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2012 - Eighth Annual Congress of Qualitative Inquiry Words: 75 words || 
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1. Alvarez- McHatton, Patricia. "Thinking about our Thinking about our Thinking: Marginalia and Found Poetry" Paper presented at the annual meeting of the Eighth Annual Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign, Urbana, Illinois, <Not Available>. 2019-12-07 <http://citation.allacademic.com/meta/p557150_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Reflection is an activity highly regarded in teacher preparation. Traditionally, students are required to respond to their reading through a written text that more often exemplifies the instructor’s perspective rather than the student’s own meaning making process. This presentation highlights the use of marginalia – conversations between the reader and the text – and found poems emerging from those conversations as a metacognitive strategy which engages students in “thinking about their thinking about their thinking.”

2015 - International Communication Association 65th Annual Conference Pages: unavailable || Words: 8051 words || 
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2. Shaw, Adrienne. and Chess, Shira. "4chan Thinks We Are Scientologists, YouTube Thinks We Are Creationists, and Twitter Thinks We Are Marxists: GamerGate, Anti-Intellectualism, and Antifeminism" Paper presented at the annual meeting of the International Communication Association 65th Annual Conference, Caribe Hilton, San Juan, Puerto Rico, May 20, 2015 Online <APPLICATION/PDF>. 2019-12-07 <http://citation.allacademic.com/meta/p983370_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: There is a tendency in popular and academic discussions of this GamerGate to treat it as something that is unique to games. By focusing on just the academic conspiracy theories of GamerGaters we are able to see how this movement embodies trends that are of particular concern to all scholars. Many of the GamerGate critiques of academia tap into broader anti-intellectual trends in U.S. culture. We also show that GamerGate discourse draws on a long history of connecting feminism to communism in the United States (Storrs, 2007). As feminist scholarship practice increasingly attempts to make academic work more widely accessible, it allows feminist work to be available for critique and harassment in a way other scholarship rarely is. At the same time, this also means that feminist scholarship is uniquely positioned to speak for itself when it is mischaracterized and to change minds even as it is attacked.

2012 - North American Chapter of the International Group for the Psychology of Mathematics Education Pages: unavailable || Words: 4196 words || 
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3. Callahan, Kadian. and Hillen, Amy. "Prospective Teachers’ Transition from Thinking Arithmetically to Thinking Algebraically About Even and Odd Numbers" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Radisson Hotel, Kalamazoo, MI, Nov 01, 2012 Online <PDF>. 2019-12-07 <http://citation.allacademic.com/meta/p571850_index.html>
Publication Type: Research Report
Review Method: Peer Reviewed
Abstract: We present findings from a study of prospective middle school teachers’ reasoning as they transitioned from thinking arithmetically to thinking algebraically about even and odd numbers. Analysis of whole-class discussions indicates that although teachers easily represented even and odd numbers using an algebraic generalization, they grappled to make sense of a given geometric model. As teachers worked to make sense of the geometric model, they transitioned back and forth among three ways of interpreting the model (two of which were incorrect; one of which was correct).

2015 - 15th Biennial Conference of the Society for Community Research and Action Words: 244 words || 
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4. Castell, Emily. "Articulating critical thinking: Undergraduate psychology program staff and student conceptualisations of critical thinking" Paper presented at the annual meeting of the 15th Biennial Conference of the Society for Community Research and Action, UMass Lowell Inn & Conference Center, Lowell, MA, Jun 25, 2015 <Not Available>. 2019-12-07 <http://citation.allacademic.com/meta/p1006289_index.html>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: The ability to exercise critical thinking is fundamental for domain-specific and life-long learning. Within the discipline of psychology, students are expected to employ critical thinking to evaluate claims, identify assumptions and, ultimately, practice as psychological scientists. Much of the research literature focuses on method-oriented application of critical thinking, neglecting exploration of critical thinking in process-oriented and reflexive learning environments. Students are expected to develop critical thinking abilities from one year level to the next, yet, there is often little practical understanding of what critical thinking is, and how to support the development of this ability. The aim of this research was to explore what critical thinking is in a practical sense, and how critical thinking can be supported in undergraduate psychology programs. Teaching staff and students in undergraduate psychology were engaged in semi-structured interviews to explore their understandings of critical thinking. Several key findings emerged from a causal layered analysis of the data. Some participants understood critical thinking as a skill, while others considered that it reflects a virtue or quality of the individual. Participants also spoke to the distinction between critical thinking as reflecting process, as opposed to outcome. The distinction between process and outcome was associated with tensions surrounding means for formal assessment of student’s critical thinking abilities. Findings from this research contribute to a discourse on critical thinking, reflexivity and process-oriented learning in undergraduate psychology programs, and hold implications for the ways critical thinking is conceptualised within teaching and learning practices.

2017 - Leading Learning for Change - AECT Words: 73 words || 
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5. Hemphill, Hoyet. and Hemphill, Leaunda. "Systems Thinking about Systems Thinking: STC Membership Survey" Paper presented at the annual meeting of the Leading Learning for Change - AECT, Hyatt Regency Jacksonville Riverfront, Jacksonville, Florida, Nov 07, 2017 <Not Available>. 2019-12-07 <http://citation.allacademic.com/meta/p1264012_index.html>
Publication Type: Concurrent Presentation
Review Method: Peer Reviewed
Abstract: Two years ago, the Systemic Change Division of AECT changed its name to Systems Thinking and Change. Since that time, STC has expanded its leadership, as well as its interaction with other divisions. STC feels it needs to reach out to our Division membership for suggestions and feedback on how it has fulfilled their needs and what future directions it should pursue. Results of the survey will be shared through a concurrent session.

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