Ashley Dihye, a senior majoring in Education Sciences and Economics, is an assistant in the School's Student Affairs Office and a peer advisor at UCI's Study Abroad Center. Below, she shares her thoughts about her experiences and her desire to pursue education as a career.
Being originally born and raised in Chicago, Illinois, I considered coming to school in Southern California an exciting opportunity in general.
I have been passionate about teaching and working with kids since I can remember. All of my past jobs and volunteering opportunities have been working with kids, starting in middle school when I volunteered at the local YMCA’s special needs gymnastic classes, to currently being a teaching assistant for the past two summers at Northwestern University for gifted 4th-6th grade students.
I was drawn to UC Irvine. Coming in as a first year Education Sciences major in 2015, I understood that the major would be a smaller major as it was the second year it was ever offered as a major. With that being said, all my education classrooms and lectures were very intimate and fostered great classroom discussions that other classes could not because of high teacher to student ratio. I truly value this part of my experience at UCI because it helped me grow as an individual. Being someone who rarely participated in discussions for fear of being judged or being incorrect, I found that the classes helped curate the confidence I now have in discussions. Using that confidence, I decided to go study abroad in Barcelona, Spain for six months of my third year of college.
When people think of education majors studying abroad, many just assume that they are going to teach abroad. However, an education major can benefit from studying abroad without formally teaching in a foreign country. I participated in a six month study abroad program in Barcelona, and while there, I enjoyed cultural, professional, and independent development that will prepare my future career path as an educator.
As a senior, I am currently employed at the School of Education Student Affairs Office, and serve as a Peer Advisor at the Study Abroad Center, while being on track to graduate by Winter Quarter 2019 with a double major in Education Sciences and Economics.
These past four years at UC Irvine flew by and now, as I face the reality of the post graduate life soon, I am very excited yet terrified. I hope to stay in SoCal and work with school districts in this area versus going back home to the Midwest. My plan is to teach for a couple years, then continue on the education path by pursuing a career in education administration.
Faculty and doctoral students publish in January 2019 issue of Scientific Studies of Reading: "Visual-Syntactic Text Formatting: Improving Adolescent Literacy."
Authors: Tamara Tate, Penelope Collins, Ying Xu, Joanna Yau, Jenell Krishnan, Yendo Prado, George Farkas, Mark Warschauer
Seventh and eighth grade students in a within-teacher randomized control study read from visual-syntactic formatted text for 44 minutes per week over the course of a year. On the annual state assessment, we found small statistically significant improvements on the overall English Language Arts scaled score (ES = 0.05, p<.05) and the writing assessment (ES = 0.07, p<.01) for the treatment group compared to the control group. We found no interactions between gifted, special education, or English learner classification and treatment status on the effect on overall ELA score, but our categorical and subgroup analyses showed that the use of VSTF provided a modest benefit to middle school students who were near or at grade level in the prior school year.
Andrea Ignacio, a second year undergraduate studying Education Sciences with a specialization in English Language Learners, is a Student Affairs Assistant in UCI's School of Education. Below, she shares some thoughts about her educational journey and her plans for the future.
While I was growing up, my mother always emphasized the importance of being educated, and I never understood this until I finally went to Mexico, the place that shaped her beliefs about her future. I recall playing with kids my age when I visited my mother’s hometown, and as much as I loved spending time with them, I realized that we did not share the same knowledge when it pertained to certain things. Something inside me wanted to teach them about a world full of opportunities, so I did just that. As the days went by, I would help them pronounce words in English and help them put words together in phrases, until the day I had to come back home. The whole time I just wished I could do more. I wished I could give them all the things I had so that they can also do so much more.
When I visited again, I learned that in Mexico education has to be paid. Regardless of the age or the grade you are in, Pre-K to college is only accessible to those who can afford tuition. Aside from that, teachers are going on strikes frequently due to their wage, and this results in the children missing a lot of school days.
Over the years that vacation always stuck with me, and I started to realize that not everyone has easy access to education. It was shortly after that experience that this quote stayed in my mind: “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel” - Maya Angelou. And as a matter of fact, this is true. Forwarding to a few years later, my aunt would call and mention how those kids I would teach would ask about me, and their parents/neighbors would wonder if I’d ever go back and visit them because the impact I left on them made them become the great human beings they are today.
