Digging into Data
Instructional Strategy as an Effective Tool to Teach How to Read View Digital Media
Paper Presentation in a Themed Session Jaddy Brigitte Nielsen Nino
Using effective instructional strategies facilitates learning. It helps the instructor or teacher to understand how does it work and how to use consistently and often during the instructional section. This study is based on reading comprehension theory and the steps that we as teachers have to take into account when we are teaching a language. The study is focused on bilingual students who are from Latin America and the Caribbean and live in North America learning English in District schools. Some aspects of this method can be applied in other languages like Spanish, Dutch or French (Germanic and Romance Languages).
Understanding Factors Influencing Teacher Data Use: Insights from a Mixed-methods Study View Digital Media
Paper Presentation in a Themed Session Jorge Rojas Bravo
Data use in teacher education to enhance instruction has proven to be a persistent challenge. Its effective implementation hinges upon various factors, including educators' conceptions of learning, their disciplinary and pedagogical expertise, as well as the conditions provided by the educational organization. A mixed-methods study tackled this complexity by combining three years' worth of quantitative data from a sample of 60 schools with a qualitative analysis of 12 cases from standout schools. Findings reveal that organizational conditions serve as significant predictors of data use for improvement and accountability purposes. However, the type of pedagogy employed by teachers emerged as a key predictor for evidence use aimed at enhancing instruction. These results suggest the need for a comprehensive approach that considers both organizational aspects and pedagogical practices in efforts to promote effective data use within the educational context. This study provides valuable insights into the factors influencing the efficacy of data implementation for teaching enhancement, underscoring the importance of addressing both structural aspects and professional practices in the development of educational policies and programs.
Analyzing Students’ Co-opetition Profiles and Their Differences in Mutual Helping in Cooperative Groups
Paper Presentation in a Themed Session Yung Ho Huang
The purpose of this study is to analyze co-opetition latent profiles among students in cooperative learning groups and compare the differences in elaborated help-providing and help-seeking behaviors among students with different co-opetition profiles. The study involved 691 sixth-grade students with experience in math cooperative learning, who were administered the Goal Interdependence Relationship Scale and Mutual Helping Behaviors Questionnaire. The research results indicate that: (1) Students' co-opetition profiles can be categorized into six clusters, including High-cooperation & Low-competition, High Co-opetition, Moderate-cooperation & Low-competition, Moderate Co-opetition, and Individualism. (2) There are significant differences in elaborated help-providing behaviors among students from different co-opetition clusters. Specifically, the High-cooperation & Low-competition cluster exhibits significantly higher levels of elaborated help-providing behaviors compared to other clusters, followed by the High Co-opetition cluster. (3) There are significant differences in elaborated help-seeking behaviors among students from different co-opetition clusters. The High-cooperation & Low-competition cluster and High Co-opetition cluster exhibit significantly higher levels of elaborated help-seeking behaviors compared to other clusters. The implications of the study are as follows: Students in cooperative groups exhibit different co-opetition profiles. Students with a higher inclination towards cooperation tend to demonstrate higher levels of elaborated help-providing behaviors, while those with a higher inclination towards both cooperation and competition tend to exhibit higher levels of elaborated help-seeking behaviors. Therefore, the focus of cooperative learning design should be on maximizing students' cooperative tendencies, while acknowledging that competitive tendencies can have positive impacts on mutual helping behaviors.
