I C Chen
Datos Biográficos
| ID | 27379 |
|---|---|
| NOMBRE | I C Chen |
| NOMBRES | I C |
| APELLIDO | Chen |
| FIRMA | CHEN I C |
| AFILIACIONES | Michigan State University |
| ORCID | 0000-0002-0223-552X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 44 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2012 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
Sentiment analysis of kindergarteners’ science conversations in project-based classrooms
Introduction This study explored the use of sentiment analysis to examine the sentiments expressed by kindergarten teachers and children in project-based science classrooms. By analyzing classroom conversations between teachers and children, we aimed to understand their sentiment responses with teachers' use of different instructional strategies and children's engagement in different scientific practices. Methods The study involved four kindergar…
The relationships between elementary students' knowledge‐in‐use performance and their science achievement
This longitudinal study examines the relationship between students' knowledge‐in‐use performance and their performance on third‐party designed summative tests within a coherent and equitable learning environment. Focusing on third‐grade students across three consecutive project‐based learning (PBL) units aligned with the Next Generation Science Standards (NGSS), the study includes 1067 participants from 23 schools in a Great Lakes state. Two‐leve…
Predicting student science achievement using post‐unit assessment performances in a coherent high school chemistry project‐based learning system
Student science proficiency development demands sustainable and coherent learning environment support. Scholars argue that project‐based learning (PBL) is an efficient approach to promoting student science learning, compared to conventional instructions. Yet, few studies have delved into the learning process to explore how a coherent PBL system consisting of curriculum, instruction, assessment, and professional learning promotes student learning.…
Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools
This investigation studied the effects of the Multiple Literacies in Project-Based Learning science intervention on third graders’ academic, social, and emotional learning. This intervention includes four science units and materials, professional learning, and post-unit assessments; features of project-based learning; three-dimensional learning (National Research Council, 2012); and the performance expectations from the Next Generation of Science…
Learning by playing Init2Winit
Init2Winit, a gamified mobile application designed to increase students’ alignment knowledge between college, career, and salary expectations has been beta-tested in midwestern urban and rural U.S. high schools (age 14–18). Students earn different points in the game when their educational expectations and expected annual income are matched with their desired careers. Propensity score matching was used with 481 high school students to compare the …
Improving Science Achievement—Is It Possible? Evaluating the Efficacy of a High School Chemistry and Physics Project-Based Learning Intervention
Crafting Engaging Science Environments is a high school chemistry and physics project-based learning intervention that meets Next Generation Science Standards performance expectations. It was administered to a diverse group of over 4,000 students in a randomized control trial in California and Michigan. Results show that treatment students, on average, performed 0.20 standard deviations higher than control students on an independently developed s…
The Heterogeneous Effects of Participation in Shadow Education on Mental Health of High School Students in Taiwan
The effect of shadow education or private supplementary education (PSE) on school achievement has been prolifically studied, but its impact on well-being remains understudied. This study examines the heterogeneous effect of PSE participation on school achievement and depression symptoms among high schoolers in Taiwan. The study uses panel data of the Taiwan Upper Secondary Database (TUSD) in the 2014 and 2015 academic years. We join the inverse-p…
Learning Opportunities about Teaching Mathematics
Background/Context When new, rigorous standards are adopted, teachers often need to learn new content and new ways of teaching while concurrently attending to accountability demands. Both formal and informal school structures potentially enable this new learning, and school leaders likely influence the nature of these structures. Purpose/Objective/Research Question/Focus of Study We examine teachers’ learning opportunities in one school by asking…
Linking perceived discrimination during adolescence to health during mid-adulthood
Differential investments and opportunities
The Impact of Being Labeled as a Persistently Lowest Achieving School
Since the No Child Left Behind Act was enacted, grading and labeling of schools as low performing have been increasingly used as means to incentivize failing schools to raise student achievement. Using statewide high school data from Michigan, our regression discontinuity analyses show that the bottom 5% of schools identified as persistently lowest achieving (PLA), which is publicly announced and has consequential accountability, increased their …
Selecting Expertise in Context
Given prior research indicating that teachers can learn through their social network interactions with colleagues, it is important to understand more about the choices teachers make about whom to go to for advice. In this study, we investigated the degree to which middle school mathematics teachers change from whom they seek advice when confronting new teaching standards and external accountability pressures (e.g., standardized tests). We found t…
Network Location and Policy‐Oriented Behavior
This study explores how a scientist's location in science‐based policy networks can affect her policy‐oriented behaviors. In particular, we hypothesize that those scientists who fill structural holes in their networks will be more likely than others to engage in policy‐oriented behaviors. The network data are defined by scientists' coauthorship on policy documents regarding climate change in the Great Lakes. We employ a two‐mode network analysis …
Linking perceived discrimination during adolescence to health during mid-adulthood
Network Location and Policy‐Oriented Behavior
This study explores how a scientist's location in science‐based policy networks can affect her policy‐oriented behaviors. In particular, we hypothesize that those scientists who fill structural holes in their networks will be more likely than others to engage in policy‐oriented behaviors. The network data are defined by scientists' coauthorship on policy documents regarding climate change in the Great Lakes. We employ a two‐mode network analysis …
Selecting Expertise in Context
Given prior research indicating that teachers can learn through their social network interactions with colleagues, it is important to understand more about the choices teachers make about whom to go to for advice. In this study, we investigated the degree to which middle school mathematics teachers change from whom they seek advice when confronting new teaching standards and external accountability pressures (e.g., standardized tests). We found t…
Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools
