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Black Holes of Research on Instructional Practice: The Case of Number Talks

Investigations in Mathematics learning 2020年第4期12卷 246-260页

作者： Matney, Gabriel Lustgarten, Alyssa Nicholson, Taylor College of Education and Human Development School of Teaching and Learning Bowling Green State University Bowling Green OH United States

In this study, we share our broad and deep search for what is known from blind-peer-reviewed research publications about the efficacy of the instructional practice of Number Talks. We describe our process for literature review and the subsequent analysis that revealed a shallow depth of articles for which one can discern the factors of quality of Number Talks, as an instructional practice, taking place in K-12 classrooms. Further analysis revealed a new construct for researchers to consider which we call a Black Hole of research on instructional practice. We explain the meaning of a Black Hole using Number Talks as a case example of the phenomenon, which occurs at the intersection of research and practice. Implications for the future of research and teaching practice are discussed. Many areas of possible research are illuminated. © 2020 Research Council on Mathematics learning.

关键词： instruction math Number research talk

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Interrogating the Tensions: A Collaborative Self-Study of Middle Grades Teacher education Practices in Justice-Oriented Professional development

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Research in Middle Level education 2024年第1期47卷 1-16页

作者： Kristie W. Smith Jessica DeMink-Carthew Keith Burgess Bogum Yoon James Nagle Penny Bishop a Department of Secondary and Middle Grades Kennesaw State University Kennesaw GA USA b Department of Education University of Vermont Burlington VT USA c Department of Middle Secondary and K-12 Education University of North Carolina Charlotte NC USA d Department of Teaching Learning and Educational Leadership State University of New York Binghamton NY USA e Department of Education Saint Michael’s College Colchester VT USA f College of Education and Human Development University of Maine Orono ME USA

Middle grades teachers and middle grades teacher educators are practicing in a complex sociocultural and sociopolitical moment. As part of the recent critical turn in middle grades education, antiracist teaching and equity pedagogies have gained momentum in the middle grades education literature. Calls to engage in these practices, however, have been met with education legislation and policies intended to forestall equity-oriented teaching. In this context, middle grades teacher educators have an especially important role to play in helping prepare and support justice-oriented preservice and in-service middle grades teachers. In this collaborative self-study of teacher education practices, the authors looked closely at the experiences of five facilitators of a critical professional development institute and also engaged the perspectives of professional development leaders. Together, the authors sought to understand both the strategies and tensions in their work to engage middle grades teachers in critically conscious practice. Study findings describe both teacher educator strategies for the implementation of critical professional development and the possible tensions in this work.

关键词： critical consciousness social justice antiracism middle level teacher education

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Reading Strategies Used by Undergraduate University General education Courses for Students in US and Qatar

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Reading Psychology 2021年第6期42卷 663-679页

作者： Alkhateeb, Haitham M. Abushihab, Eiman F. Alkhateeb, Rasha H. Alkhateeb, Bataul H. Yale Gordon College of Arts and Sciences University of Baltimore Baltimore MD United States Arabic for Non-Native Speakers Center Qatar University Doha Qatar College of Education Department of Teaching and Learning Policy and Leadership University of Maryland College Park MD United States College of Education and Human Development University of Delaware Newark DE United States

This study assessed the metacognitive awareness of reading strategies of undergraduate university students in US and Qatar in reading academic materials. To achieve this, the participants were administered the Metacognitive Awareness of Reading Strategies Inventory (MARSI). The inventory consists of three groups of reading strategies, namely global reading strategies, problem-solving strategies, and support reading strategies. It was given to 127 students (mean age = 21.03 years) in US and 134 students (mean age = 19.78 years) in Qatar enrolled in university general education courses. Descriptive statistics was applied in the data analysis. US and Qatar students were overall highly aware of metacognitive reading strategies, and the groups of strategies that were most used were problem-solving strategies, followed by global reading strategies, and then support reading strategies. The five strategies with the highest use were problem-solving strategies. © 2021 Taylor & Francis Group, LLC.

