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All Outputs (38)

Scenes of entanglement: Towards a posthuman understanding of the transglobal noise music scene (2024)
Journal Article
Woods, P. J., & Ortega, Y. (2024). Scenes of entanglement: Towards a posthuman understanding of the transglobal noise music scene. DIY, Alternative Cultures & Society, https://doi.org/10.1177/27538702241305690

Drawing on the growing interest in affective and relational approaches to scene studies, we use this paper to explore a reimagining of DIY music scenes, and the transglobal noise music scene in particular, through a posthuman lens. This retheorizatio... Read More about Scenes of entanglement: Towards a posthuman understanding of the transglobal noise music scene.

Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts (2024)
Journal Article
Woods, P. J., Anderson, E., & Hira, A. (in press). Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts. Journal of Educational Change, https://doi.org/10.1007/s10833-024-09522-z

While scholars and public figures have positioned the COVID-19 pandemic as an opportunity for school reform, the response to this potential for change by teachers remains underexplored. In turn, we attend to the following research question: how do te... Read More about Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts.

Bearing Witness to Violence Through Noise: A Critical Exploration of Runzelstirn & Gurgelstøck’s Affective Curriculum (2024)
Journal Article
Woods, P. (2024). Bearing Witness to Violence Through Noise: A Critical Exploration of Runzelstirn & Gurgelstøck’s Affective Curriculum. Journal of Curriculum Theorizing, 39(1b),

This paper explores the nature of earwitnessing, or the act of bearing witness through sound, via noise. Employing Thompson’s (2017) definition of the term, I argue that noise holds the pedagogical potential to address critiques of bearing witness an... Read More about Bearing Witness to Violence Through Noise: A Critical Exploration of Runzelstirn & Gurgelstøck’s Affective Curriculum.

What has persisted and what has not: A longitudinal study of changes in teachers’ experiences of Project-Based Teaching and Learning through the COVID-19 Pandemic (2024)
Journal Article
Hira, A., Anderson, E., & Woods, P. (in press). What has persisted and what has not: A longitudinal study of changes in teachers’ experiences of Project-Based Teaching and Learning through the COVID-19 Pandemic. International Journal of Engineering Education,

In this qualitative interview-based longitudinal study, we follow and share experiences of teachers from four different high schools in the United States that represent different institutional contexts (Urban, Suburban, Rural, Public and Charter) aro... Read More about What has persisted and what has not: A longitudinal study of changes in teachers’ experiences of Project-Based Teaching and Learning through the COVID-19 Pandemic.

Learning about Data, Algorithms, and Algorithmic Justice on TikTok in Personally Meaningful Ways (2024)
Presentation / Conference Contribution
Morales-Navarro, L., Kafai, Y. B., Nguyen, H., DesPortes, K., Vacca, R., Matuk, C., Silander, M., Amato, A., Woods, P., Castro, F., Shaw, M., Akgun, S., Greenhow, C., & Garcia, A. (2024, June). Learning about Data, Algorithms, and Algorithmic Justice on TikTok in Personally Meaningful Ways. Presented at ISLS Annual Meeting 2024, Buffalo, NY

TikTok, a popular short video sharing application, emerged as the dominant social media platform for young people, with a pronounced influence on how young women and people of color interact online. The application has become a global space for youth... Read More about Learning about Data, Algorithms, and Algorithmic Justice on TikTok in Personally Meaningful Ways.

Learning about Data, Algorithms, and Algorithmic Justice on TikTok in Personally Meaningful Ways (2024)
Presentation / Conference Contribution
Morales-Navarro, L., Kafai, Y. B., Nguyen, H., DesPortes, K., Vacca, R., Matuk, C., Silander, M., Amato, A., Woods, P. J., Castro, F., Shaw, M., Akgun, S., Greenhow, C., & Garcia, A. (2024, June). Learning about Data, Algorithms, and Algorithmic Justice on TikTok in Personally Meaningful Ways. Presented at 18th International Conference of the Learning Sciences (ICLS) 2024 : Learning as a Cornerstone of Healing, Resilience, and Community, Buffalo, NY

TikTok, a popular short video sharing application, emerged as the dominant social media platform for young people, with a pronounced influence on how young women and people of color interact online. The application has become a global space for youth... Read More about Learning about Data, Algorithms, and Algorithmic Justice on TikTok in Personally Meaningful Ways.

