Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/138
Title: How Do We Assess Equity in Programming Pairs?
Authors: Deitrick, Elise
Shapiro, R. Benjamin
Gravel, Brian
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Deitrick, E., Shapiro, R. B., & Gravel, B. (2016). How Do We Assess Equity in Programming Pairs? In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.
Abstract: We comparatively apply methods for assessing equity to find ways that allow us to better interrogate, describe, and understand the construct’s complexities. To do so, we replicate prior work assessing equity in programming pairs (Lewis & Shah, 2015; Shah, Lewis, & Caires, 2014) by creating distributions of coded (1) computer use, (2) turns of talk, and (3) questions and commands; furthermore we build upon their application by (4) examining students’ embodied interaction and social positioning. Using these four methods to analyze the discourse of a pair of students programming, we identified numerous examples of positioning shifts, and see how inequities could potentially emerge through discursive mechanisms. We then reflect on what each of these four different methods foreground, their strengths and shortcomings, including their sensitivity to time-scope and pedagogy, and triangulate the quantified and qualitative results.
URI: https://repository.isls.org/handle/1/138
https://dx.doi.org/10.22318/icls2016.49
Appears in Collections:ICSL 2016

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