Amber Simpson
Dados Biográficos
| ID | 3656715 |
|---|---|
| NOME | Amber Simpson |
| PRENOMES | Amber |
| SOBRENOME | Simpson |
| ASSINATURA | SIMPSON A |
| AFILIAÇÕES | Binghamton University |
| ORCID | 0000-0001-5467-4885 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAÇÕES | 6 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Challenging the assumption that experience- and training-related factors improve accuracy of cervical cancer screening image interpretation
Visual inspection of the cervix with acetic acid (VIA), although recognized as inaccurate, remains widely used for cervical screening in low-resource settings. Training and image review by more experienced providers − such as the smartphone-enhanced VIA (SEVIA) in Tanzania − are assumed to improve VIA performance, but remain untested against a reference standard of disease. Between June and December 2023, 486 VIA providers in Tanzania completed a…
Cultivating mathematical thinking through home-based engineering tasks
While school mathematics is valuable, it often limits authentic problem-solving, adaptable thinking, and curiosity-driven exploration. In contrast, home environments offer opportunities to engage children in informal, everyday mathematics that connects to their cultural and lived experiences. The purpose of this study was to examine how seven families engaged in humanistic approaches to mathematics within home-based engineering tasks. We utilized…
Rethinking failure as a site for epistemic empathy for educators
“I learned a lot about me as a person”
Introduction The role of non-formal educational professionals has implications for the growth and development of the children they interact with. This group of professionals includes university students who volunteer their time in educational and youth-service organizations. Methods In this collective case study, we utilized Cultural-Historical Activity Theory to (a) understand how undergraduate and graduate students negotiated their development …
Co-Adapting a Reflective Video-Based Professional Development in Informal STEM Education
Traditional professional development for informal educators often relies on brief, lecture-based sessions that reinforce familiar teaching practices. In collaboration with 27 informal learning organizations across four years, we attended to the need for authentic, long-term professional development through the co-adaptation and co-refinement of a reflective video-based cycle. This focus on supporting informal educators to productively attend, int…
Museum Educators Perspective of Failure
Museums offer a unique role and safe space in shaping how youth view and react to experiences with failure. The purpose of this study was to add to the conversation around failure in out‐of‐school learning, particularly from the perspective of educators within museum settings that implement STEAM‐related making exhibits, workshops, and/or camps for youth. We analyzed approximately 9 h of video data from two sources: video recordings of virtual gr…
A Scoping Review of Racial Identity, Racial Socialization, and Africentric Worldview in the Context of Obesity in Black Adolescent Females
Identifying and shifting educators' failure pedagogical mindsets through reflective practices
BackgroundIn this paper, we add to the scant literature base on learning from failures with a particular focus on understanding educators' shifting mindset in making-centred learning environments.AimsThe aim of Study 1 was to explore educators' beliefs about failure for learning and instructional practices within their local making-centred learning environments. The aim of Study 2 was to examine how participation in a video-based professional dev…
Elementary students’ shared understanding of angle during an educational robotics task
Introduction Prior research has documented students’ struggles in conceiving of angle and angle measurement, which may stem from textbook and curriculum representations of angles as static. In this study, we examined grade 3-5 students’ mathematical thinking of angle during an educational robotics task implemented within a making space learning environment in a school setting (i.e., hybrid making space). Methods Our analysis included 19 video rec…
It’s mathematics all the way down
We offer this synthesized framework as a tool to reveal mathematical activity in a non-formal making-space. In particular, we connect research at different grain sizes to illustrate and explain how mathematics plays a crucial, if often implicit, role in making activities. We begin by describing the Approximate Number System and the Ratio-Processing System, and explaining how those systems connect to both embodied cognition and Thompson’s (1994) c…
Parents’ epistemic supports during home-based engineering design tasks
Co-Construction of Iteration Through Failure Moments
Transdisciplinary STEM
Calls for more integrated approaches to STEM have reached every sector of education, including formal and nonformal spaces, from early childhood to tertiary levels. The goal of STEM education as an integrated effort shifts beyond acquiring knowledge in any one or combination of STEM disciplines and, instead, focuses on designing solutions to complex, contextual problems that transcend disciplinary boundaries. To realize this goal, we first need t…
Learners’ Perspectives on ARCH + STEM
It is often the case that the integration of archaeology and Indigenous knowledges with science, technology, engineering, and mathematics (STEM) concepts, practices, and processes is missing in school-based contexts, which limits learners’ perspectives of STEM. This study examined how an afterschool program focused on the intersection of STEM and the field of archaeology and Indigenous knowledges developed and/or enhanced middle school learners’ …
Examining the Relationships between Teacher Self-Disclosure and Emotional and Behavioral Engagement of STEM Undergraduate Research Scholars
Understanding the factors contributing to the persistence and retention of students in science, technology, engineering, and mathematics (STEM) is among the main issues of concern within STEM post-secondary education. The literature suggests that teacher self-disclosure and emotional and behavioral engagement play a significant positive role in the learning process across disciplines. Such factors may lead to improved academic achievements and re…
Norms and collaboration in hybrid making-spaces
Productive collaborative learning and the utilization of educational robots as a tool for developing conceptual understanding and promoting student engagement and interest levels are considered crucial components of our teaching and learning environments. This is becoming more prevalent with the rise of making spaces where collaboration is a key principle and expectation for learning from one another. In this paper, we utilized Cultural-Historica…
