The American Educational Research Association (AERA), founded in 1916, is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results.
The following are presentations by and including Dr. Petrosino that will be made at the 2023 Meeting of the American Educational Research Association in Chicago.
Petrosino, A. J., Sager, M. T., Washington, J., Sherard, M. K., Hughes, K., & Slabodsky, J. (2023, April). Perceptions of CSforALL and project based learning: Summary of findings from an RPP in NYC. American Educational Research Association Annual Meeting, Chicago, Illinois, United States.
Abstract: We report on a Research Practice Partnership (RPP) between The University of Texas Austin and eleven New York City high schools examining how co-design of curriculum, instructional practices, and teacher supports encourage broad participation in Computer Science (CS). Pulling from literature grounded in project-based instruction (PBI) and learning in CS contexts to address one research question and report findings that highlight the instructional materials and strategies teachers implement in their CS courses, in addition to teachers and students’ perceptions around PBI. Our analysis revealed an increase in teachers’ perception toward thinking that PBI facilitates the reflection necessary for reinforcement of concepts and students were engaged with the course materials and felt a sense of belonging.
Milton, S., Sager., M.T., Walkington, C., Petrosino, A.J., Dhingra, K. (2023, April). Learning when creating student centered mathwalks. American Educational Research Association Annual Meeting, Chicago, Illinois, United States.
Abstract: Math walks are place-based math activities where walkers can learn about how mathematical principles appear in their surroundings. Additionally, pulling from literature grounded in interest theory, informal learning, and problem posing, this study seeks to address three research questions and reports findings that highlight the impact of math walks on learners’ attitudes about mathematics, the types of questions learners pose and how they answer their questions, and finally, the challenges associated with posing mathematical problems. Our analysis revealed an increase in math learners’ self-efficacy, two different types of problems posed, and the need for agreement that questions posed to be feasible and reasonable to answer Future research in sustaining the gains in math attitudes is needed.
Kara, Y., Wright, A., Cunningham, L., Johns, R., Ticzon, C., & Petrosino, A. J. (2023, April 13-16). College access program participants’ enrollment in postsecondary programs: An investigation of potential predictors [Conference presentation]. 2023 annual meeting of American Educational Research Association, Chicago, IL, United Sates.
Abstract: College degrees remain a critical pathway to employment and other social protective factors. Numerous college access programs are provided to high school students nationwide, yet insufficient evidence exists to identify highly effective programs, nor to replicate, and continuously improve. This study utilized data collected by program providers to examine predictors of enrollment in postsecondary settings. Characteristics of students’ school experiences emerged as the most explanatory variables; followed by characteristics of students themselves. Features of UB program involvement itself were weak predictors. Implications of the findings include discussion of the relative weight of school experiences compared to supplemental college access programming, and equity particularly as race emerged as a significant predictor in only one case.
Wright, A., Kara, Y., , Cunningham, L., & Petrosino, A. J. (2023, April 13-16). Examining the effectiveness of the Upward Bound programs [Conference presentation]. 2023 annual meeting of American Educational Research Association, Chicago, IL, United Sates.
Abstract: This study aims at examining the effectiveness of the federally-funded Upward Bound programs administered in an urban southwestern city. In a collaboration with the program administrators and school district, an extensive dataset has been obtained and processed to compare the college enrollment status of the program participants and non-participants with similar backgrounds. A propensity score matching analysis is conducted to approximate the randomized control trial setting for a better examination of the true program effect. Initial findings are provided based on partially received data from specific years. Final analyses are planned to be performed on larger data that also cover former academic years.
