Discover and read the best of Twitter Threads about #AERA21
Most recents (9)
Great question, @AudreyDParedes! We often allude to these "alt-ac" pathways without being concrete as to what those might look like and how students might prepare for/get connected to those pathways.
So, here's a THREAD on #HigherEd alt-ac stuff..
Pls feel free to contribute!
So, here's a THREAD on #HigherEd alt-ac stuff..
Pls feel free to contribute!
First, I want to plug the work that has already been done in this area, especially by @AERADivJGradNet. Last March 11th, the Grad Reps had a Twitter chat on alt-ac careers. Hopefully, this advanced search link will allow you to read those tweets:
twitter.com/search?f=live&…
twitter.com/search?f=live&…
Also, this year at #AERA21, @AERADivJGradNet had a panel on alt-ac careers. So if you attended the conference, you can find a recording of that on the AERA conference website (whenever they post the recordings).
So many excellent points raised at the #AERA21 Next Steps in Theoretical Approaches to Understanding the Academic Motivation of Racially and Ethnically Diverse Students session! Feeling humbled by how much I have to learn and energized to do better research.
Sandra Graham: We have to do the best we can to recruit as many racially/ethnically diverse participants as we can. We can’t be combining all the non-White groups and comparing them to the White groups… It’s the numerical representation of these young people in those contexts.
Ellen Usher: We need to acknowledge who the research team is and their relationship to the people being investigated. Important for understanding the boundary conditions as to why our motivation theories do or do not work in different contexts.
Excited to hear @thejuanpinto present "Exploring How Learners Integrate Personally Meaningful Issues in a Project-Based MOOC" in this session today at 4:10 pm. @UMichiganAI @cquintana See abstract in thread 1/n
We explore the impact of increasing learner agency through a project-based learning approach in a #MOOC, Problem Solving Using Computational Thinking. We discuss ways in which the course's pedagogical approach allowed learners to bring their views and concerns together with.. 2/n
..the course's subject matter. Many learners chose to base their final projects on applications of computational thinking that address challenges they face in their personal lives, including the COVID-19 pandemic, carrying an individualized sense of importance and... 3/n
#AERA21 Motivation in underrepresented populations: Nicole Yates: external regulation is positively related to intrinsic motivation for Black students and negatively for White students. 
Claudia Sutter: American Indian elementary students report higher intrinsic regulation than other groups, but this negatively predicted their reading achievement. #AERA21
Love this talk from Christopher Seals and @HValdiviejas: teacher growth mindset intervention increased student interest and (for non-Asian minoritized students) decreased perceptions of cost/effort.
We compared discussion posts on an open forum (edX), where learners can read responses of others before replying with posts on a locked forum (Coursera), where learners must respond to prompt before being able to view responses of others. #MOOCs @UMichiganAI
We found that posts on an open forum tended to be incomplete, more persuasive in tone, with some showing evidence of reflection. On a locked forum, posts tended to be complete, more assertive in tone, and exhibited a diversity of ideas through responses.
In open forums, learners may use posts to give a complementary perspective and not feel the need to repeat what others have said (thus not directly addressing prompt). Aware of others in the forum, learners use posts to share a reflection or persuade others of their POV.
Lots of synergy happening in our #AERA21 symposium right now. @thekateblock: gender stereotypes about communality affect boys’ values and activity preferences.
@cyr_em: affirmation/latent ability intervention improved boys’ perceptions of girls’ STEM ability; value affordance/role model intervention increased girls’ future fit in STEM.
@J_Gladstone7: beg. and cog. engagement mediated relationship between task values and grades, but not for competency beliefs. Here’s how they fit into the expectancy-value model.
From the one and only Carol Dweck: “We were most excited by where the program didn’t work. The most important thing we learned: teachers’ mindsets really mattered… It’s not about putting a growth mindset into students’ heads and turning them loose.” #AERA21
“Can we afford to lose even one single student’s contribution to society? I don’t think so.”
Technical difficulties preventing us from hearing Pierre Gouedard talking, but new PISA findings show large-scale benefits of growth mindsets.
Excited to present this AM with @dra_lopez1 on our duoethnography study chronicling our time navigating being early career scholars. #AERA21
@dra_lopez1 Also pumped to hear insights from @RomanLiera and @JuliePosselt among other good work around early career socialization and identity based considerations. And discussant remarks from @DmoneyL #AERA21
@dra_lopez1 @RomanLiera @JuliePosselt @DmoneyL @RomanLiera and colleagues paper focuses on how PhD students transition to candidacy because of concerns with disrupted and practices that no longer serve students well. #AERA21
🧵Excited to amplify all the good work to be presented under the @AERADiv_J (postsecondary #education) - Section 3 "Organization, Management, & Leadership" banner during #AERA21 #AERA2021. If you're into #OrgTheory #EdPolicy #EdLeadership #HigherEd #EdLaw - Bookmark this thread
🪜-1 (step 1) is to get your #AERA2021 #AERA21 schedule filled with all the @AERADiv_J - Section 3 goodness so you can attend the sessions live:
🪜-2: Bookmark this thread as I will be tweeting out the papers/authors for the different sessions. Lots of great work!