Reclaiming the right to look: making the case for critical visual literacy and data science education (2024)
Journal Article
Woods, P. J., Matuk, C., DesPortes, K., Vacca, R., Tes, M., Vasudevan, V., & Amato, A. (2024). Reclaiming the right to look: making the case for critical visual literacy and data science education. Critical Studies in Education, 65(5), 441-459. https://doi.org/10.1080/17508487.2023.2298198

As visual cultures scholars have argued, visual expression and aesthetic artifacts largely comprise the modern world. This includes the production of the school as an institution. A critical approach to education therefore must reinscribe students wi... Read More about Reclaiming the right to look: making the case for critical visual literacy and data science education.

Agency at Scale: Embedding Interpersonal Interaction and Collaboration in an Online Professional Development Platform (2023)
Presentation / Conference Contribution
Woods, P. J., Anderson, E., Lin, G., Hargroder, A., Liao, A., Hanks, B., Beazley, G., & Tung, A. (2023, June). Agency at Scale: Embedding Interpersonal Interaction and Collaboration in an Online Professional Development Platform. Presented at 16th International Conference on Computer-Supported Collaborative Learning (CSCL) 2023, Montreal, Canada

Responding to an increasing demand for scalability, designers have begun creating online teacher professional development (oTPD) platforms and curricula. However, researchers have also critiqued the field for overlooking the role of teacher voice and... Read More about Agency at Scale: Embedding Interpersonal Interaction and Collaboration in an Online Professional Development Platform.

Promoting students’ informal inferential reasoning through arts-integrated data literacy education (2023)
Journal Article
Matuk, C., Vacca, R., Amato, A., Silander, M., Desportes, K., Woods, P. J., & Tes, M. (2024). Promoting students’ informal inferential reasoning through arts-integrated data literacy education. Information and Learning Science, 125(3/4), 163-189. https://doi.org/10.1108/ils-07-2023-0088

Purpose
Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as... Read More about Promoting students’ informal inferential reasoning through arts-integrated data literacy education.

Promoting students’ informal inferential reasoning through arts-integrated data literacy education (2023)
Journal Article
Matuk, C., Vacca, R., Amato, A., Silander, M., DesPortes, K., WOODS, P., & Tes, M. (2024). Promoting students’ informal inferential reasoning through arts-integrated data literacy education. Information and Learning Science, 125(3/4), 163-189. https://doi.org/10.1108/ILS-07-2023-0088

Purpose
Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as... Read More about Promoting students’ informal inferential reasoning through arts-integrated data literacy education.

Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching (2023)
Journal Article
Woods, P. J., & Copur-Gencturk, Y. (2024). Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education, 138, Article 104415. https://doi.org/10.1016/j.tate.2023.104415

While research has shown that students benefit from student-centered pedagogies, few studies have considered the benefits of this pedagogical approach for educators as they learn through teaching. In response to this need, we analyzed interviews, les... Read More about Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching.

The abject pleasures of militarised noise (2023)
Journal Article
Woods, P. (2023). The abject pleasures of militarised noise. Culture, Theory and Critique, 64(1-2), 196-211. https://doi.org/10.1080/14735784.2023.2265085

Since Luigi Russolo first published The Art of Noise in 1913, certain lineages of experimental musicians have iterated on the futurist’s positioning of noise as militarized sound. But the deployment of noise within (ostensibly pleasurable) music sits... Read More about The abject pleasures of militarised noise.

Conceptualizing Anti-Racist Pedagogies Within Experimental Music's Community of Practice (2023)
Journal Article
Woods, P. J. (2024). Conceptualizing Anti-Racist Pedagogies Within Experimental Music's Community of Practice. Adult Education Quarterly, 74(1), 3-22. https://doi.org/10.1177/07417136231198218

Despite communities of practice (COPs) literature asserting the importance of attending to power dynamics within these learning contexts, research has largely ignored the process of racialization within COPs and, in particular, the role anti-racist p... Read More about Conceptualizing Anti-Racist Pedagogies Within Experimental Music's Community of Practice.