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Cold atmospheric plasma prevents wrinkle formation via an antiaging process

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Plasma Medicine 2020年第2期10卷 91-102页

作者： Hwang, Sang Gyu Kim, Jung Ho Jo, Soo Youn Kim, Young Jae Won, Chong Hyun Department of Dermatology Asan Medical Center University of Ulsan College of Medicine Seoul05505 Korea Republic of Department of Teaching and Learning School of Culture Education and Human Development New York University New YorkNY10003 United States

Cold atmospheric plasma is a material that generates free radicals through the ionization of air. Despite the application of this material in various medical fields, the precise mechanism underlying its effect at the cellular level is not fully understood. To date, it is known to stimulate the expression of antioxidant transcription factors such as nuclear factor erythroid 2–related factor 2 (Nrf2), forkhead box class O 3a (FOXO3a), and heme oxygenase 1 (HO-1). In this study, we aimed to assess whether and how cold atmospheric plasma af-fects damaged cells, particularly after exposure to UV radiation. We found that it can promote mitochondrial health by controlling the stability of the membrane potential of mitochondria against UV radiation. Moreover, cold atmospheric plasma prevents senescence in fibroblasts exposed to UV radiation through the upregulation of p53. It also exhibits hormetic effects (i.e., beneficial effects at low doses) on MMP and collagen in senescent fibroblasts exposed to UV radiation. In conclusion, cold atmospheric plasma treatment not only protects fibroblasts from free radicals but also represses the aging of these cells in a UV-radiation–induced aging process. © 2020 by Begell House, Inc. ***.

关键词： Collagen

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Changes within: How within-person changes on key social cognitive career theory constructs relate to first-year engineering student persistence intentions

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Journal of Vocational Behavior 2025年 161卷

作者： Esparza, Allison M. McMurray, Andrea Rambo-Hernandez, Karen E. School of Education Counseling and Human Development South Dakota State University United States Center for Research and Development in Dual Language and Literacy Acquisition Department of Educational Psychology College of Education and Human Development Texas A&M University United States Department of Teaching Learning and Culture College of Education and Human Development Texas A&M University United States

The engineering field is experiencing a disparity between the growing demand for engineers and the supply of new entrants into the labor market. Social Cognitive Career Theory (SCCT) has long been used to model student persistence in engineering. However, almost all prior studies use differences between students and not changes within students over time to predict persistence. To address this gap, we measured salient Social Cognitive Career Theory (SCCT) constructs, namely self-efficacy, outcome expectations, and interest in engineering, at four time points to explore the relationship between persistence intentions and changes in those constructs within individual students. Participants were enrolled in introductory engineering courses during their first semester of their engineering program of study. Using hierarchical linear modeling, engineering persistence intentions over their first semester were predicted from between-student differences in self-efficacy, outcome expectations, and interest and importantly within-person differences over time in the same suite of predictors. We found that within-student self-efficacy and within-person outcome expectations were statistically significant predictors of persistence intentions, with the strength of these relationships changing over time. © 2025 Elsevier Inc.

关键词： Hierarchical linear modeling Longitudinal Outcome expectations Persistence Self-efficacy Social cognitive career theory Within-person difference

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What makes a math word problem solvable and clear? An analysis of pre-service teachers' two-step problem posing

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Journal of Mathematical Behavior 2025年 80卷

作者： Sanders, Miriam Kwok, Michelle Gooden, Micayla School of Teacher Education College of Education University of Wyoming Laramie WY United States Department of Teaching Learning and Culture School of Education and Human Development Texas A&M University College Station TX United States

Being able to solve word problems requires understanding and skills to address the complex interaction between distinct yet interrelated mathematical, linguistic, and contextual features. As word problems increase in complexity by requiring multiple steps in the solution process, students are faced with additional challenges. Effective integration of problem posing into mathematics curricula and instruction requires providing teachers and preservice teachers with comprehensive problem posing instruction. To this end, the authors have employed a variety of problem posing tasks and strategies to support pre-service teachers. The authors analyze 56 samples of problems posed by preservice teachers enrolled in a problem solving course. The findings illuminate the mathematical and linguistic features of two-step word problems to understand what makes for clear, solvable word problems. Implications include resources to inform curricular development, assessment, as well as future research directions in the complexities of two-step word problems. © 2025 Elsevier Inc.

