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The Science Student Electronic Exit Ticket (SEET) System: Visualizations to Help Teachers Notice and Reflect on Classroom Inequalities

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Title: The Science Student Electronic Exit Ticket (SEET) System: Visualizations to Help Teachers Notice and Reflect on Classroom Inequalities
Language: English
Authors: Ali Raza (ORCID 0000-0002-2438-6054), Tamara Sumner (ORCID 0000-0002-8785-3238), William R. Penuel (ORCID 0000-0001-7096-6669)
Source: Journal of Learning Analytics. 2024 11(1):87-101.
Availability: Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
Peer Reviewed: Y
Page Count: 15
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: 1920249
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Science Teachers, Middle School Teachers, Student Diversity, Student Experience, Equal Education, Classroom Environment, Teacher Behavior, Observation, Attention
ISSN: 1929-7750
Abstract: This study examined the ways in which an equity analytics tool -- the SEET system -- supported middle school science teachers' reflections on the experiences of diverse students in their classrooms. The tool provides teachers with "equity visualizations" -- disaggregated classroom data by gender and race/ethnicity -- designed to support teachers to notice and reflect on inequitable patterns in student participation in classroom knowledge-building activities, as well as "whole class visualizations" that enable teachers to look at participation patterns. The visualizations were based on survey data collected from students reflecting on the day's lessons, responding to questions aligned with three theoretical constructs indicative of equitable participation in science classrooms: coherence, relevance, and contribution. The study involved 42 teachers, divided into two cohorts, participating in a two-month professional learning series. Diary studies and semi-structured interviews were used to probe teachers' perceptions of the visualizations' usability, usefulness, and utility for supporting their reflections on student experiences and instructional practices. A key result is that only the "equity visualizations" prompted teacher reflections on diverse student experiences. However, despite the support equity visualizations provided for this core task, the teachers consistently ranked the whole class visualizations as more usable and useful.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1423322
Database: ERIC
FullText Text:
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  Data: The Science Student Electronic Exit Ticket (SEET) System: Visualizations to Help Teachers Notice and Reflect on Classroom Inequalities
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  Data: <searchLink fieldCode="AR" term="%22Ali+Raza%22">Ali Raza</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2438-6054">0000-0002-2438-6054</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tamara+Sumner%22">Tamara Sumner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8785-3238">0000-0002-8785-3238</externalLink>)<br /><searchLink fieldCode="AR" term="%22William+R%2E+Penuel%22">William R. Penuel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7096-6669">0000-0001-7096-6669</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Learning+Analytics%22"><i>Journal of Learning Analytics</i></searchLink>. 2024 11(1):87-101.
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  Data: Society for Learning Analytics Research. 121 Pointe Marsan, Beaumont, AB T4X 0A2, Canada. Tel: +61-429-920-838; e-mail: info@solaresearch.org; Web site: https://learning-analytics.info/index.php/JLA/index
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  Data: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
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  Data: <searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink>
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  Data: 1929-7750
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  Data: This study examined the ways in which an equity analytics tool -- the SEET system -- supported middle school science teachers' reflections on the experiences of diverse students in their classrooms. The tool provides teachers with "equity visualizations" -- disaggregated classroom data by gender and race/ethnicity -- designed to support teachers to notice and reflect on inequitable patterns in student participation in classroom knowledge-building activities, as well as "whole class visualizations" that enable teachers to look at participation patterns. The visualizations were based on survey data collected from students reflecting on the day's lessons, responding to questions aligned with three theoretical constructs indicative of equitable participation in science classrooms: coherence, relevance, and contribution. The study involved 42 teachers, divided into two cohorts, participating in a two-month professional learning series. Diary studies and semi-structured interviews were used to probe teachers' perceptions of the visualizations' usability, usefulness, and utility for supporting their reflections on student experiences and instructional practices. A key result is that only the "equity visualizations" prompted teacher reflections on diverse student experiences. However, despite the support equity visualizations provided for this core task, the teachers consistently ranked the whole class visualizations as more usable and useful.
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  Data: 2024
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      – Text: English
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      Pagination:
        PageCount: 15
        StartPage: 87
    Subjects:
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Classroom Environment
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      – SubjectFull: Teacher Behavior
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      – SubjectFull: Observation
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      – SubjectFull: Attention
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      – TitleFull: The Science Student Electronic Exit Ticket (SEET) System: Visualizations to Help Teachers Notice and Reflect on Classroom Inequalities
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