Professionals’ Identification Within and Across Science, Technology, Engineering, and Mathematics (STEM) Fields
Professional identity, for many, is a substantial component of their career choices and development. In this study, we utilized data from an online survey completed by 1,867 participants living across the United States to consider the extent to which an individual working in science, technology, engineering, and/or mathematics (STEM) field identifies with each discipline, and how this may be associated with recognition, competence, and sense of b…
Trouble and transformation in higher education
The theory of threshold concepts has given faculty a powerful way to name foundational, but difficult, disciplinary concepts. However, there is no methodological consensus about the best ways to identify them. In this article, we introduce a phenomenographically-derived narrative framework for identifying stages of threshold concept acquisition. We developed this framework through a study of faculty's conceptions of the teaching of writing situat…
Making the Invisible Visible
The purpose of this manuscript is to highlight the role of tangible objects (i.e., rings) in understanding individual’s STEM identity, which in this study is defined as an interdisciplinary belief that an individual has about her or himself regarding science, technology, engineering, and mathematics. The rings allowed participants to position themselves within STEM disciplines and to further illustrate and narrate this position through the variou…
Member Checking Process with Adolescent Students
This paper explores the way in which educational researchers created a member checking process with adolescent students during a study to uncover and understand female and male’s dynamic mathematics identity in single-sex and coeducational mathematics classes within a public coeducational middle school in the United States. The authors developed a member checking process that included I-poems and Word Trees, which provided the youth with opportun…
The indirect effect of children's gender on early childhood educators' mathematical talk
Identifying and shifting educators' failure pedagogical mindsets through reflective practices
BackgroundIn this paper, we add to the scant literature base on learning from failures with a particular focus on understanding educators' shifting mindset in making-centred learning environments.AimsThe aim of Study 1 was to explore educators' beliefs about failure for learning and instructional practices within their local making-centred learning environments. The aim of Study 2 was to examine how participation in a video-based professional dev…
Trouble and transformation in higher education
The theory of threshold concepts has given faculty a powerful way to name foundational, but difficult, disciplinary concepts. However, there is no methodological consensus about the best ways to identify them. In this article, we introduce a phenomenographically-derived narrative framework for identifying stages of threshold concept acquisition. We developed this framework through a study of faculty's conceptions of the teaching of writing situat…
Making the Invisible Visible
The purpose of this manuscript is to highlight the role of tangible objects (i.e., rings) in understanding individual’s STEM identity, which in this study is defined as an interdisciplinary belief that an individual has about her or himself regarding science, technology, engineering, and mathematics. The rings allowed participants to position themselves within STEM disciplines and to further illustrate and narrate this position through the variou…
Member Checking Process with Adolescent Students
This paper explores the way in which educational researchers created a member checking process with adolescent students during a study to uncover and understand female and male’s dynamic mathematics identity in single-sex and coeducational mathematics classes within a public coeducational middle school in the United States. The authors developed a member checking process that included I-poems and Word Trees, which provided the youth with opportun…
The indirect effect of children's gender on early childhood educators' mathematical talk
Member Checking Process with Adolescent Students
This paper explores the way in which educational researchers created a member checking process with adolescent students during a study to uncover and understand female and male’s dynamic mathematics identity in single-sex and coeducational mathematics classes within a public coeducational middle school in the United States. The authors developed a member checking process that included I-poems and Word Trees, which provided the youth with opportun…
Making the Invisible Visible
The purpose of this manuscript is to highlight the role of tangible objects (i.e., rings) in understanding individual’s STEM identity, which in this study is defined as an interdisciplinary belief that an individual has about her or himself regarding science, technology, engineering, and mathematics. The rings allowed participants to position themselves within STEM disciplines and to further illustrate and narrate this position through the variou…
Trouble and transformation in higher education
The theory of threshold concepts has given faculty a powerful way to name foundational, but difficult, disciplinary concepts. However, there is no methodological consensus about the best ways to identify them. In this article, we introduce a phenomenographically-derived narrative framework for identifying stages of threshold concept acquisition. We developed this framework through a study of faculty's conceptions of the teaching of writing situat…
Professionals’ Identification Within and Across Science, Technology, Engineering, and Mathematics (STEM) Fields
Professional identity, for many, is a substantial component of their career choices and development. In this study, we utilized data from an online survey completed by 1,867 participants living across the United States to consider the extent to which an individual working in science, technology, engineering, and/or mathematics (STEM) field identifies with each discipline, and how this may be associated with recognition, competence, and sense of b…
Transdisciplinary STEM
