Browsing by Author "Johnson, Marcus Lee"

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  • Characteristics of effective models for classroom demonstrations
    Johnson, Marcus Lee; Burns, Emma (Routledge, 2023-07-05)
    Use of peer models during classroom demonstrations can be an effective teaching practice to support student learning and self-efficacy. According to social cognitive theory, modeling is a form of vicarious experience: those experiences through which students are able to learn and acquire knowledge through observation. As a critical source of self-efficacy, vicarious experiences involving peer models are likely to support students’ efficacy. Although qualities of effective peer models have been identified, there has been less translational work that discusses the tensions between best practice and the practical considerations by educators in identifying, selecting, and using peer models for classroom demonstrations. The aim of this paper is to review the qualities of peer models research and discuss how effective peer models can be implemented in diverse classrooms. Here we pay particular attention to the perceived similarity of ability and identity between the model and student observers. This paper also outlines gaps in the research and identifies pathways for future research.
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    Underrepresented High Schoolers’ Interests, Engagement, and Experiences in an Information and Communications Technology Summer Workshop: A Three-Year Study
    Johnson, Marcus Lee; Said, Hazem; Hedges, Sarai; Gibbons, Scott; Meyer, Helen; Li, Chengcheng; Michael, Rebekah (Springer, 2021-04-11)
    In this paper we describe our investigation of underrepresented high school students’ interests, engagement, and experiences in design-based Information & Communications Technology (ICT) summer workshop activities; with the goal of identifying activities, aspects, and/or elements of the program that can be tailored or improved upon to attract, engage, educate, and retain high schoolers who have historically been underrepresented in ICT. Our primary research question is “which activities are most engaging for students typically underrepresented in ICT careers and programs,” and we additionally report on underrepresented students’ experiences and psychosocial changes across the summer workshops. A total of 139 high school students (of which 98 identified as being underrepresented female and/or racially minoritized students) participated in the ICT workshops hosted across three consecutive summers at a large, public, urban university in the Midwestern region of the United States. Employing a mixed methods design, our quantitative results and qualitative findings suggest that underrepresented students in our sample found the summer workshops’ group projects and hands-on courses to be the most engaging activities. Implications of our results/findings are further discussed.
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    Using Motivational Theories to Study Imposter Phenomenon Among Academics
    Taasoobshirazi, Gita; Hord, Amy; Vaughn, Ashley; Treadaway, Hailey; Johnson, Marcus Lee (2023-05-01)
    The present study analyzes Imposter Phenomenon (IP) through the lens of three different motivational frameworks. Expectancy Value Theory, Attribution Theory, and Self-Determination Theory were used to study IP among academics. With 72% of participants experiencing frequent or intense IP levels, IP was prevalent among those sampled. Females experienced higher IP than males, although race and first-generation status did not significantly impact IP levels. Post docs had higher IP scores than tenured faculty and full-time non-tenured faculty had higher IP scores than tenured faculty. Younger academics had higher IP scores. Analyses of the motivational frameworks showed significant differences by IP level.