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FINAL REPORT: CONCEPTUALIZING ETHICS, AUTHENTICITY, AND EFFICACY OF SIMULATIONS IN TEACHER EDUCATION.

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Title: FINAL REPORT: CONCEPTUALIZING ETHICS, AUTHENTICITY, AND EFFICACY OF SIMULATIONS IN TEACHER EDUCATION.
Authors: Lee, Carrie Wilkerson1 leecarr16@ecu.edu, Bondurant, Liza2 lb2206@msstate.edu, Sapkota, Bima3 bima.sapkota@utrgv.edu, Howell, Heather4 hhowell@ets.org, Yvonne Lai5 yvonnexlai@unl.edu
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 2023, p602-607. 6p.
Subject Terms: *Educational psychology, *Mathematics education, *Student engagement, *Student teachers, *Teacher education
Abstract: This working group was a continuation of working groups in 2019 and 2021 that initially aimed to focus on equity in simulations of practice in mathematics teacher education. We began by discussing our conceptualizations of simulations and equity. Next, we reflected on the lack of work that currently exists at the intersection of simulations and equity as well as our limited collective expertise in this space. We proposed the following areas of potential research: Access, Design, Affective Domains, Teaching Practices, Assessment, Critical Conversations. Attendees self-selected into focus groups and met to discuss their current work and how future work could focus more on equity and access. At the conclusion of our time together we developed a plan for achieving our key goal of disseminating a book that documents the landscape of the field. [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Conference
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  Data: FINAL REPORT: CONCEPTUALIZING ETHICS, AUTHENTICITY, AND EFFICACY OF SIMULATIONS IN TEACHER EDUCATION.
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  Data: *<searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink>
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  Data: This working group was a continuation of working groups in 2019 and 2021 that initially aimed to focus on equity in simulations of practice in mathematics teacher education. We began by discussing our conceptualizations of simulations and equity. Next, we reflected on the lack of work that currently exists at the intersection of simulations and equity as well as our limited collective expertise in this space. We proposed the following areas of potential research: Access, Design, Affective Domains, Teaching Practices, Assessment, Critical Conversations. Attendees self-selected into focus groups and met to discuss their current work and how future work could focus more on equity and access. At the conclusion of our time together we developed a plan for achieving our key goal of disseminating a book that documents the landscape of the field. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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        PageCount: 6
        StartPage: 602
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      – SubjectFull: Mathematics education
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      – SubjectFull: Student engagement
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              M: 07
              Text: 2023
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