An Exploration of Computational Text Analysis of Co-Design Discourse in a Research-Practice Partnership
2023 American Educational Research Association’s Annual Meeting (AERA 2023)
NSF, Division of Research on Learning in Formal and Informal Settings (DRL) 2031382 and 2031404
Collaborative Research: Supporting Rural Paraprofessional Educators and their Students with Computer Science Professional Learning and Expansively Framed Curriculum
National Science Foundation, Division of Research on Learning in Formal and Informal Settings (DRL)
In combination with contextualized human interpretation, computational text analysis offers a quantitative approach to interrogating the nature of participation and social positioning in discourse. Using meeting transcript data from the development of a co-design research-practice partnership, we examine the roles and forms of participation that contribute to an effective collaboration between a multileveled school system and researcher partners. We apply computational methods to explore the language of co-design and multi-stakeholder perspectives in support of educational improvement science efforts and our theoretical understanding of partnership roles. Results indicate participation patterns align with documented roles in co- design partnerships and highlight the space dedicated to process reflection, context sharing, and logistical coordination.
Tan, M., & Lee, V. R. (2023). An Exploration of Computational Text Analysis of Co-Design Discourse in a Research-Practice Partnership. Paper presented at the 2023 Annual Meeting of the American Educational Research Association, Chicago, IL.
This work was supported by National Science Foundation Grant no. 2031382 and 2031404. Opinions, findings, or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the funding agency. We thank the participating teachers and students.