenged to have these opportunities, there are increased risks of practitioners creating academic interventions that support positive student outcomes and potentially connecting with negative outside influences.

An Inductive Approach to Designing Induction Support for Graduates of an Urban Teacher Residency Program

4-4:30pm Concurrent Paper Session D

Halley Maza (Learning and Instruction)

Zoom Link: https://buffalo.zoom.us/j/92028931002?pwd=Q08yTWk0SnZPTzduSTNJdm8xVUZYUT09

This paper explores the collaborative development of an induction support model for novice teachers who are graduates of a university-based, community-focused urban teacher residency program.  Through a combination of qualitative and quantitative program data, authors make the case that effective induction programs should reflect a sense of shared responsibility (between universities and school districts) and be driven by the context-specific needs and interests of novice teachers and the teacher leaders charged with providing induction support. Networked communities of practice that are developed collaboratively, account for various domains of professional learning, and that continuously center the core values of novice teachers’ preparation programs are best positioned to serve as important components to sustaining a commitment to making positive change in urban schools.

Investigating Preservice Teachers and Students’ Responses to Mathematics

7-8pm Panel Session 2

Ji-Won Son (Learning and Instruction)

Zoom Link: https://buffalo.zoom.us/j/95373885061?pwd=YmZLY0oxMWN5S3J6Y01RMkpNYzNGUT09

Investigating How Preservice Teachers Respond to History-Embedded Mathematics on the Learning of Functions

Elliott Reichman 

Functions are used in every branch of mathematics. Students are introduced to functions in eighth grade. From then on, students continue learning about functions all the way to high-level calculus, differential equations, linear algebra, and other advanced mathematics courses. Students see functions time and time again, making them one of the most relevant and foundational topics in all of mathematics. Since functions are such an overarching concept in mathematics, it’s important to address the specific challenges of teaching functions so that students can broach this topic more easily later on in their education. Functions certainly have specific challenges associated with their teaching. Some examples include the multiple meanings of the term ‘function’ and a variety of notations. Using history-embedded mathematics as an intervention method fits very well with the topic of functions. Functions are a model to show change. Historical events can bridge the gap between math and history as both are clear markers for change. History-embedded mathematics also offers other benefits such as activating student background knowledge, enhancing critical thinking skills, and allowing for a more creative approach. There is minimal research on the connections between functions and history-embedded mathematics. This makes it difficult to obtain a connection between the two, which would seem to be a natural pairing. In this study, a total of 3 preservice teachers volunteered to see if history embedded mathematics would improve their own understandings of functions, in order to measure if this method could be further translated to 8th or 9th-grade students. Additionally, the views and perceptions of history-embedded mathematics were analyzed in a pre and post-test to examine how current graduate students in the program view this teaching method. The participants took part in a series of three lessons on functions that used history-embedded mathematics. Participants were given a pretest before the lessons as well as a posttest after the lessons. This is the primary tool used to measure the effectiveness of the intervention method. Students reflected throughout the lessons and had opportunities to have their understanding measured. Lesson 1 contains a survey of preconceived opinions on the topics the participants learned. Lesson 2 contains an interactive activity. Lesson 3 contains a discussion portion that I facilitated. These all contributed to the analysis of the pre and post-tests. The findings revealed participants’ views of both the importance of history-embedded mathematics and the teaching of functions. Additionally, the following research questions were answered: (1)What place does history have in mathematics education?, (2) How can I help students understand the topic of functions using history?, (3) What types of history can be used to teach functions?, (4) What are the challenges students face when learning functions?, and (5) How can educators mediate these challenges using a historical approach?

Students’ Difficulties with Multiple Representations in High School Algebra

Sunaja Ajayan

Research in Mathematics education indicates that the use of multiple representations in teaching and learning helps students become better problem solvers. The purpose of this study is to investigate students’ difficulties with multiple representations. In this study a total of around 40 students from Gifted & Talented Program at University at Buffalo were participated. A t-test, a statistical test to compare the means of pre-test – post-test results, was employed in hypothesis testing to see whether different teaching styles had an influence on the students’ learning graph. This quasi-experimental study compares academic achievement of GMP students algebra performance, through the use two instruments, pre- test to test algebra prerequisite knowledge and post- test to check the improvement. The survey and problems solved have investigated methods of assisting students in developing competency and success during problem- solving. During these tests students were asked to solve a problem they had seen on the state board exam style, followed by problems that differed in the type of representation from the exam . Students were provided verbal hints to solve the new problems. The findings reveal the common difficulties students encountered when attempting to solve problems in different representations and some common themes in students’ performance.

