UC Irvine School of Education Ph.D. in Education Students

Student News

Sabrina SolankiPh.D. student Sabrina Solanki is presenting at the 42nd Annual Association for Education Finance and Policy (AEFP) Conference in Washington, DC, March 16-18. The title of her paper is "Looking Beyond Academic Performance: The Influence of Instructor Gender on Student Engagement and Attitude in STEM Fields." AEFC promotes understanding of means by which resources are generated, distributed and used to enhance human learning. Ms. Solanki is a third year doctoral student specializing in Educational Policy and Social Context (EPSC). Her research interests include teacher effectiveness, student school-to-work transitions, and educational incentives. Abstract


Veronica NewhartPh.D. candidate Veronica Newhart's audio interview on Top of MIND with Julie Rose is available (Link). Ms Newhart also has presented at the Computer Supported Cooperative Work and Social Computing (CSCW) 20th Annual Conference, held February 25-March 1 in Portland, Oregon. The title of her paper, co-authored with Judith Olson (UCI Informatics), is "Social Rules for Going to School on a Robot." Their paper, presented in the Robots in Groups and Teams Workshop, suggests guidelines of social behavior for students using robots to interact with their classmates in group settings. Mr. Newhartresearches emerging technologies to facilitate teaching and learning. Paper Abstract


Priyanka AgarwalPh.D. student Priyanka Agarwal presented with Thurston Domina at the Sociology of Education Association (SEA) 2017 Annual Conference, held February 24-26 at the Asilomar Conference Grounds, Pacific Grove, California. The title of their paper was "Outward and Inward Attributes of School Change: A Mixed-Method Study of Three School Districts." Their research examined the outward and inward attributes of school change in the context of California’s algebra-for-all reform to study how educational organizations manage conflicting institutional pressures. Ms. Agarwal is a fourth year doctoral student specializing in Learning, Cognition, and Development (LCD). Abstract


Soon YimPh.D. student Soobin Yim's article "Web-Based Collaborative Writing in Second Language Contexts: Insights from Text Mining Approach", authored with Professor Mark Warschauer, has been published in Language Learning, and Technology (Abstract). A second article "Synchronous Writing in the Classroom: Undergraduates' Collaborative Practices and their Impact on Text Quality, Quantity, and Style", authored with Viet Vu, Professor Warschauer, and colleagues from the Department of Informatics, has also been accepted and will be presented at the 20th ACM conference on Computer-Supported Cooperative Work and Social Computing in February.


David LiuPh.D. student David Liu has been awarded a Getty Foundation Fellowship to attend the California Association of Museums (CAM) 2017 conference in Sacramento, March 29-31. The 2017 conference theme is "Influence and Action." Attendees will explore the “responsibility individuals and museums take as leaders in their shared communities.” Mr. Liu, whose doctoral research centers on informal, out-of-school, and afterschool learning, is an alumnus of the Getty Foundation’s Multicultural Undergraduate Internship program. While working in afterschool programs, he completed his Getty Foundation internship at the Los Angeles County Museum of Art (LACMA) in Art of the Ancient Americas.


Tyler WattsPh.D. candidate Tyler Watts is first author on a new article in Child Development: "What Is the Long-Run Impact of Learning Mathematics During Preschool?" Mr. Watts and co-authors Greg Duncan, Douglas Clements, and Julie Sarama estimated the causal links between preschool mathematics learning and late elementary mathematics achievement using variation in treatment assignment to an early mathematics intervention. Mr. Watts, a fifth year doctoral student specializing in Educational Policy and Social Context (EPSC), studies early childhood intervention, and impact of income and social environment in later academic achievement. Abstract