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"Thomas M. Philip"
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Fundamental financial accounting concepts
\"Technology has changed accounting practice. Gone are the days where accountants used pens, paper, and calculators to maintain records and prepare statements. Indeed, most companies use computer software that simplifies data entry, recordkeeping, and statement preparation. Today's accountants spend less time preparing financial information and more time consulting and advising clients. To remain relevant, accounting education must move beyond the traditional preparer approach. The first step in learning how to advise clients is to understand how business professionals incorporate accounting in the decision-making process. Business professionals tend to think about bottom-line consequences. If I do this or that, how will it affect my company's net income, total assets, cash flow, and so on. To promote bottomline thinking, we take the student one step beyond the recording process. Specifically, we employ a financial statements model to show them how the journal entries affect financial statements. The model arranges the balance sheet, income statement, and statement of cash flows horizontally across a single line of text\"-- Provided by publisher.
Book
Datafication Meets Platformization : Materializing Data Processes in Teaching and Learning
In this contribution to the Platform Studies in Education symposium, Luci Pangrazio, Amy Stornaiuolo, T. Philip Nichols, Antero Garcia, and Thomas M. Philip explore how digital platforms can be used to build knowledge and
understanding of datafication processes among teachers and students. The essay responds to the turn toward data-driven teaching and learning in education and argues that digital data is not only generated through national, state, and
classroom-level assessments but also produced through the platform technologies that increasingly support all kinds of school operations. While much has been written about the promise of such technologies for schools, less is known about
the role digital platforms play in constituting this data and how the platforms can be critically engaged to build knowledge and understanding of datafication processes in classrooms. This article explores these dynamics through three
vignettes that investigate platforms as an interface for teaching and learning about data. In doing so, the essay speaks back to three interrelated properties of datafication - reduction, abstraction, and individualization - in ways that
can be made visible for analysis, critique, and resistance in schools. [Author abstract]
Journal Article
Why Ideology Matters for Learning
The relationship between ideology and learning remains insufficiently theorized and sparsely investigated in the learning sciences. Drawing on Stuart Hall’s theorization of ideology, Judith Butler’s notion of the (un)grievability of lives, and Sara Ahmed’s construct of stickiness, we illustrate how insights from critical social theory are indispensable to understanding processes of learning and how perspectives from the learning sciences can enrich critical social theory. Through the analysis of a classroom discussion on the use of militarized drones in an undergraduate engineering ethics course, we show how ideological convergence among participants constructed locally significant categories of “civilian,” “terrorist,” and (un)grievability, which narrowed the possible trajectories for students’disciplinary learning in engineering and engineering ethics. Our analysis also shows that fleeting moments of ideological expansion offered opportunities for new learning; however, most of these instances of possibility were not sustained through the classroom discussion. We explicate how ideological convergences and expansions, as interactional achievements, profoundly matter for disciplinary learning and students’ identities. In conclusion, we explore the implications of our findings for broader contexts of learning and for the field of the learning sciences.
Journal Article
Development and Initial Validation of the Transformative Justice Scale: Assessing Teachers’ Capacity for Transformative Practices in Education
This paper details the development of a scale assessing teachers’ perceived capacity to enact transformative justice pedagogy, the Transformative Justice Scale (TJS). This measure is grounded in transformative justice (TJ) scholarship and is comprised of two subscales. The TJS factor structure was identified via exploratory and confirmatory factor analyses, with distinct samples of racially diverse middle and high school teachers. The TJS is time and resource efficient in that it uses teacher self-reports. The TJS contributes to the literature by providing an assessment of transformative or social justice–oriented pedagogy that is not well covered in existing measures. The TJS also would support teacher professional development and coaching because it could be used as a pre- to post-evaluative tool, to foster continuously reflective practice, or to provide structured feedback. Future work should explore these potential applications as well as further develop teachers’ capacity to enact transformative and equity-oriented approaches to practice.
Journal Article
Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education
In this chapter, we examine a significant shift in research in the learning sciences, mathematics education, and science education that increasingly attends to the co-construction of power and learning. We review articles in these fields that embody a new sense of theoretical and methodological possibilities and dilemmas, brewing at the intersections of critical social theory and the methodological approaches of interaction analysis and microgenetic analysis. We organize our review into three thematic categories: (1) the dynamic construction of identity and ideology, (2) attending to the organization of a learning environment, and (3) leveraging and repurposing tools. Reading across these thematic areas, we identify and outline a burgeoning subfield that we term critical interaction and microgenetic analysis. By bringing this collection of articles together, this chapter provides collective epistemic and empirical weight to claims of power and learning as co-constituted and co-constructed through interactional, microgenetic, and structural dynamics. In our conclusions, we suggest six analytical commitments that are important to hold when engaging in critical interaction and microgenetic analysis.
Journal Article
Becoming Racially Literate About Data and Data-Literate About Race: Data Visualizations in the Classroom as a Site of Racial-Ideological Micro-Contestations
Data visualizations are now commonplace in the public media. The ability to interpret and create such visualizations, as a form of data literacy, is increasingly important for democratic participation. Yet, the cross-disciplinary knowledge and skills needed to produce and use data visualizations and to develop data literacy are not fluidly integrated into traditional K-12 subject areas. In this article, we nuance and complicate the push for data literacy in STEM reform efforts targeting youth of color. We explore a curricular reform project that integrated explicit attention to issues pertaining to the collection, analysis, interpretation, representation, visualization, and communication of data in an introductory computer science class. While the study of data in this unit emphasized viewing and approaching data in context, neither the teacher nor the students were supported in negotiating the racialized context of data that emerged in classroom discussions. To better understand these dynamics, we detail the construct of racial literacy and develop an interpretative framework of racial-ideological micro-contestations. Through an in-depth analysis of a classroom interaction using this framework, we explore how contestations about race can emerge when data visualizations from the public media are incorporated into STEM learning precisely because the contexts of data are often racialized. We argue that access to learning about data visualization, without a deep interrogation of race and power, can be counterproductive and that efforts to develop authentic data literacy require the concomitant development of racial literacy.
Journal Article
An \Ideology in Pieces\ Approach to Studying Change in Teachers' Sensemaking About Race, Racism, and Racial Justice
This article makes a unique contribution to the literature on teachers' racialized sensemaking by proposing a framework of \"ideology in pieces\" that synthesizes Hall's (1982, 1996) theory of ideology and diSessa's (1993) theory of conceptual change. Hall's theory of ideology enables an examination of teachers' sensemaking as situated within a structured society and diSessa's research on conceptual change provides an analytical lens to understand the elements of ideological sensemaking and the processes of ideological transformation. I use the framework of ideology in pieces to analyze and interpret the ideological sensemaking and transformation of a teacher engaged in a collaborative teacher research group in which participants explored issues of social justice in their high school math and science classrooms. The framework and analysis presented in the article offer a more comprehensive theory of teachers' ideological sensemaking and transformation that includes their cognitive, social, and structural dimensions.
Journal Article