Jennifer Darling-Aduana
Biographic Data
| ID | 2823663 |
|---|---|
| NAME | Jennifer Darling-Aduana |
| GIVEN NAMES | Jennifer |
| FAMILY NAME | Darling-Aduana |
| SIGNATURE | DARLING-ADUANA J |
| AFFILIATIONS | Georgia State University |
| ORCID | 0000-0002-7940-5662 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Students’ AI relational identity
As Generative Artificial Intelligence (GenAI) becomes ubiquitous in educational settings, concerns increase about how it may affect learners’ identities in relation to the learning process. This study investigated how students’ identities relate to their use of GenAI while learning within an AI-ready pilot high school. Drawing on focus groups with 39 students, we used grounded theory to develop the AI Relational Identity (AIRI) framework. AIRI is…
Failing to Learn From Failure in Online Credit Recovery Assessments
Technology‐facilitated courses, completed online for the purpose of credit recovery (OCR), are the most common means through which US high school students retake courses required for high school graduation. Yet a growing body of research has raised concerns regarding student learning in these courses, with low‐quality assessments posited as a limiting factor. As course assessments are fundamental to evaluating student mastery and supporting stude…
Culturally Relevant Pedagogy in K–12 Online Learning
A growing literature examines how online learning can incorporate culturally relevant pedagogy (CRP) to provide high-quality, equitable education to all students with a particular focus on validating and integrating the unique needs and experiences of students from minoritized backgrounds and identities. This systematic review qualitatively analyzes how 42 studies suggest the CRP tenets of academic excellence, cultural competence, and critical co…
The Potential, Reality, and Contextual Pressures Shaping Instructional Practices in a Virtual School
Purpose: Despite the expansion of virtual learning during COVID-19, many questions remain unexplored on how to provide quality online instruction outside of a crisis-schooling model. Research Methods: The study takes place within a virtual school affiliated with the largest online curriculum provider in the United States. Using observations of synchronous virtual instruction and interviews with administrators and teachers in a virtual school syst…
Examining the Impacts of a Developmentally Appropriate, Culturally Relevant Virtual School on Student Outcomes
The rapid shift to online learning due to COVID-19 provides an opportunity to examine at scale the feasibility and impact of addressing students’ cultural and developmental needs within a virtual environment. Given limited knowledge of this type of virtual schooling, this mixed-method study examined third–fifth grade students’ experiences attending a culturally responsive and developmentally appropriate virtual summer literacy program. Findings i…
Centering Student Voice to Reimagine Curriculum and Instruction in an Online Citizenship Course
Virtual Connections
Country of Origin and Representative Bureaucracy
A large body of research shows that clients of government services benefit from the presence of bureaucrats with whom they share race or ethnicity. These benefits arise from active or symbolic representation, which scholars argue are grounded in the shared backgrounds, language, and values that race and ethnicity proxy. We suggest that these shared connections are likely to be even more salient for clients and bureaucrats who share not just the s…
Georgia online education option for broadening participation in K-12 computer science
This paper explores the potential of virtual education options to fulfill policies designed to broaden participation in computer science (CS) education. Virtual education platforms inherently offer access to a wider range of students than traditional brick-and-mortar schools. Access does not preclude the various socio-economic challenges to engaging these platforms, but this format could be used to mitigate barriers to reaching groups of students…
Representation Is Not Enough
Background/Context: Schools are increasingly using scripted curricula that limit teacher autonomy. These limitations are exacerbated when scripted curricula are enacted in fully standardized, asynchronous online course environments with no mechanisms for student–teacher communication. Purpose: This study extends understanding of how teacher discretion, identity, and the relationship between those two components shape students’ educational experie…
The Culture of Power Online
With the expansion of online instruction in K-12 education, how and what is taught in a single course has the potential to affect the learning of thousands of students. Our mixed method study applies a critical lens to examine the extent to which four widely used online high school courses are culturally relevant and responsive. Online lessons reflected a culture of power, emphasizing normative cultural narratives, retreating to symbolic use vers…
Development and validation of a measure of authentic online work
Authenticity, engagement, and performance in online high school courses
Toward a multifaceted understanding of Lareau's “sense of entitlement”