Knowing that I aspire to be a teacher, I decided to look into a school that had an outstanding Education Department. As I looked more into it, it really intrigued me that over the years, UCI has been one of the few education programs that has been thriving. I recall the moment in 7th grade that my history teacher, Mr. Luong, spoke to me about UC Irvine, the college where he graduated from as well. He would constantly bring up the uniqueness of UCI and how welcoming they were. Little did I know back then that I would actually feel the way he felt when learning about my acceptance at UCI. From the beginning when I stepped foot into UCI, everyone has been incredibly kind and supportive. UCI has exposed me to not only a safe environment but also openness to different opinions and perspectives.
In the summer before starting at UCI, I was glad to find out that I would be able to work at the Student Affairs Office at the School of Education where I have found the support from the counselors that continues inspiring me to explore. In my second quarter of my freshmen year, I applied to participate as a facilitator in the English Conversation Program directed by the International Center. Because I was still debating about the After School and English Language Learners (ELL) specialization in the education major, I volunteered at Karate for All where I interacted with kids with autism, teaching them karate moves in hopes that this experience would guide me into what field I’d like to work on with kids. Now I know that even though I am specializing in ELL, I actually want to work with autistic kids since it is a huge spectrum. I also taught speech therapy so I believe that in working with non-English speakers, my experiences will benefit me in helping a child with autism who needs extra time to process language. I only hope to do as much as I can to keep on helping others, and I aspire to accomplish many more goals by the time I graduate from UCI.
The UCI Writing Project held its 24th Annual Literacy Conference for K-12 Teachers on December 6 at the UCI Student Center. The 2018 theme was "Creating Engaged Learning Experiences for Readers and Writers." Over 350 educators from Southern California attended for a day of keynote presentations, breakout sessions, reconnecting, and networking.
The conference opened with a welcome from Dean of the School of Education Richard Arum and from conference host Professor Carol Booth Olson, Director of the UCI Writing Project.
The morning keynote was delivered by Cris Tovani: "Ramping Up Engagement: Capturing the Mind, Heart, and Drive of Students."
After a refreshments break, participants had a choice among eight workshop offerings, followed by lunch:
The afternoon keynote address was delivered by Ralph Fletcher: "Re-energizing the Writing Classroom by Lifting the Chill and Re-igniting the Spark."
Afternoon workshop options included the following:
The 25th Annual Literacy Conference for Teachers will be held in December 2019 at UC Irvine.
On February 5, 2016, the following tribute to Kenneth P. Bailey, PhD, founding director of the UCI Office of Teacher Education/Senior Lecturer Emeritus, was included as part of the UCI School of Education's tribute to early faculty: We Salute You. The tribute was written by Senior Lecturer Emeritus and following OTE Director, Rita Peterson. Dr. Bailey served as founding director from 1967 to his retirement in 1980. The current School of Education owes much to his vision and his dedication as mentor, educator, researcher, and administrator.
Founding Director Kenneth P. Bailey, as remembered by Senior Lecturer Emeritus Rita Peterson (February 2000)
Kenneth P. Bailey was born on February 17, 1912 in Benton Harbor, Michigan; he was the second of three children adopted by Elton and Lulamae Bailey.
The Bailey family lived on a farm outside of Benton Harbor near a crossroads known as Bunker Hill. While living on the farm, Ken, his older sister Evelyn, and younger sister Loa attended a one-room school after performing their morning chores. Ken's job was to bring the sheep in from the pasture each morning and return them after school. Ken's father, a devout Seventh Day Adventist, gave the farm's meager profit to the church.
By the time Ken was 13 years old, his father sold the farm, packed the car with his family and all the belongings that would fit around three children and their parents, and headed West in search of a better life. Years later, Ken described their westward trip as reminiscent of Steinbeck's Grapes of Wrath; he and his father patched the automobile's tires all the way to LA.