In Making Scale Drawings Using Scale Factors & Group Work

Francisco Diaz

Students often find geometry constructions quite challenging and disconnected from real-life problems or artistic ornaments that require them. These challenges become an obstacle for students with a fixed mindset towards mathematics. Several observations have taken place in BPS 10th grade class to study the outcome of different teaching strategies for the betterment of students’ performance. Group work and student center approach with geometry are also considered on scale drawing and dilations mathematical lessons. Ethnocultural approaches on how to connect students to the importance of geometrical ornaments have not provided a clear path on how to get students beyond mere curiosity to acceptable performance of the constructions or the proof-writing process. Due to geometry constructions being alienated for students, disengagement takes place in a direct instruction setup. However, The effectiveness of group work can give a revitalizing new approach. In this presentation, I report the findings by answering how students’ understandings (and misunderstandings) about geometry constructions and proofs benefit from group work and/or pair work using inquiry-based and/or notice/wonder strategies. Overall, students had a hard time drawing perpendicular bisectors using a straight edge and a compass. However, this mechanical step is fundamental at this point due to the geometry constructions themselves. Students are also qualitatively affected/hindered by group work restrictions due to the covid-19 pandemic. Nevertheless, this study shows that they can and must be exposed to group work-independent time for reading and expressing their mathematical ideas using their own words.

Conducting Educational Research with IPA (Not the Beer): Two Examples from LAI

7-8pm Panel Session 2

Joseph A. Valentin (Learning and Instruction)
Vikki C. Terrile (Learning and Instruction)

Zoom Link https://buffalo.zoom.us/j/97078359344?pwd=ejNzUStoZnFwQWlJY2hRZnhpWVQ0Zz09

Interpretative phenomenological analysis (IPA) originated as a research methodology in psychology (Smith et al., 2009) and has expanded into use in the social sciences. IPA situates the words and understanding of participants about their own experiences as the focus of study and analysis, making it ideally suited for understudied phenomena and for use with small, homogeneous samples. In educational research, IPA is still nascent; an EBSCO database search for IPA studies in education and library science (LIS) research found approximately 275 articles and 50 dissertations, with just four in special education research and three in LIS research.

This panel shares how IPA was used in two recent PhD research component studies; both of these studies were the first to use IPA to study their phenomena. Completed during the COVID-19 pandemic using online tools to mediate data collection, these studies explored the experiences of professionals in their work with children and families marginalized by systems that reinforce and reproduce oppression. As agents of these systems, the teachers and librarians in these studies act in the margins and balance their praxis within deeply imbedded and troubling master narratives around power and deservedness.

The first study used an unstructured IPA approach to problematize pedagogical intervention within the context of Kincheloe and Berry’s Critical Bricolage (2004). Five in-service K-12 educators completed a written response describing a situation where they implemented a course of action(s) as an attempt to solve a student’s educational struggle. Analysis of the responses revealed the importance of context (impacted here by COVID and remote instruction) in understanding pedagogical intervention. Three sub-ordinate themes emerged from the responses: Temporality, Proximity of Learning Environment, and Mitigating Intervention. This study’s findings suggest that understandings of pedagogical intervention hinge on the student-teacher dyad, the nature of reciprocal interactions and relationships, as well as the pragmatic approaches and resources used. Future research should examine how experiences of power and oppression influence these relationships.

The second study used structured IPA to explore how five public librarians experience and understand their library work with families experiencing homelessness. The participants described their commitment to providing these services, but also shared that they feel unsupported by the profession and their individual libraries and coworkers when doing this work. Even with their dedication, participants expressed judgment towards the families they work with, rooted in pervasive cultural and media messaging around homelessness that focuses on individual flaws rather than systemic causes. This study situated the participants’ experiences within a context of ambivalence around homelessness in library services and questioned the lack of critical and social justice approaches to understanding these issues. Recommendations for practice and future research include examining the intersections of race and homelessness and how systems of oppression impact librarians’ work (or lack of work) with people experiencing homelessness.

Kincheloe, J. L., & Berry, K. S. (2004). Rigour and complexity in educational research: Conceptualizing the bricolage. Great Britain: Open University Press.

Smith, J.A., Flowers, P, & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method, and research. New York: Sage.