Calls for more integrated approaches to STEM have reached every sector of education, including formal and nonformal spaces, from early childhood to tertiary levels. The goal of STEM education as an integrated effort shifts beyond acquiring knowledge in any one or combination of STEM disciplines and, instead, focuses on designing solutions to complex, contextual problems that transcend disciplinary boundaries. To realize this goal, we first need t…
Learners’ Perspectives on ARCH + STEM
It is often the case that the integration of archaeology and Indigenous knowledges with science, technology, engineering, and mathematics (STEM) concepts, practices, and processes is missing in school-based contexts, which limits learners’ perspectives of STEM. This study examined how an afterschool program focused on the intersection of STEM and the field of archaeology and Indigenous knowledges developed and/or enhanced middle school learners’ …
Examining the Relationships between Teacher Self-Disclosure and Emotional and Behavioral Engagement of STEM Undergraduate Research Scholars
Understanding the factors contributing to the persistence and retention of students in science, technology, engineering, and mathematics (STEM) is among the main issues of concern within STEM post-secondary education. The literature suggests that teacher self-disclosure and emotional and behavioral engagement play a significant positive role in the learning process across disciplines. Such factors may lead to improved academic achievements and re…
Norms and collaboration in hybrid making-spaces
Productive collaborative learning and the utilization of educational robots as a tool for developing conceptual understanding and promoting student engagement and interest levels are considered crucial components of our teaching and learning environments. This is becoming more prevalent with the rise of making spaces where collaboration is a key principle and expectation for learning from one another. In this paper, we utilized Cultural-Historica…
Elementary students’ shared understanding of angle during an educational robotics task
Introduction Prior research has documented students’ struggles in conceiving of angle and angle measurement, which may stem from textbook and curriculum representations of angles as static. In this study, we examined grade 3-5 students’ mathematical thinking of angle during an educational robotics task implemented within a making space learning environment in a school setting (i.e., hybrid making space). Methods Our analysis included 19 video rec…
It’s mathematics all the way down
We offer this synthesized framework as a tool to reveal mathematical activity in a non-formal making-space. In particular, we connect research at different grain sizes to illustrate and explain how mathematics plays a crucial, if often implicit, role in making activities. We begin by describing the Approximate Number System and the Ratio-Processing System, and explaining how those systems connect to both embodied cognition and Thompson’s (1994) c…
Parents’ epistemic supports during home-based engineering design tasks
Co-Construction of Iteration Through Failure Moments
“I learned a lot about me as a person”
Introduction The role of non-formal educational professionals has implications for the growth and development of the children they interact with. This group of professionals includes university students who volunteer their time in educational and youth-service organizations. Methods In this collective case study, we utilized Cultural-Historical Activity Theory to (a) understand how undergraduate and graduate students negotiated their development …
Co-Adapting a Reflective Video-Based Professional Development in Informal STEM Education
Traditional professional development for informal educators often relies on brief, lecture-based sessions that reinforce familiar teaching practices. In collaboration with 27 informal learning organizations across four years, we attended to the need for authentic, long-term professional development through the co-adaptation and co-refinement of a reflective video-based cycle. This focus on supporting informal educators to productively attend, int…
Museum Educators Perspective of Failure
Museums offer a unique role and safe space in shaping how youth view and react to experiences with failure. The purpose of this study was to add to the conversation around failure in out‐of‐school learning, particularly from the perspective of educators within museum settings that implement STEAM‐related making exhibits, workshops, and/or camps for youth. We analyzed approximately 9 h of video data from two sources: video recordings of virtual gr…
A Scoping Review of Racial Identity, Racial Socialization, and Africentric Worldview in the Context of Obesity in Black Adolescent Females
Identifying and shifting educators' failure pedagogical mindsets through reflective practices
BackgroundIn this paper, we add to the scant literature base on learning from failures with a particular focus on understanding educators' shifting mindset in making-centred learning environments.AimsThe aim of Study 1 was to explore educators' beliefs about failure for learning and instructional practices within their local making-centred learning environments. The aim of Study 2 was to examine how participation in a video-based professional dev…
Challenging the assumption that experience- and training-related factors improve accuracy of cervical cancer screening image interpretation
Visual inspection of the cervix with acetic acid (VIA), although recognized as inaccurate, remains widely used for cervical screening in low-resource settings. Training and image review by more experienced providers − such as the smartphone-enhanced VIA (SEVIA) in Tanzania − are assumed to improve VIA performance, but remain untested against a reference standard of disease. Between June and December 2023, 486 VIA providers in Tanzania completed a…
Cultivating mathematical thinking through home-based engineering tasks
While school mathematics is valuable, it often limits authentic problem-solving, adaptable thinking, and curiosity-driven exploration. In contrast, home environments offer opportunities to engage children in informal, everyday mathematics that connects to their cultural and lived experiences. The purpose of this study was to examine how seven families engaged in humanistic approaches to mathematics within home-based engineering tasks. We utilized…
Rethinking failure as a site for epistemic empathy for educators
Psychology (14 obras) · Computer Science (11 obras) · Pedagogy (11 obras) · Mathematics education (10 obras) · Engineering (6 obras) · Sociology (6 obras) · Mathematics Education and Teaching Techniques (5 obras) · Museums and Cultural Heritage (5 obras) · Artificial Intelligence (3 obras) · Engineering ethics (3 obras)