Once settled in Los Angeles, Ken attended the Los Angeles Seventh Day Adventist Academy where he graduated with a high school diploma in 1929. At that time in his life, Ken envisioned going into medicine; but after a stint of working as an orderly in a LA hospital, he revised his plan.
In 1931, Kenneth Bailey entered UCLA and quickly became interested in history. He majored in the discipline and completed his Bachelor of Arts degree in history in 1934. During his undergraduate years Ken also enjoyed sports. He was a star rugby player, called “Red” Bailey by the press, for the color of his hair, and ultimately lettered not only in rugby but also in football, boxing, and wrestling.
During the Depression it was not easy to be a student at UCLA, but Bailey was resourceful. He lived in an unheated garage with his car, worked in the UCLA cafeteria for most of his meals, and had a tutoring job to help members of the football team remain eligible for competition. According to Bailey's daughter Darlene, Ken's favorite job was driving to Beverly Hills each morning to pick up The Daily Bruin from a printing house owned by Will Rogers, Jr. and deliver the newspapers to various places on campus.
Yet, in spite of his popularity and success as an athlete, Bailey loved history more, and continued his studies to earn a Master of Arts degree in history in 1936. Continuing his studies still further, in 1938 he was awarded the Ph.D. Degree in history, specializing in U.S. colonial history. Thus, Dr. Kenneth P. Bailey was the very first person in the history of the University of California, Los Angeles, to be awarded a Ph.D. Degree in any field. His dissertation, The Ohio Company of Virginia and the Westward Movement, 1748-1792, A Chapter in the History of the Colonial Frontier, was published as a book (360 pages with maps and index) by The Arthur H. Clark Co. in 1939, and awarded the “Outstanding Volume of American History by a Pacific Coast Writer” by the Pacific Branch of the American Historical Association. Bailey remained at UCLA for one year following his doctorate, serving as an Instructor. When he left, it would be 28 years before Ken Bailey would return to a UC campus to serve as a member of its distinguished faculty.
Following his departure from UCLA, Kenneth Bailey held a series of positions between 1939-1967 that provided him with a keen appreciation for California's public school educational programs and systems, first serving as Department Chair of Social Studies at Oceanside-Carlsbad College (1939-1944), then Professor of History and Dean of Students at Humboldt State College in Arcata (1945-1948), and back to Oceanside-Carlsbad High School and Junior College as Superintendent (1948-1950). During this period of transitions, Bailey continued his scholarly studies of U.S. colonial history and published two articles and two books: “George Mason, Westerner,” published in The William and Mary Quarterly Historical Magazine (1943); Thomas Cresap, Maryland Frontiersman, a book published by the Christopher Publishing House (1944); “Christopher Gist and the Trans-Allegheny Frontier: a Phase of the Westward Movement,” published in The Pacific Historical Review (1945); and The Ohio Company Papers, 1753-1817, Being Primarily Papers of the Suffering Traders of Pennsylvania, published by the California Society of the Sons of the Revolution (1947).
From Oceanside, Bailey moved to Long Beach City College as Coordinator of Community Services (1950-1953) and finally to San Bernardino to become the first principal of the new Pacific High School (1953-1967). Even as the principal of one of the largest high schools in California at the time, Bailey nevertheless took out time to write another book, this one more closely aligned to the public schools: Survey of American History, published by Edwards Brothers in 1965.
By 1967, a friend and fellow-historian from UCLA days, Dr. Samuel McCulloch, contacted Kenneth Bailey and encouraged him to apply for an opening at a new campus, UC Irvine, to develop a much-needed teaching credential program that would serve K-12 schools. When Bailey resigned as principal of Pacific High School, local newspapers were filled for weeks with fond farewells and reports of many social events honoring this cherished academic and community leader. So loyal to Bailey were those at Pacific High School that two faculty and two staff members followed him to UCI to work in the Office of Teacher Education.
Dr. Kenneth Bailey was appointed Director of the Office of Teacher Education in 1967 and served in that position until he retired in 1980 at the age of 69 years. During his 13-year tenure as director he developed seven credential programs, one each in early childhood education, elementary school teaching, secondary school teaching, intern teaching, special education, pupil personnel, and school administration. Every year, hundreds of students completed their credential programs under his leadership, and left UCI to serve in elementary and secondary schools throughout Orange, Riverside, and San Bernardino Counties.