In her influential ethnographic study, Lareau proposed that intensive middle‐class parenting strategies produce in children a “sense of entitlement” that can be used to gain advantages in schools and other institutional settings. In this article, we review both sociological and psychological studies to propose a multifaceted understanding of a sense of entitlement that challenges the assumption that the consequences of entitlement are exclusively…
The Potential of Telepresence for Increasing Advanced Course Access in High Schools
The adoption of telepresence technology in K–12 schools potentially expands students’ access to course offerings and new ways of learning, but little is known about its implementation and promise for improving student outcomes. We employ a mixed-methods analysis to examine the experiences of students and teachers in telepresence courses in a large, urban school district as well as student learning outcomes and access to advanced placement courses…
A Look Inside Online Educational Settings in High School
This research examines online course-taking in high schools, which is increasingly used by students falling behind in progress toward graduation. The study looks inside educational settings to observe how online courses are used and assess whether students gain academically through their use. Drawing on 7 million records of online instructional sessions linked to student records, we find mostly negative associations between online course-taking a…
A Look Inside Online Educational Settings in High School
This research examines online course-taking in high schools, which is increasingly used by students falling behind in progress toward graduation. The study looks inside educational settings to observe how online courses are used and assess whether students gain academically through their use. Drawing on 7 million records of online instructional sessions linked to student records, we find mostly negative associations between online course-taking a…
Country of Origin and Representative Bureaucracy
A large body of research shows that clients of government services benefit from the presence of bureaucrats with whom they share race or ethnicity. These benefits arise from active or symbolic representation, which scholars argue are grounded in the shared backgrounds, language, and values that race and ethnicity proxy. We suggest that these shared connections are likely to be even more salient for clients and bureaucrats who share not just the s…
Toward a multifaceted understanding of Lareau's “sense of entitlement”
In her influential ethnographic study, Lareau proposed that intensive middle‐class parenting strategies produce in children a “sense of entitlement” that can be used to gain advantages in schools and other institutional settings. In this article, we review both sociological and psychological studies to propose a multifaceted understanding of a sense of entitlement that challenges the assumption that the consequences of entitlement are exclusively…
The Potential of Telepresence for Increasing Advanced Course Access in High Schools
The adoption of telepresence technology in K–12 schools potentially expands students’ access to course offerings and new ways of learning, but little is known about its implementation and promise for improving student outcomes. We employ a mixed-methods analysis to examine the experiences of students and teachers in telepresence courses in a large, urban school district as well as student learning outcomes and access to advanced placement courses…
The Culture of Power Online
With the expansion of online instruction in K-12 education, how and what is taught in a single course has the potential to affect the learning of thousands of students. Our mixed method study applies a critical lens to examine the extent to which four widely used online high school courses are culturally relevant and responsive. Online lessons reflected a culture of power, emphasizing normative cultural narratives, retreating to symbolic use vers…
A Look Inside Online Educational Settings in High School
This research examines online course-taking in high schools, which is increasingly used by students falling behind in progress toward graduation. The study looks inside educational settings to observe how online courses are used and assess whether students gain academically through their use. Drawing on 7 million records of online instructional sessions linked to student records, we find mostly negative associations between online course-taking a…
Toward a multifaceted understanding of Lareau's “sense of entitlement”
In her influential ethnographic study, Lareau proposed that intensive middle‐class parenting strategies produce in children a “sense of entitlement” that can be used to gain advantages in schools and other institutional settings. In this article, we review both sociological and psychological studies to propose a multifaceted understanding of a sense of entitlement that challenges the assumption that the consequences of entitlement are exclusively…
The Potential of Telepresence for Increasing Advanced Course Access in High Schools
The adoption of telepresence technology in K–12 schools potentially expands students’ access to course offerings and new ways of learning, but little is known about its implementation and promise for improving student outcomes. We employ a mixed-methods analysis to examine the experiences of students and teachers in telepresence courses in a large, urban school district as well as student learning outcomes and access to advanced placement courses…
