Advances in Quantitative Ethnography

6th International Conference, ICQE 2024, Philadelphia, PA, USA, November 3-7, 2024, Proceedings, Part II
Herausgegeben:Kim, Yoon Jeon; Swiecki, Zachari

• Broschiertes Buch

Produktbeschreibung

This two-volume set CCIS 2278-2279 constitutes the refereed proceedings of the 6th International Conference on Advances in Quantitative Ethnography, ICQE 2024, held in Philadelphia, PA, USA, during November 3-7, 2024.

The 31 full papers and 10 short papers included in this book were carefully reviewed and selected from 82 submissions. They are organized in the following topical sections: Theory and Methods; Teaching and Learning; and Cultural Discourse.

Produktdetails

• Communications in Computer and Information Science 2279
• Verlag: Springer / Springer Nature Switzerland / Springer, Berlin
• Artikelnr. des Verlages: 978-3-031-76331-1
• Seitenzahl: 320
• Erscheinungstermin: 2. November 2024
• Englisch
• Abmessung: 235mm x 155mm x 18mm
• Gewicht: 488g
• ISBN-13: 9783031763311
• ISBN-10: 3031763319
• Artikelnr.: 71764455

Inhaltsangabe

.- Teaching and Learning.

.- Different Times, Different Measures: Monitoring Shifting Self-Regulation Strategies for Language Learning in Higher Education Across Face-to-Face, Online and Hybrid Instruction.

.- Investigating Learner Interest and Observation Patterns in a Minecraft Virtual Astronomy Environment.

.- Quantitative Ethnography Reveals Behavioral Elements Associated with Problem-Solving in Wild Chimpanzee Tool-Use.

.- "My Inquiry Question Is ...": How Novice Social Studies Educators in Mixed Video Groups Explore Their Teacher Role Identities.

.- Enhancing Student Interest and Motivation through Cultural Integration in an Online Global Science, Technology, Engineering and Mathematics Community.

.- Navigating Usability Challenges in Collaborative Learning with Augmented Reality.

.- Understanding the Impact of Observer Effects on Student Affect.

.- Ordered Network Analysis of Prompted Student Discourse in a Collaborative Learning Context.

.- Impact of Text Structures on Student Language in High- and Low-Quality Summaries.

.- Examining the contribution of adult mentor interactions in project-based adolescent peer group cohesion.

.- Exploring Teacher Positioning through Curriculum Materials: A Quantitative Ethnographic Study Comparing Two Educational Systems.

.- Como las mareas del océano: A Quantitative Ethnogra-phy of Caribbean Latino and Afro-Latino Identity and Education in El Norte de Philadelphia.

.- Building a Theory of Teacher Knowledge with ENA.

.- Strategies for Doctoral Students in Social Sciences and STEM Between China and U.S..

.-Examining Shifts in Elementary Teachers' Collective Connection Making Between Perspectives When Scoping Ill-Structured Engineering Design Problems.

.- The Influence of Different Measurement Approaches on Student Affect Transitions using Ordered Networks.

.- Conceptualizing and Understanding Mathematics Teaching Identity in Early-Career Elementary Teachers.

.- Model based Analysis to Explore the Patterns of Thinking in an Interactive Learning Environment for Problem-posing.

.- How we Code Code: Leveraging GPT and Ordered Networks for Understanding Introductory Programming Education.

.- Cultural Discourse.

.- Detecting Differences in Community Conversations with Epistemic Network Analysis.

.- Civil Discourse as a Depolarization Strategy: An Exploration of Gen Z Dialogue Using Epistemic Network Analysis and Reflexive Thematic Analysis.

.- The Application of ENA to Political Discourse in Taiwan: A Case Study.

.- Navigating Identity Tides: Perceived Threats and Coping Mechanisms among Bicultural Hong Kong Citizens .