Measuring Equity-Promoting Behaviors in Digital Teaching Simulations: A Topic Modeling Approach
Diversity, equity, and inclusion (DEI) issues are urgent in education. We developed and evaluated a massive open online course ( N = 963) with embedded equity simulations that attempted to equip educators with equity teaching practices. Applying a structural topic model (STM)-a type of natural langu...
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SAGE Publishing,
2021-09-01T00:00:00Z.
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| 001 | doaj_a6374df23a074c20a1033e35bf7c8617 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Joshua Littenberg-Tobias |e author |
| 700 | 1 | 0 | |a Elizabeth Borneman |e author |
| 700 | 1 | 0 | |a Justin Reich |e author |
| 245 | 0 | 0 | |a Measuring Equity-Promoting Behaviors in Digital Teaching Simulations: A Topic Modeling Approach |
| 260 | |b SAGE Publishing, |c 2021-09-01T00:00:00Z. | ||
| 500 | |a 2332-8584 | ||
| 500 | |a 10.1177/23328584211045685 | ||
| 520 | |a Diversity, equity, and inclusion (DEI) issues are urgent in education. We developed and evaluated a massive open online course ( N = 963) with embedded equity simulations that attempted to equip educators with equity teaching practices. Applying a structural topic model (STM)-a type of natural language processing (NLP)-we examined how participants with different equity attitudes responded in simulations. Over a sequence of four simulations, the simulation behavior of participants with less equitable beliefs converged to be more similar with the simulated behavior of participants with more equitable beliefs ( ES [effect size] = 1.08 SD ). This finding was corroborated by overall changes in equity mindsets ( ES = 0.88 SD ) and changed in self-reported equity-promoting practices ( ES = 0.32 SD ). Digital simulations when combined with NLP offer a compelling approach to both teaching about DEI topics and formatively assessing learner behavior in large-scale learning environments. | ||
| 546 | |a EN | ||
| 690 | |a Education | ||
| 690 | |a L | ||
| 655 | 7 | |a article |2 local | |
| 786 | 0 | |n AERA Open, Vol 7 (2021) | |
| 787 | 0 | |n https://doi.org/10.1177/23328584211045685 | |
| 787 | 0 | |n https://doaj.org/toc/2332-8584 | |
| 856 | 4 | 1 | |u https://doaj.org/article/a6374df23a074c20a1033e35bf7c8617 |z Connect to this object online. |