Empowering Teacher Learning with AI: Automated Evaluation of Teacher Attention to Student Ideas during Argumentation-focused Discussion-Reference-Cited by-同舟云学术

Empowering Teacher Learning with AI: Automated Evaluation of Teacher Attention to Student Ideas during Argumentation-focused Discussion

Published:2023-03-13 Issue: Volume: Page:
ISSN:
Container-title:LAK23: 13th International Learning Analytics and Knowledge Conference
language:
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Author:

Nazaretsky Tanya¹^ORCID,Mikeska Jamie N.²^ORCID,Beigman Klebanov Beata²^ORCID

Affiliation:

1. Weizmann Institute of Science, Israel

2. Educational Testing Service, United States

Funder

National Science Foundation

Publisher

ACM

Link

https://dl.acm.org/doi/pdf/10.1145/3576050.3576067

Reference52 articles.

1. Sterling Alic , Dorottya Demszky , Zid Mancenido , Jing Liu , Heather Hill , and Dan Jurafsky . 2022 . Computationally Identifying Funneling and Focusing Questions in Classroom Discourse. In 17th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2022). 224–233. Sterling Alic, Dorottya Demszky, Zid Mancenido, Jing Liu, Heather Hill, and Dan Jurafsky. 2022. Computationally Identifying Funneling and Focusing Questions in Classroom Discourse. In 17th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2022). 224–233.

2. The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation

3. Tools for Teacher Noticing: Helping Preservice Teachers Notice and Analyze Student Thinking and Scientific Practice Use

4. Preservice Teachers’ Noticing of Instances for Revision during Rehearsals: A Comparison across Three University Contexts

5. Framing for scientific argumentation

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