1) Harron, J. R., Petrosino, A. J., & Jenevein, S. (2018, April). Pre-service elementary education teacher perspectives of the use of virtual reality in science teaching. Paper presented at the meeting of the American Educational Research Association, New York, NY.
Place: Monday, 12:25. We are listed first. Millennium Broadway New York Times Square Fourth Floor, Room 4.04-4.05
Abstract: This paper explores the use of pre-service elementary science methods teachers’ perceptions of using virtual reality (VR) in science teaching. Participant engaged in a VR field trip to a natural history museum and visited the location in person. Findings include VR experiences in science could be used to teach about remote locations, places that are too dangerous to visit, to observe events that are usually too small or too large to view with the naked eye, and to experience different time periods. Further findings include participants prefer actual field trips, but view VR as a viable alternative based on access, time, and cost. Finally, research has uncovered possible misconception regarding using VR as an alternative for low income students.
2) Lim, W. S. and Petrosino, A. J. (2018, April). Teacher Sensemaking Orientation as regard to Their Implementation Fidelity. Poster session presented at the 2018 Annual Convention of the American Educational Association Annual Conference, New York, NY.
Place: Monday 8.15am at Hilton midtown
Abstract: Using qualitative case study and numerous data resources (PD’s observation, survey, classroom observation and rating, interview, self-report, and artifacts collection) the research revealed six common perturbations for the occasion of sensemaking of program’s core components that shared by all teacher participants. They are, the value of PD in their classroom, their emotion and feeling regarding the implementation of the core components, the relevance of PD program to students needs, the relevance of PD to State Standard, the implementation network that operate within school, and time constraint. The occasions of sensemaking that arise only on the low fidelity implementers are, abundance of information gained from professional learning experiences, unclear of his roles and responsibilities to implement the core intervention components, unclear of setting and environment during implementation, and success measure of implementation are lacking. In the other hand, sensemaking of the high fidelity implementers is focusing on, availability and accessibility to instructional resources, accessibility of the experts, their current progression towards establishing student-centered classroom, and availability of planning time during the PD. The research also identifies four types of teacher’s implementation orientation as they make sense of the PD program. They are, (i) passive distributive, (ii) critical evaluative, (iii) creative emergent, and (iv) transformative. The research found that teacher sensemaking of PD is interconnected to their implementation. Thus, to study teacher sensemaking is not only to focus on how teachers make sense the PD program, it must also study how they implement it in the classroom.
3) Petrosino, A. J., Park, J., Park, S. (2018, April). Investigating Community of Practice Development During the Professional Development Summit Using Social Network Analysis. A paper presented at the 2018 Annual Convention of the American Educational Research Association Annual Conference, New York, NY.
Place: Monday 2:15 pm. The Parker ,3rd floor, Tansa 2 Room.
Abstract: This study explores the pre-existing and development of a social network during a National Science Foundation (NSF) professional development summit by using social network analysis and statistical analysis. Data originated from 34 participants. We wanted to quantify the level of each attendee’s social network expansion by measuring the levels of relationship with others at the conference through pretest and posttest. This characterizes networked structures in terms of nodes (individual actors) and the ties, edges, or links (relationships or interactions) that connect them. These networks are visualized through sociograms that nodes are represented as points and ties are represented as lines. Results from sociograms visualization demonstrated that most of participants had significant expansion of their social-network through professional development summit.
