Department of Educational Psychology Plan B Papers

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    Talking in Code: Code Review as a Form of Communication
    (2023) Lisinker, Regina
    As coding and computation increasingly permeate statistics and data science courses, it is important for students to not only learn coding syntax, but also how to communicate their work. The process of code review enhances team communication by implementing a consistent feedback loop between coder and reviewer(s). While code review is commonplace in industry, it is not often implemented in data science classrooms. For this study, teams of undergraduate data science majors partnered with local community organizations to work on a data-focused problem. Students were given code review resources to utilize during the latter half of their projects. Data was collected through surveying students and interviewing their faculty advisors after project completion. This thesis presents results from these data to inform how students utilized the materials, their code review processes, and how they communicate via code review.
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    Sense of Belonging Scale Development and Viability
    (2021-12) Do, Tai T
    A sense of belonging measure was developed using items from a large survey administered to students in 5th, 8th, 9th, and 11th grade in Minnesota. Validity evidence, via regression analyses, was obtained that supported the interpretation and use of the measure in an adolescent-student sample. Regression results showed that Students of Color, compared to White students, experienced lower levels of sense of belonging. Sense of belonging also appears to be associated with academic engagement and disengagement variables, however, the effects were more prominent for White students than for Students of Color.
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    The Role of School Connectedness in the Adolescent Transition to Middle School
    (2020-08) Karl, Stacy R.
    The transition to middle school presents many educational changes for students during the time of adolescent development, with potential long-term effects if not navigated successfully. The first objective of this study was to examine the association of school connectedness with academic achievement (measured by grade point average), gender, ethnic congruency, family support, and other individual and school-level characteristics. This study focused on differences in school connectedness and academic achievement of students in grade 6 from different school settings (i.e., primary or middle school). The second objective of this study was to compare results for three different categorizations of primary and middle schools. Data from two survey administration years (2007 and 2010) of the Minnesota Student Survey was used to evaluate the school connectedness of students in grade 6 (N = 72,277) from 396 schools. Hierarchical linear modeling results highlight the impact of protective factors on school connectedness (i.e., family support) and academic achievement (i.e., family support and school connectedness) as well as significant differences in school connectedness for students who transitioned to middle school. Results were also robust to school-type categorization differences, resulting in fairly similar results across models and school-type definition.