Friday, April 5 – Tuesday, April 9, 2019
Please Note: This is not a CAST-hosted event. Registration through AERA is required.
Education researchers and other scholars in the field of education research.
The AERA Annual Meeting is the largest gathering of scholars in the field of education research. It is a showcase for ground-breaking, innovative studies in a diverse array of areas — from early education through higher education, from digital learning to second language literacy. It is where to encounter ideas and data that will shape tomorrow's education practices and policies, and where to connect with leading thinkers from the U.S. and around the world. CAST is pleased to participate and share our innovative education research with the field.
- Design Features Supporting Teachers’ Use of a Dashboard for Diagnostic Assessment Results
Saturday, April 6, 12:20–1:50 pm ET
Presenter: Bob Dolan
This presentation describes a rigorous process for co-designing—with teachers—a dashboard that promotes interpretability and usability of diagnostic science assessment results at an individual and classroom level. This iterative design process focused on application of universal design for learning (UDL) principles by seeking ways to provide multiple means for engagement, representation, and action & expression (CAST, 2018), as well as scaffold them on more difficult processes, such as interpreting learning maps. The final dashboard design, which will undergo pilot testing in classroom settings with actual student data, provides teachers with a flexible environment for interpreting data and includes graphic displays of skill mastery in a learning map format as well as tabular information and links to additional resources.
- Journeying to New Contexts: The Potential of Journey Mapping in Educational Research
Saturday, April 6, 2:15–3:45 pm ET
Presenters: Kim Ducharme, Tracey Hall, Jenna Gravel, & Kristin Robinson
As part of a larger study designed to support the needs of middle school teachers to provide more effective writing instruction to students with high-incidence disabilities, this paper focuses on the promise of journey mapping as an educational research and design tool. Initial results support our hypothesis that journey mapping, traditionally used by User Experience (UX) designers in the service design industry, when used as a method in educational research has potential to provide more accurate and richer data for research teams as well as provide reflection and strategy development opportunities for all participants, including teachers and students. Initial findings also suggest potential benefits of journey mapping as a tool for “teacher-driven” professional learning experiences.
- Seeing Is Believing: Supporting Educators to Reconsider Their Expectations of Students With Disabilities
Tuesday, April 9, 2:15–3:45 pm ET
Presenters: Jenna Gravel & Heather Francis
This paper explores an approach to supporting teachers to develop new realizations about the capabilities of students with disabilities. A culture of limiting beliefs often prevents educators from believing that all learners can engage in sophisticated, discipline-specific practices. The paper draws from a larger design-based research (DBR) study that explored how teachers can be supported to apply Universal Design for Learning (UDL) in ways that promote disciplinary thinking among diverse learners. Results from the collaborative interventions with teachers uncovered an approach that encouraged teachers to reconsider their preexisting beliefs: developing disciplinary lenses to see evidence of student thinking that exceeded teachers’ expectations. This work has implications for designing learning opportunities that support teachers to embrace the potential in all students.