This investigation studied the effects of the Multiple Literacies in Project-Based Learning science intervention on third graders’ academic, social, and emotional learning. This intervention includes four science units and materials, professional learning, and post-unit assessments; features of project-based learning; three-dimensional learning (National Research Council, 2012); and the performance expectations from the Next Generation of Science…
Improving Science Achievement—Is It Possible? Evaluating the Efficacy of a High School Chemistry and Physics Project-Based Learning Intervention
Crafting Engaging Science Environments is a high school chemistry and physics project-based learning intervention that meets Next Generation Science Standards performance expectations. It was administered to a diverse group of over 4,000 students in a randomized control trial in California and Michigan. Results show that treatment students, on average, performed 0.20 standard deviations higher than control students on an independently developed s…
The Impact of Being Labeled as a Persistently Lowest Achieving School
Since the No Child Left Behind Act was enacted, grading and labeling of schools as low performing have been increasingly used as means to incentivize failing schools to raise student achievement. Using statewide high school data from Michigan, our regression discontinuity analyses show that the bottom 5% of schools identified as persistently lowest achieving (PLA), which is publicly announced and has consequential accountability, increased their …
Network Location and Policy‐Oriented Behavior
This study explores how a scientist's location in science‐based policy networks can affect her policy‐oriented behaviors. In particular, we hypothesize that those scientists who fill structural holes in their networks will be more likely than others to engage in policy‐oriented behaviors. The network data are defined by scientists' coauthorship on policy documents regarding climate change in the Great Lakes. We employ a two‐mode network analysis …
Selecting Expertise in Context
Given prior research indicating that teachers can learn through their social network interactions with colleagues, it is important to understand more about the choices teachers make about whom to go to for advice. In this study, we investigated the degree to which middle school mathematics teachers change from whom they seek advice when confronting new teaching standards and external accountability pressures (e.g., standardized tests). We found t…
The Impact of Being Labeled as a Persistently Lowest Achieving School
Since the No Child Left Behind Act was enacted, grading and labeling of schools as low performing have been increasingly used as means to incentivize failing schools to raise student achievement. Using statewide high school data from Michigan, our regression discontinuity analyses show that the bottom 5% of schools identified as persistently lowest achieving (PLA), which is publicly announced and has consequential accountability, increased their …
Differential investments and opportunities
Linking perceived discrimination during adolescence to health during mid-adulthood
Learning Opportunities about Teaching Mathematics
Background/Context When new, rigorous standards are adopted, teachers often need to learn new content and new ways of teaching while concurrently attending to accountability demands. Both formal and informal school structures potentially enable this new learning, and school leaders likely influence the nature of these structures. Purpose/Objective/Research Question/Focus of Study We examine teachers’ learning opportunities in one school by asking…
The Heterogeneous Effects of Participation in Shadow Education on Mental Health of High School Students in Taiwan
The effect of shadow education or private supplementary education (PSE) on school achievement has been prolifically studied, but its impact on well-being remains understudied. This study examines the heterogeneous effect of PSE participation on school achievement and depression symptoms among high schoolers in Taiwan. The study uses panel data of the Taiwan Upper Secondary Database (TUSD) in the 2014 and 2015 academic years. We join the inverse-p…
Learning by playing Init2Winit
Init2Winit, a gamified mobile application designed to increase students’ alignment knowledge between college, career, and salary expectations has been beta-tested in midwestern urban and rural U.S. high schools (age 14–18). Students earn different points in the game when their educational expectations and expected annual income are matched with their desired careers. Propensity score matching was used with 481 high school students to compare the …
Improving Science Achievement—Is It Possible? Evaluating the Efficacy of a High School Chemistry and Physics Project-Based Learning Intervention
Crafting Engaging Science Environments is a high school chemistry and physics project-based learning intervention that meets Next Generation Science Standards performance expectations. It was administered to a diverse group of over 4,000 students in a randomized control trial in California and Michigan. Results show that treatment students, on average, performed 0.20 standard deviations higher than control students on an independently developed s…
Predicting student science achievement using post‐unit assessment performances in a coherent high school chemistry project‐based learning system
Student science proficiency development demands sustainable and coherent learning environment support. Scholars argue that project‐based learning (PBL) is an efficient approach to promoting student science learning, compared to conventional instructions. Yet, few studies have delved into the learning process to explore how a coherent PBL system consisting of curriculum, instruction, assessment, and professional learning promotes student learning.…
Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools
This investigation studied the effects of the Multiple Literacies in Project-Based Learning science intervention on third graders’ academic, social, and emotional learning. This intervention includes four science units and materials, professional learning, and post-unit assessments; features of project-based learning; three-dimensional learning (National Research Council, 2012); and the performance expectations from the Next Generation of Science…
The relationships between elementary students' knowledge‐in‐use performance and their science achievement
This longitudinal study examines the relationship between students' knowledge‐in‐use performance and their performance on third‐party designed summative tests within a coherent and equitable learning environment. Focusing on third‐grade students across three consecutive project‐based learning (PBL) units aligned with the Next Generation Science Standards (NGSS), the study includes 1067 participants from 23 schools in a Great Lakes state. Two‐leve…
Sentiment analysis of kindergarteners’ science conversations in project-based classrooms
Introduction This study explored the use of sentiment analysis to examine the sentiments expressed by kindergarten teachers and children in project-based science classrooms. By analyzing classroom conversations between teachers and children, we aimed to understand their sentiment responses with teachers' use of different instructional strategies and children's engagement in different scientific practices. Methods The study involved four kindergar…
Psychology (11 obras) · Mathematics education (8 obras) · Academic achievement (7 obras) · Political science (6 obras) · Computer Science (5 obras) · Medicine (5 obras) · Innovative Teaching and Learning Methods (4 obras) · Medical education (4 obras) · Science education (4 obras) · Sociology (4 obras)