Vesal Dini
Biographic Data
| ID | 9512489 |
|---|---|
| NAME | Vesal Dini |
| GIVEN NAMES | Vesal |
| FAMILY NAME | Dini |
| SIGNATURE | DINI V |
| AFFILIATIONS | Department of Physics and Astronomy Tufts University Medford Massachusetts USA |
| ORCID | 0000-0003-0639-9238 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Why Do They Do What They Do? A Model That Describes and Connects the Drivers of Learning Assistant Facilitation Practices
Learning assistants (LAs) help implement evidence‐based teaching in undergraduate active‐learning courses and support student learning through their facilitation. Here, we present a drivers‐of‐LA‐action model with empirical evidence that connects across the macro level of LA‐supported course design and the micro level of LA‐student interactions to understand how course activity system design drives LA goals, actions, and student in‐the‐moment lea…
Making in‐the‐moment learning visible
Small group interactions and interactions with near‐peer instructors such as learning assistants serve as fertile opportunities for student learning in undergraduate active learning classrooms. To understand what students take away from these interactions, we need to understand how and what they learn during the moment of their interaction. This study builds on practical epistemology analysis to develop a framework to study this in‐the‐moment lea…
“Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching
While research shows that responsive teaching fosters students' disciplinary learning and equitable opportunities for participation, there is yet much to know about how teachers come to be responsive to their students' experiences in the science classroom. In this work, we set out to examine whether and how engaging teachers as learners in doing science may support responsive instructional practices. We draw on data from a year‐long blended‐onlin…
Characterizing the formative assessment enactment of experienced science teachers
Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers. We developed a coding scheme through a validation‐in‐use approach to characterize teachers' practices using three streams of data that included tea…
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Characterizing the formative assessment enactment of experienced science teachers
Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers. We developed a coding scheme through a validation‐in‐use approach to characterize teachers' practices using three streams of data that included tea…
“Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching
While research shows that responsive teaching fosters students' disciplinary learning and equitable opportunities for participation, there is yet much to know about how teachers come to be responsive to their students' experiences in the science classroom. In this work, we set out to examine whether and how engaging teachers as learners in doing science may support responsive instructional practices. We draw on data from a year‐long blended‐onlin…
Making in‐the‐moment learning visible
Small group interactions and interactions with near‐peer instructors such as learning assistants serve as fertile opportunities for student learning in undergraduate active learning classrooms. To understand what students take away from these interactions, we need to understand how and what they learn during the moment of their interaction. This study builds on practical epistemology analysis to develop a framework to study this in‐the‐moment lea…
Why Do They Do What They Do? A Model That Describes and Connects the Drivers of Learning Assistant Facilitation Practices
Learning assistants (LAs) help implement evidence‐based teaching in undergraduate active‐learning courses and support student learning through their facilitation. Here, we present a drivers‐of‐LA‐action model with empirical evidence that connects across the macro level of LA‐supported course design and the micro level of LA‐student interactions to understand how course activity system design drives LA goals, actions, and student in‐the‐moment lea…
Science education (4 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics education (3 works) · Psychology (3 works) · Educational Strategies and Epistemologies (2 works) · Pedagogy (2 works) · Sociology (2 works) · Artificial Intelligence (1 works) · Artificial Intelligence (1 works) · Coaching (1 works)