Browsing by Author "Arora, Akaash"

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    Building A Culturally-Responsive and Future-Looking STEM Video Game
    (2022) Price, Jeremy F.; Fox, Alexandria; Russo, Kelly; Murray, Ryan; Knoors, AJ; Bulanov, Maxim; Smith, Je'Nobia; Arora, Akaash
    Taking tests “well” is not an essential skill in “real life,” but for the current moment is the primary way students, educators, and schools are evaluated on their knowledge and skills. As a tool of white supremacy and coloniality, tests are incorrectly treated as proxies for general worth and future successes in learning and careers. The neoliberal logics that underpin the testing infrastructures ensure that those who demonstrate achievement are able to engage in deep and authentic learning while those who do not are relegated to ongoing “drill-and-kill” experiences (Au, 2016; Behrent, 2016). Understanding the genre of testing (Hornof, 2008; Poe, 2008) in order to “beat it at its own game,” so to speak, is one way of exposing the “codes of power” (Delpit, 1988) that are denied to and hidden from many urban Black, Brown, and poor students. Understanding the underlying rules and structures is a prime opportunity for a science fiction-themed game, even for elementary students. To help students recognize these rules and to expose the codes of power, we are constructing a game to help urban students in grades 3-5 succeed on standardized math test, particularly the Indiana statewide iLearn exam. This living, changing, evolving working paper provides a place from which to start on this game, drawn from hours of dialogue and research. Inherent within this approach is holding multiple true ideas which may contradict each other in tension.
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    The Five Senses of STEM Learning
    (2022) Price, Jeremy F.; Santamaría Graff, Cristina; Waechter-Versaw, Amy; Moreland, Brooke; Magee, Paula; Hall, Ted; Willey, Craig; Bulanov, Maxim; Knoors, Anneleen Johanna; Fleming, Da'Meisha; Fox, Alexandria; Murray, Ryan; Russo, Kelly; Arora, Akaash; Franklin, Jeffery
    The Five Senses of STEM Learning is a framework and approach to teaching, learning, curriculum, and pedagogy deeply grounded in Culturally Relevant Pedagogy (Ladson-Billings, 1995, 2016) and Universal Design for Learning (Meyer et al., 2013; Rose & Meyer, 2002) while also incorporating a range of ideas and concepts that are specific to STEM learning and strengthen the connections to the particular contexts of the science, technology, engineering, or mathematics learning environment.
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    Mapping the Contours of the Research on Learning to Teach with Technology: Clusters, Categories, and Missing Trajectories
    (2023) Price, Jeremy F.; Manlove, Joshua; Morgan, Zachary; Arora, Akaash; Hall, Ted
    This review of the literature examines research reports on learning to teach with technology between 2013 and 2019 to illuminate the characteristics of the field at multiple levels of granularity and to call attention to what is missing. We ask the question: What does the overarching paradigm of the field of research on learning to teach with technology look like? Using a mixed paradigmatic and data science-based analysis that involved qualitatively coding the methodologies, purposes, and approaches in the manuscripts and applying a hierarchical clustering of principal components algorithm, five clusters emerged on a two-dimensional axis that centered on exploring the teacher pipeline versus social and individual experiences on one axis and behaviors and practices versus attitudes and beliefs on the other. The field was found to be tightly centralized, and clusters overlapped and intersected with methods and outcomes bundled together in a milieu buffeted by neoliberal logics and a sense of techno-utopianism to largely support default theories around technology as a “fix” and as an end in itself to build the teacher workforce. This review finds several critical areas underrepresented, such as time- and context-bound ethnographic studies, approaches that center on anti-oppressive critical media literacy, understanding the ways technology can bridge the classroom with families and communities, and learning to teach with technology for equity and inclusion to support the sustainability and development of identities, communities, and a more democratic society.
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    School Corporation Opportunity Score (SCOscore)
    (2023) Price, Jeremy F.; Arora, Akaash; Bulanov, Maxim; Knoors, A.J.
    The School Corporation Opportunity Score (SCOscore) is a measure of potentiality for learners in a school community. It is a composite score that combines multiple factors, particularly structural factors such as race and SES, as well as performance factors such as test scores and graduation pathway completion rates, to provide a more holistic view of school corporations.
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    SMART Goals Tool Guide
    (2024) Bulanov, Maxim; Fox, Alexandria; Kirby, Gabrielle; Knoors, A.J.; Arora, Akaash; Price, Jeremy F.
    SMART goals are more than tools; they guide students in breaking aspirations into manageable steps for personal and academic growth. By teaching SMART goal setting, we empower students with life-long skills that extend beyond the classroom, fostering their journey towards achievement. The SMART Goals tool provides a comprehensive platform for students to create, monitor, and celebrate their SMART Goals. Whether they are pursuing academic excellence, personal growth, or a combination of both, the tool offers a structured and supportive framework. As students embrace the tool, they embark on a journey of empowerment, resilience, and coolness that transcends the walls of the classroom.
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    Word Problem Solving Strategies (Grades 3–6)
    (2023) Murray, Ryan; Arora, Akaash; Bulanov, Maxim; Smith, Je' Nobia; Fox, Alexandria; Russo, Kelly; Knoors, A. J.; Fleming, Da'Meisha; Price, Jeremy F.
    In this material, we will explore four key word problem solving strategies specifically tailored for students in grades 3-6: reading multiple times, visualizing the words rounding and estimating, and error analysis. These strategies are designed to enhance students' problem-solving abilities, critical thinking skills, and overall performance on solving word problems.