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"Haas, Alison"
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Bramble and Maggie : give and take
\"Bramble the horse is starting life with her new person, Maggie. When Maggie wants to go for a ride, Bramble is hesitant because she feels that neither she nor Maggie should be boss all the time. There should be some give-and-take. Maggie agrees, and a carrot seals the deal\"--Dust jacket flap.
Book
How Fifth-Grade English Learners Engage in Systems Thinking Using Computational Models
The purpose of this study was to investigate how computational modeling promotes systems thinking for English Learners (ELs) in fifth-grade science instruction. Individual student interviews were conducted with nine ELs about computational models of landfill bottle systems they had developed as part of a physical science unit. We found evidence of student engagement in four systems thinking practices. Students used data produced by their models to investigate the landfill bottle system as a whole (Practice 1). Students identified agents and their relationships in the system (Practice 2). Students thought in levels, shuttling between the agent and aggregate levels (Practice 3). However, while students could think in levels to develop their models, they struggled to engage in this practice when presented with novel scenarios (e.g., open vs. closed system). Finally, students communicated information about the system using multiple modalities and less-than-perfect English (Practice 4). Overall, these findings suggest that integrating computational modeling into standards-aligned science instruction can provide a rich context for fostering systems thinking among linguistically diverse elementary students.
Journal Article
Bramble and Maggie : snow day
Preparing for a major winter storm, Bramble and Maggie anticipate playing in the deep snow and wind up helping trapped neighbors before sharing an impromptu block party of marshmallows and cocoa.
Book
Affordances of Computational Models for English Learners in Science Instruction
Computational models are increasingly being used in K-12 science classrooms to engage students in developing and testing explanations of phenomena. However, research has only begun to consider whether integrating computational models into science instruction could be particularly beneficial to students from diverse backgrounds, including a fast-growing population of English learners (ELs) in the U.S. context. As this research begins to take shape, we argue for moving beyond the traditional discourse focused on “accommodating” ELs, which de-emphasizes the assets these students bring, and shifting our attention to the distinct affordances that computational models offer for harnessing ELs’ rich meaning-making potential. In this article, we conceptualize the affordances of computational models for ELs in science instruction. Specifically, we highlight evolving theories in the field of language education that undergird the shift from accommodations to affordances with ELs in the science classroom. We then propose affordances of computational models for ELs in relation to three framework components: modalities, registers, and interactions. Finally, we report on an initial inquiry into these affordances using student interview data from a linguistically diverse elementary science classroom. Ultimately, we argue that an affordances perspective could inform research and the design of learning environments that contribute to broadening participation in science learning and refuting deficit-based views of students traditionally underserved in STEM subjects.
Journal Article
Impact of a Large-Scale Science Intervention Focused on English Language Learners
The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessment. Subgroup analyses revealed that the P-SELL intervention had a positive and significant effect for each language proficiency group (ELLs, recently reclassified ELLs, former ELLs, and non-ELLs) on the researcher-developed assessment. The intervention also had a positive effect for former ELLs and non-ELLs on the state science assessment, but for ELLs and recently reclassified ELLs, the effect was not statistically significant.
Journal Article
Assessment for English Learners: An Illustration of Four Types of Formative Assessment in a Fifth-Grade Physical Science Unit
Formative assessment during the course of instruction is an essential practice for supporting all students, including English learners (ELs), in the science classroom. It typically consists of three steps: (1) The teacher elicits information about student learning through various methods; (2) The teacher interprets (or makes sense of) that information; and (3) The teacher uses that interpretation to provide feedback. In this article, the authors introduce four types of formative assessment that teachers can embed in their science instruction with ELs: (1) class checks; (2) small group checks; (3) self and peer checks; and (4) individual checks. The four types of embedded formative assessment are explained and illustrated in the context of a fifth-grade science unit aligned to the \"Next Generation Science Standards\" (NGSS) and designed with a specific focus on ELs. The unit addresses fifth-grade performance expectations in physical science related to the structure and properties of matter. Over the course of the unit, students investigate the phenomenon of what happens to garbage in their home, school, and community to answer the driving question, \"What happens to our garbage?\"
Journal Article
How Elementary Teachers use Educative Curriculum Materials that Integrate Computational Thinking and Modeling into NGSS-Aligned Instruction
This study examined how teachers used yearlong educative curriculum materials designed to integrate computational thinking and modeling (CTM) into Next Generation Science Standards (NGSS)-aligned instruction. The purpose of this study was to address how two teachers used CTM educative features of a yearlong fifth-grade NGSS-aligned curriculum that integrated CTM into instruction. Specifically, the study examined two research questions: (a) How frequently do two fifth-grade teachers use CTM educative features embedded in an NGSS-aligned curriculum in their instruction over the course of a year?, and (b) To what extent does teachers’ use of the CTM educative features in the curriculum promote NGSS-aligned instruction over the course of a year? A descriptive case study was conducted using 127 classroom observations, 16 teacher written feedback forms, and 26 teacher interviews over the course of the year. To address research question one, classroom observations and feedback forms were used to produce frequency counts of the CTM educative features, and teacher interviews were used to make sense of the frequency results. To address research question two, classroom observation notes were coded. The two teachers used the CTM educative features frequently during instruction, with seven out of the 10 CTM educative features being used more than 63% of the time, and five of them being used more than 80% of the time. The pattern of use over the course of the year differed across features with teachers using certain features consistently over the year, other features less frequently over the year, and still other features in ways specific to the unit or computational model within the unit. When the CTM educative features were analyzed with regard to NGSS-aligned instruction, a clear pattern emerged. The use of certain features directly promoted NGSS-aligned instruction, whereas the use of other features did not directly support NGSS-aligned instruction, but rather, promoted students’ learning of programming as a necessary step for allowing students to engage in CTM. Implications for the findings are discussed.
Dissertation