Development and validation of a measure of authentic online work
Authenticity, engagement, and performance in online high school courses
Georgia online education option for broadening participation in K-12 computer science
This paper explores the potential of virtual education options to fulfill policies designed to broaden participation in computer science (CS) education. Virtual education platforms inherently offer access to a wider range of students than traditional brick-and-mortar schools. Access does not preclude the various socio-economic challenges to engaging these platforms, but this format could be used to mitigate barriers to reaching groups of students…
Representation Is Not Enough
Background/Context: Schools are increasingly using scripted curricula that limit teacher autonomy. These limitations are exacerbated when scripted curricula are enacted in fully standardized, asynchronous online course environments with no mechanisms for student–teacher communication. Purpose: This study extends understanding of how teacher discretion, identity, and the relationship between those two components shape students’ educational experie…
The Culture of Power Online
With the expansion of online instruction in K-12 education, how and what is taught in a single course has the potential to affect the learning of thousands of students. Our mixed method study applies a critical lens to examine the extent to which four widely used online high school courses are culturally relevant and responsive. Online lessons reflected a culture of power, emphasizing normative cultural narratives, retreating to symbolic use vers…
Country of Origin and Representative Bureaucracy
A large body of research shows that clients of government services benefit from the presence of bureaucrats with whom they share race or ethnicity. These benefits arise from active or symbolic representation, which scholars argue are grounded in the shared backgrounds, language, and values that race and ethnicity proxy. We suggest that these shared connections are likely to be even more salient for clients and bureaucrats who share not just the s…
Centering Student Voice to Reimagine Curriculum and Instruction in an Online Citizenship Course
Virtual Connections
The Potential, Reality, and Contextual Pressures Shaping Instructional Practices in a Virtual School
Purpose: Despite the expansion of virtual learning during COVID-19, many questions remain unexplored on how to provide quality online instruction outside of a crisis-schooling model. Research Methods: The study takes place within a virtual school affiliated with the largest online curriculum provider in the United States. Using observations of synchronous virtual instruction and interviews with administrators and teachers in a virtual school syst…
Examining the Impacts of a Developmentally Appropriate, Culturally Relevant Virtual School on Student Outcomes
The rapid shift to online learning due to COVID-19 provides an opportunity to examine at scale the feasibility and impact of addressing students’ cultural and developmental needs within a virtual environment. Given limited knowledge of this type of virtual schooling, this mixed-method study examined third–fifth grade students’ experiences attending a culturally responsive and developmentally appropriate virtual summer literacy program. Findings i…
Students’ AI relational identity
As Generative Artificial Intelligence (GenAI) becomes ubiquitous in educational settings, concerns increase about how it may affect learners’ identities in relation to the learning process. This study investigated how students’ identities relate to their use of GenAI while learning within an AI-ready pilot high school. Drawing on focus groups with 39 students, we used grounded theory to develop the AI Relational Identity (AIRI) framework. AIRI is…
Failing to Learn From Failure in Online Credit Recovery Assessments
Technology‐facilitated courses, completed online for the purpose of credit recovery (OCR), are the most common means through which US high school students retake courses required for high school graduation. Yet a growing body of research has raised concerns regarding student learning in these courses, with low‐quality assessments posited as a limiting factor. As course assessments are fundamental to evaluating student mastery and supporting stude…
Culturally Relevant Pedagogy in K–12 Online Learning
A growing literature examines how online learning can incorporate culturally relevant pedagogy (CRP) to provide high-quality, equitable education to all students with a particular focus on validating and integrating the unique needs and experiences of students from minoritized backgrounds and identities. This systematic review qualitatively analyzes how 42 studies suggest the CRP tenets of academic excellence, cultural competence, and critical co…
Psychology (13 works) · Mathematics education (10 works) · Sociology (9 works) · Computer Science (8 works) · Pedagogy (7 works) · Online and Blended Learning (6 works) · Political science (6 works) · Educator Training and Historical Pedagogy (4 works) · Engineering (4 works) · Innovative Teaching and Learning Methods (4 works)