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  1.  82
    Investigating social studies teachers’ implementation of an immersive history curricular unit as a cybernetic Zone of Proximal Development.Shantanu Tilak, Michael Glassman, Monica Lu, Ziye Wen, Logan Pelfrey, Irina Kuznetcova, Tzu-Jung Lin, Eric Anderman, Adriana Martinez-Calvit, Kimiko Ching & Manisha Nagpal - 2023 - Cogent Education 10:2171183.
    This qualitative study presents 27 students’ insights about four teachers’ implementation of an immersive Native American history curricular unit designed to equip students with digital skills to critically navigate complex, polarizing social issues. The Digital Civic Learning (DCL) curriculum used Google Suite and Google Classroom or Schoology to provide collaborative slides supporting immersive 2D-graphics, children’s books/resources, immersive activities/artefact-creation, and multimodal tools (e.g., discussion posts, Flipgrid video-essays). Teachers regulated student thinking/behavior towards cohesive outcomes, and encouraged open-ended exploration, operationalizing the design framework (...)
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  2.  80
    Triple Alignment: Congruency of Perceived Preschool Classroom Social Networks Among Teachers, Children, and Researchers.Jing Chen, Tzu-Jung Lin, Hui Jiang, Laura M. Justice, Kelly M. Purtell & Jessica A. R. Logan - 2020 - Frontiers in Psychology 11.
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  3.  65
    Children’s Moral Reasoning: Influence of Culture and Collaborative Discussion.Xin Zhang, Yuan Li, Kim Nguyen-Jahiel, Tzu-Jung Lin, Brian Miller, Richard C. Anderson & Ting Dong - 2013 - Journal of Cognition and Culture 13 (5):503-522.
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  4.  31
    Influences of Teacher–Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences During Early School Years.Jing Chen, Hui Jiang, Laura M. Justice, Tzu-Jung Lin, Kelly M. Purtell & Arya Ansari - 2020 - Frontiers in Psychology 11:586991.
    Interactions with teachers and peers are critical for children’s social, behavioral, and academic development in the classroom context. However, these two types of interpersonal interactions in the classroom are usually pursued via separate lines of inquiries. The current study bridges these two areas of research to examine the way in which teachers influence child-perceived peer social support and peer victimization for 2,678 children within 183 classrooms in preschool through grade three. Two levels of teacher influence are considered, namely teacher-child closeness (...)
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  5.  6
    Cultivating Civic Competencies Through Immersive Inquiry: A Digital-age Approach to Fourth Grader’s Disciplinary Thinking and Argumentation.Haeun Park, Kevin Fulton, Adriana I. Martinez Calvit, Ziye Wen, Yue Sheng, Saetbyul Kim, Tzu-Jung Lin, Michael Glassman & Eric M. Anderman - forthcoming - Journal of Social Studies Research.
    This mixed-methods study examined Grade 4 students’ growth in two types of civic competencies—argumentation skills and disciplinary thinking, and how civic competencies interweave and co-develop over an academic year in the context of an interdisciplinary social studies curriculum called Digital Civic Learning (DCL). A total of 106 fourth-grade students (38.7% girls) and 6 social studies teachers participated in the study. Quantitative evidence indicates that students in the DCL curriculum significantly improved in their argumentation skills (argument-counterargument integration, claim-evidence integration) and disciplinary (...)
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  6.  5
    Spaces of rebellion: the use of multi-user virtual environments in the development of learner epistemic identity.Michael Glassman, Irina Kuznetcova, Tzu-Jung Lin, Shantanu Tilak, Qiannan Wang & Amanda Walling - 2020 - Journal of Experimental Education 89 (3):490-507.
    This paper discusses the role of Multi-User Virtual Environments (MUVEs) in the development of epistemic learner identity. MUVEs might help educators create the types of tasks and intellectual open spaces helping students with learner identity development in the information age. MUVEs can create new possibilities for dissemination and sharing of critical information (e.g. nonhierarchical, non-linear), opening up spaces of (safe) rebellion against top-down, teacher directed educational processes, helping students become more autonomous thinkers, ready to question information, and search for multiple (...)
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  7.  70
    Teacher Scaffolding of Social and Intellectual Collaboration in Small Groups: A Comparative Case Study.Elizabeth Kraatz, Manisha Nagpal, Tzu-Jung Lin, Ming-Yi Hsieh, Seung Yon Ha, Saetbyul Kim & Sangin Shin - 2020 - Frontiers in Psychology 11.
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  8.  27
    Associations Between Children’s Media Use and Language and Literacy Skills.Rebecca A. Dore, Jessica Logan, Tzu-Jung Lin, Kelly M. Purtell & Laura M. Justice - 2020 - Frontiers in Psychology 11.
    Media use is a pervasive aspect of children’s home experiences but is often not considered in studies of the home learning environment. Media use could be detrimental to children’s language and literacy skills because it may displace other literacy-enhancing activities like shared reading and decrease the quantity and quality of caregiver-child interaction. Thus, the current study asked whether media use is associated with gains in children’s language and literacy skills both at a single time point and across a school year (...)
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  9.  28
    Characteristics of Children’s Media Use and Gains in Language and Literacy Skills.Rebecca A. Dore, Jessica Logan, Tzu-Jung Lin, Kelly M. Purtell & Laura Justice - 2020 - Frontiers in Psychology 11.
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  10.  38
    Peer Exclusion: a Social Convention or Moral Decision? Cross-Cultural Insights into Students’ Social Reasoning.Seung Yon Ha, Tzu-Jung Lin, Wei-Ting Li, Elizabeth Kraatz, Ying-Ju Chiu, Yu-Ru Hong, Chin-Chung Tsai & Michael Glassman - 2020 - Journal of Cognition and Culture 20 (1-2):127-154.
    In this study, we examined the role of culture on early adolescents’ social reasoning about peer exclusion. A total of 80 U.S. and 149 Taiwanese early adolescents independently completed a social reasoning essay about peer exclusion. Analyses of the essays based on social-moral theories showed that U.S. students tended to reason about peer exclusion based on social conventional thinking whereas Taiwanese students were more attentive to personal and moral issues. Despite this difference, both groups of students referred to some common (...)
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  11.  18
    Influence of Teachers’ Grouping Strategies on Children’s Peer Social Experiences in Early Elementary Classrooms.Saetbyul Kim, Tzu-Jung Lin, Jing Chen, Jessica Logan, Kelly M. Purtell & Laura M. Justice - 2020 - Frontiers in Psychology 11.
    Most children experience some form of grouping in the classroom every day. Understanding how teachers make grouping decisions and their impacts on children’s social development can shed light on effective teacher practices for promoting positive social dynamics in the classroom. This study examined the influence of teachers’ grouping strategies on changes in young children’s social experiences with peers across an academic year. A total of 1,463 children and 79 teachers from kindergarten to third-grade classrooms participated in this study. Teachers rated (...)
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  12. Using a mobile Virtual Reality and computer game to improve visuospatial self-efficacy in middle school students.Irina Kuznetcova, Michael Glassman, Shantanu Tilak, Ziye Wen, Marvin Evans, Logan Pelfrey & Tzu-Jung Lin - 2022 - Computers and Education 192.
    Visuospatial (VS) skills, or one’s ability to mentally manipulate spatial information about objects, are critical to STEM enrollment, retention, and achievement. Low level of VS skills may deter some people from joining the STEM workforce or complicate their learning experience. While there is plenty of evidence suggesting that VS skills can be improved through training, few accessible training programs exist as of now, particularly for younger students. The current study proposes a new direction of VS training focusing on the development (...)
     
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