关键词： Meta-linguistics Pre-service teachers Problem posing

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Flip it: An exploratory (versus explanatory) sequential mixed methods design using Delphi and differential item functioning to evaluate item bias

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Methods in Psychology 2023年 8卷

作者： Koskey, Kristin L.K. May, Toni A. Fan, Yiyun “Kate” Bright, Dara Stone, Gregory Matney, Gabriel Bostic, Jonathan D. Drexel University The Methods Lab Department of Teaching Learning & Curriculum School of Education 3401 Market Street Philadelphia 19104-3871 PA United States The University of Toledo Research and Measurement Department of Educational Studies Judith Herb College of Education Gillham Hall Mail Stop 914 United States Bowling Green State University College of Education & Human Development 444 Education Building Bowling Green 43403 OH United States

The Delphi method has been adapted to inform item refinements in educational and psychological assessment development. An explanatory sequential mixed methods design using Delphi is a common approach to gain experts' insight into why items might have exhibited differential item functioning (DIF) for a sub-group, indicating potential item bias. Use of Delphi before quantitative field testing to screen for potential sources leading to item bias is lacking in the literature. An exploratory sequential design is illustrated as an additional approach using a Delphi technique in Phase I and Rasch DIF analyses in Phase II. We introduce the 2 × 2 Concordance Integration Typology as a systematic way to examine agreement and disagreement across the qualitative and quantitative findings using a concordance joint display table. A worked example from the development of the Problem-Solving Measures Grades 6–8 Computer Adaptive Tests supported using an exploratory sequential design to inform item refinement. The 2 × 2 Concordance Integration Typology (a) crystallized instances where additional refinements were potentially needed and (b) provided for evaluating the distribution of bias across the set of items as a whole. Implications are discussed for advancing data integration techniques and using mixed methods to improve instrument development. © 2023 The Authors

关键词： Concordance Delphi DIF Exploratory sequential Instrument development Item bias Joint display

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The Geometry of Movement: Encounters with Spatial Inscriptions for Making and Exploring Mathematical Figures

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Digital Experiences in Mathematics education 2020年第1期7卷 122-148页

作者： Justin Dimmel Eric Pandiscio Camden Bock School of Learning and Teaching and the Research in STEM Education (RiSE) Center University of Maine Orono USA College of Education and Human Development University of Maine Orono USA

In this article, we examine spatial inscriptions marked in real or rendered spaces, rather than on two-dimensional surfaces, conceptualize spatial inscriptions from an inclusive materialist perspective and consider realizations of spatial inscriptions that are possible with emerging technologies (e.g. 3D pens, immersive virtual reality). We then describe two cases of immersive environments that allowed learners to make and interact with spatial inscriptions. Next, we analyze how movements of participant–environment–inscription assemblages realized diagrams. Our analysis highlights how varying scale and changing perspective can become resources for doing mathematical work with spatial inscriptions.

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Removal enhancement of persistent basic fuchsin dye from wastewater using an eco-friendly, cost-effective Fenton process with sodium percarbonate and waste iron catalyst

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Environmental Science and Pollution Research 2024年第31期31卷 43673-43686页

作者： Aouni, Saoussen Imene Ghodbane, Houria Merouani, Slimane Lakikza, Imane Boublia, Abir Yadav, Krishna Kumar Djelloul, Chawki Albakri, Ghadah Shukri Elboughdiri, Noureddine Benguerba, Yacine Laboratory of Physics for Matter and Radiation Mohamed Cherif Messadia-Souk Ahras University P.O. Box 1553 Souk Ahras41000 Algeria Laboratory of Environmental Process Engineering Department of Chemical Engineering Faculty of Process Engineering University Salah Boubnider-Constantine 3 P.O. Box 72 Constantine25000 Algeria Département de Génie des Procédés Faculté de Technologie Université Ferhat ABBAS Sétif-1 Sétif19000 Algeria Faculty of Science and Technology Madhyanchal Professional University Ratibad Bhopal462044 India Environmental and Atmospheric Sciences Research Group Scientific Research Center Al-Ayen University Thi-Qar Nasiriyah64001 Iraq Laboratory of Reaction Engineering Faculty of Mechanical Engineering and Process Engineering USTHB Algiers Algeria Department of Teaching and Learning College of Education and Human Development Princess Nourah bint Abdulrahman University P.O. Box 84428 Riyadh11671 Saudi Arabia Chemical Engineering Department College of Engineering University of Ha’il Ha’il81441 Saudi Arabia Chemical Engineering Process Department National School of Engineers Gabes University of Gabes Gabes6029 Tunisia Ferhat Abbas Setif 1 University Setif Algeria