The Pedagogy of Gear Touchers: Unearthing Modes of Teaching Within and Through DIY Venues (2023)
Journal Article
Woods, P. J. (2023). The Pedagogy of Gear Touchers: Unearthing Modes of Teaching Within and Through DIY Venues. Teachers College Record, 125(6), 85-109. https://doi.org/10.1177/01614681231190498

Background: Within the body of literature on do-it-yourself (DIY) music scenes, researchers have routinely placed an emphasis on the role of material space in shaping the sociocultural and musical practices of punk music and other related genres. Sch... Read More about The Pedagogy of Gear Touchers: Unearthing Modes of Teaching Within and Through DIY Venues.

A multidimensional taxonomy for human-robot interaction in construction (2023)
Journal Article
Rodrigues, P., Singh, R., Oytun, M., Adami, P., Woods, P., Becerik-Gerber, B., Soibelman, L., Copur-Gencturk, Y., & Lucas, G. (2023). A multidimensional taxonomy for human-robot interaction in construction. Automation in Construction, 150, Article 104845. https://doi.org/10.1016/j.autcon.2023.104845

Despite the increased interest in construction robotics both in academia and the industry, insufficient attention has been given to aspects related to Human-Robot Interaction (HRI). Characterizing HRI for construction tasks can help researchers organ... Read More about A multidimensional taxonomy for human-robot interaction in construction.

Analyzing the Influence of Student Problem Solving Approaches on Learning Through Teaching in Mathematics Education (2022)
Presentation / Conference Contribution
Woods, P., Copur-Gencturk, Y., & Atabas, S. (2022, June). Analyzing the Influence of Student Problem Solving Approaches on Learning Through Teaching in Mathematics Education. Presented at 16th International Conference of the Learnng Sciences (ICLS) 2022, Hiroshima, Japan and online

While previous research has examined what students learn as they agentically solve mathematics problems, less is known about what teachers learn through this process. We use this paper to address this oversight by analyzing interviews, lesson plans,... Read More about Analyzing the Influence of Student Problem Solving Approaches on Learning Through Teaching in Mathematics Education.

Players chatter and dice clatter: exploring sonic power relations in posthuman game-based learning ecologies (2022)
Journal Article
Woods, P. J., & Jones, K. (2023). Players chatter and dice clatter: exploring sonic power relations in posthuman game-based learning ecologies. Discourse, 44(5), 754-767. https://doi.org/10.1080/01596306.2022.2140124

Responding to both recent interest in sound within qualitative education research and sound studies literature that conceptualizes sound as a posthuman technology, we use this paper to explore the following research questions: How does sound both ena... Read More about Players chatter and dice clatter: exploring sonic power relations in posthuman game-based learning ecologies.

The Collaborative Pedagogies of Solo Improvisation: Learning through Performance in Noise Music (2022)
Journal Article
Woods, P. J. (2022). The Collaborative Pedagogies of Solo Improvisation: Learning through Performance in Noise Music. Critical Studies in Improvisation, 15(1), https://doi.org/10.21083/csieci.v15i1.6151

Although extant literature has argued for the pedagogical value of free improvisation within music education settings, these studies have largely overlooked how musicians develop their musical and sociocultural knowledges through this process of maki... Read More about The Collaborative Pedagogies of Solo Improvisation: Learning through Performance in Noise Music.

Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations (2022)
Journal Article
Matuk, C., DesPortes, K., Amato, A., Vacca, R., Silander, M., Woods, P. J., & Tes, M. (2022). Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations. British Journal of Educational Technology, 53(5), 1159-1178. https://doi.org/10.1111/bjet.13257

Data-art inquiry is an arts-integrated approach to data literacy learning that reflects the multidisciplinary nature of data literacy not often taught in school contexts. By layering critical reflection over conventional data inquiry processes, and b... Read More about Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations.