Overview

This two-volume set CCIS 2278-2279 constitutes the refereed proceedings of the 6th International Conference on Advances in Quantitative Ethnography, ICQE 2024, held in Philadelphia, PA, USA, during November 3-7, 2024. The 31 full papers and 10 short papers included in this book were carefully reviewed and selected from 82 submissions. They are organized in the following topical sections: Theory and Methods; Teaching and Learning; and Cultural Discourse.

Full Product Details

Author:   YJ Kim ,  Zachari Swiecki
Publisher:   Springer International Publishing AG
Imprint:   Springer International Publishing AG
Volume:   2279
ISBN:  

9783031763311

ISBN 10:   3031763319
Pages:   51
Publication Date:   07 December 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Forthcoming
Availability:   Not yet available  
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Table of Contents

.- Teaching and Learning. .- Different Times, Different Measures: Monitoring Shifting Self-Regulation Strategies for Language Learning in Higher Education Across Face-to-Face, Online and Hybrid Instruction. .- Investigating Learner Interest and Observation Patterns in a Minecraft Virtual Astronomy Environment. .- Quantitative Ethnography Reveals Behavioral Elements Associated with Problem-Solving in Wild Chimpanzee Tool-Use. .- “My Inquiry Question Is …”: How Novice Social Studies Educators in Mixed Video Groups Explore Their Teacher Role Identities. .- Enhancing Student Interest and Motivation through Cultural Integration in an Online Global Science, Technology, Engineering and Mathematics Community. .- Navigating Usability Challenges in Collaborative Learning with Augmented Reality. .- Understanding the Impact of Observer Effects on Student Affect. .- Ordered Network Analysis of Prompted Student Discourse in a Collaborative Learning Context. .- Impact of Text Structures on Student Language in High- and Low-Quality Summaries. .- Examining the contribution of adult mentor interactions in project-based adolescent peer group cohesion. .- Exploring Teacher Positioning through Curriculum Materials: A Quantitative Ethnographic Study Comparing Two Educational Systems. .- Como las mareas del océano: A Quantitative Ethnogra-phy of Caribbean Latino and Afro-Latino Identity and Education in El Norte de Philadelphia. .- Building a Theory of Teacher Knowledge with ENA. .- Strategies for Doctoral Students in Social Sciences and STEM Between China and U.S.. .-Examining Shifts in Elementary Teachers’ Collective Connection Making Between Perspectives When Scoping Ill-Structured Engineering Design Problems. .- The Influence of Different Measurement Approaches on Student Affect Transitions using Ordered Networks. .- Conceptualizing and Understanding Mathematics Teaching Identity in Early-Career Elementary Teachers. .- Model based Analysis to Explore the Patterns of Thinking in an Interactive Learning Environment for Problem-posing. .- How we Code Code: Leveraging GPT and Ordered Networks for Understanding Introductory Programming Education. .- Cultural Discourse. .- Detecting Differences in Community Conversations with Epistemic Network Analysis. .- Civil Discourse as a Depolarization Strategy: An Exploration of Gen Z Dialogue Using Epistemic Network Analysis and Reflexive Thematic Analysis. .- The Application of ENA to Political Discourse in Taiwan: A Case Study. .- Navigating Identity Tides: Perceived Threats and Coping Mechanisms among Bicultural Hong Kong Citizens .

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