Pedagogy and Practice
Asynchronous Session
Scaling Barriers: A Threshold Concepts Framework to Teaching and Learning in Statistics View Digital Media
Paper Presentation in a Themed Session Anisha Ananth
Concerns abound about the quality of learning in statistics, globally and in South Africa, where issues of disciplinary difficulty may be compounded by students’ unpreparedness, linked to poor schooling. While the discipline of statistics has been subject to teaching and learning reforms on a global scale, introductory statistics educators appear to continue to teach content in traditional ways, while consistently expressing concern about the outcomes. This study explores a qualitative understanding of how students learn in statistics, of the experiences and processes involved, and how learning may be supported in this context whilst adopting the theory of threshold concepts as a framework to yield insights beyond quantitative success factors. A tutorial programme was designed and informed by successful disciplinary pedagogy which conformed to a threshold concepts orientation. Interactive qualitative analysis was employed as the methodological frame. This aligns with the social constructivist orientation of the threshold concepts framework, which defines the essential features of threshold concepts from the learners’ perspective. The study reveals that effective learning is a strongly affective, transformative process, requiring reflection and the ability to apply disciplinary ideas to relatable real-world contexts. These findings are broadly consistent with the threshold concepts framework, highlighting that learning has strongly affective aspects entwined with the cognitive; that it might entail periods of stuckness and liminality; that particular concepts are likely to be both troublesome and — once mastered — transformative; and that disciplinary learning has implications for students’ worldview and identity.
Finding Sustainable Movie Screening Spaces for Student Films in Jakarta View Digital Media
Paper Presentation in a Themed Session Meilani Meilani, Adilla Amelia
The COVID-19 pandemic hits every factor of our lives, including entertainment. The face-to-face environment in the movie-going experience has become a high health risk due to the nature of watching movies in a dark, closed-spaced venue. Movie theatres in Indonesia were required to shut down by government regulations for nearly a year, affecting the distribution of movies, not only the production house but also student films. With the last stage of filmmaking disrupted, which is distribution, the only question remains: is there any option to distribute the film, especially student films? This study aims to examine and analyze a particular issue, the Exhibition stage for student films in Jakarta, Indonesia, using descriptive research to define and list requirements for creating screening space suited for student films. For this research, we use the observational method to collect data. The research finds four alternate screening spaces for student films to exhibit and watch movies in Jakarta: Non-Conventional Theatrical Exhibition and Non-Theatrical Screening Space.
Classroom Quality and Child Emotional Development in Early Head Start
Paper Presentation in a Themed Session Stephanie Kathan
Well-known within the United States, Early Head Start (EHS) is a multigenerational early childhood intervention program with multiple program types, including a home-visiting program and a classroom program. This program intends to assist families with pregnant people and children under three years old in a wide variety of different needs, including employment, education, and child development. Within the classroom intervention, some classrooms may be more effective at improving childhood socio-emotional development based on classroom-level factors, such as the parent-staff relationship quality, the physical classroom space, classroom structure, teacher sensitivity, and the facilitation of learning and development. The effectiveness of the classroom-style intervention regarding children’s socio-emotional development is examined using linear regression analysis with clustering at the child level and data released in October 2023 (ICPSR 28660). Independent variables include results on the Working Alliance Inventory and the Quality of Care for Infants and Toddlers, whereas the dependent variable includes the Brief Infant Toddler Social Emotional Assessment. By utilizing regression analysis, potential effects across time of children’s involvement within the classroom can be considered. Implications and policy considerations are discussed.
Who Belongs in Research on Belonging?: A Critical Synthesis of Literature on Belonging in International Schools View Digital Media
Paper Presentation in a Themed Session India Madisetti
Three decades of research have evidenced the integral role a sense of belonging plays in the psychosocial development of children in international schools abroad. However, the current state of the literature does not adequately reflect demographic and structural developments in the international school sector; rather, it remains overwhelmingly focused on those experiences of 'Third Culture Kids,' or students whose hybrid identities and transient lifestyles have led to the construction of an entirely new cultural identity. As globalisation leads to increased heterogeneity in school structures and experiences, it is necessary to acknowledge that 'belonging' is a far more multifaceted area of inquiry when considering the diversity of student identities these schools cater for. Using a postmodern critical methodological framework to synthesise literature from 1995-2024, this project draws attention to the gaps in our understanding of research on belonging in international schools. In considering whose voices are heard or silenced, the characteristics of international schools as research sites, and the extent to which host culture is explored as a factor in experiences of belonging, new avenues of research are illuminated for further exploration. Future scholarly works addressing the identified gaps in literature hold significant potential for providing evidence-based frameworks for developing inclusive school climate interventions which reflect the needs and experiences of an ever-diversifying international school student body.