Abstract: In this comprehensive investigation, we evaluate the efficacy of the Fenton process in degrading basic fuchsin (BF), a resistant dye. Our primary focus is on the utilization of readily available, environmentally benign, and cost-effective reagents for the degradation process. Furthermore, we delve into various operational parameters, including the quantity of sodium percarbonate (SPC), pH levels, and the dimensions of waste iron bars, to optimize the treatment efficiency. In the course of our research, we employed an initial SPC concentration of 0.5 mM, a pH level of 3, a waste iron bar measuring 3.5 cm in length and 0.4 cm in diameter, and a processing time of 10 min. Our findings reveal the successful elimination of the BF dye, even when subjected to treatment with diverse salts and surfactants under elevated temperatures and acidic conditions (pH below 3). This underscores the robustness of the Fenton process in purifying wastewater contaminated with dye compounds. The outcomes of our study not only demonstrate the efficiency of the Fenton process but highlight its adaptability to address dye contamination challenges across various industries. Critically, this research pioneers the application of waste iron bars as a source of iron in the Fenton reaction, introducing a novel, sustainable approach that enhances the environmental and economic viability of the process. This innovative use of recycled materials as catalysts represents a significant advancement in sustainable chemical engineering practices. Graphical abstract: (Figure presented.). © The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature 2024.

关键词： Iron

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Advances and Missed Opportunities in the development of the 2026 NAEP Reading Framework

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Literacy Research: Theory, Method, and Practice 2022年第1期71卷 153 - 189页

作者： Elena Forzani Peter Afflerbach Sarah Aguirre Nancy Brynelson Gina Cervetti Byeong-Young Cho Julie Coiro Georgia Earnest García John T. Guthrie Kathleen Hinchman Carol D. Lee Mariana Pacheco P. David Pearson Alicia Ross Allison Skerrett Paola Uccelli Education & Human Development Boston University Boston MA USA Department of Teaching and Learning and Policy and Leadership University of Maryland College Park MD USA UTSA Texas State San Antonio DC USA California State University Office of the Chancellor Sacramento CA USA School of Education University of Michigan Ann Arbor MI USA Literacy and Korean Language Education Hanyang University Seongdong-gu Seoul Korea School of Education University of Rhode Island Kingston RI USA Department of Curriculum and Instruction University of Illinois Urbana-Champaign IL USA Department of Human Development and Quantitative Methodology University of Maryland College Park College Park MD USA Reading and Language Arts Department Syracuse University Syracuse NY USA School of Education and Social Policy Northwestern University Evanston IL USA University of Wisconsin College Courses Online Madison WI USA Graduate School of Education University of California Berkeley Berkeley CA USA The College Board Scranton PA USA Department of Curriculum and Instruction College of Education The University of Texas at Austin Austin TX USA Harvard University Cambridge MA USA

The National Assessment of educational Progress (NAEP) in Reading aims to measure reading comprehension for students in the United States and to monitor progress in our education system. NAEP Reading is developed based on an assessment framework document that is periodically revised to reflect the latest understandings about reading comprehension and its assessment. A key goal of the Visioning Panel (VP) and the development Panel (DP) charged with updating the NAEP Reading Assessment Framework for 2026 was to lay the foundation for an assessment that made progress toward greater fairness, equity, and validity. In this essay, we discuss how the Framework development process unfolded and its results. We document the unusual ways the National Assessment Governing Board (“the Board”) shaped the development process. We provide evidence that a small group of Board members aimed to preserve the status quo in reading assessment by downplaying reliance on expertise and authoritative sources of research on reading, learning, and assessment and by removing attention to equity in NAEP Reading. We also discuss both successful (i.e., approved by the Board) and unsuccessful (i.e., rejected by the Board) recommendations for changes to the 2026 Framework that initially were proposed by the DP. We end by considering how, despite the efforts of the small group of Board members, we as a literacy field can improve the nature and impact of our large-scale reading assessments, and NAEP in particular.

关键词： National Assessment of educational Progress (NAEP) reading assessment large-scale assessment education policy

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