When I [Rita Peterson] arrived at UCI in 1981 to become the new Director of Teacher Education, I found a talented faculty and staff of nearly 50 professionals, all committed to the programs Bailey had initiated and to the students who had selected UCI as their first choice. The faculty and staff represented a variety of cultural and ethnic backgrounds even then, reflecting Bailey's capacity to look toward future social needs.
To this day, alumni still ask about Dr. Bailey and share their remembrances of this compassionate and insightful man, this friendly giant who towered above everyone else in height. Dozens tell the same story of how he had lined up ten chairs in his office, and how students moved from chair to chair until they were at the head of the line, all listening to Bailey's advice as he helped students, one after another, plan a sequence of courses that would allow them to achieve their academic goals.
When he retired, Bailey continued to have streams of students seeking his advice because their friends had told them to be sure to meet Dr. Bailey. He came to his office almost daily, and continued to teach, challenge, amuse, and inspire students for many years as Senior Lecturer, Emeritus.
When a person such as Bailey has deeply touched so many lives, one naturally thinks about the philosophy that underlies the behavior of that valued friend and colleague. Bailey once summarized his philosophy of education for a reporter for the UCLA Monthly, November-December Issue (1985). “Basically, my philosophy of education is reflected in the way this department is structured. Teaching methodology is our primary objective. It gives students the foundations for thinking critically--or for what I call using ‘suspended judgment.’ The other feature of this program is that we offer internships to students that will give them hands-on experience in the classroom.”
However, the philosophy that Bailey lived says more about the man and his philosophy. Through the collection of his publications (he authored ten published books and several articles in scholarly journals during his career), one sees a genuine devotion to scholarship and the study of American history. Regardless of the varied positions he held as dean of students, high school principal, superintendent of a community college, and other positions that did not require the publication of scholarly studies, he continued to search for and describe the contributions that individual Americans made in the nation's history during the Colonial Period of development. Such quiet scholarship as this earns a special place in our institution's heart.
Finally, there are those other personal dimensions that are part of the joy and sense of loss that close friends share. In his spare time, Kenneth Bailey was an avid gardener. Like everything else he did, he undertook gardening with great gusto. Every season brought abundance. Ken was legendary for bringing large baskets of fresh produce, roses, and fruit to the office, much to everyone's delight. Faculty and staff alike treasured not only the produce but also the generous gesture from such a busy colleague.
Kenneth Bailey died on January 24, 2000. He had lost his wonderful wife and life partner, Irene Marie Bailey on July 3, 1995. During the final years of his life he was loved, cared for, and cherished by his children, Kenneth, Jr. and Darlene, and their children. Special appreciation is due Darlene Bailey for the many details she provided for this memorial.
In the beginning....
Myca Cabuay, a junior majoring in psychology and minoring in education and biology, is an undergraduate researcher in UCI's School of Education. Below, she shares her perspectives on her educational experiences and her future plans.
My name is Myca Cabuay. I am a third-year psychology major with a double minor in biology and education here at UC Irvine. I was born in the Philippines but moved to America when I was five. Since my father was in the military, I often moved from place to place, which meant that I also moved to different schools frequently. Being in different schools allowed me a greater perspective on what education was like. I experienced going to a school with low quality education and a school where athletics were highly loved, and other different types of schools. My experiences included being with kids of many different backgrounds – from the upper class to the lower middle class, with various ethnicities and nationalities.
I think it is because of these experiences that I became interested in education and how the different styles affect not only a child’s way of learning but also their psyche and development, which is why I also took a liking to psychology. I want to be able to use what I learned in psychology to improve children’s education.
Currently, there are a lot of differences in how a child learns based on their SES, race, gender, etc. All these factors can affect a child’s development, which is important for how they will act in the future, and determine certain aspects of their life, especially as they proceed through school. In order for a child to succeed, they should be granted access to a well-built education that nurtures their cognitive abilities and skills. Combining what we have learned about child development and looking at the current education system, I think we can find a proper solution that will give all children equal opportunity to succeed in their learning and maintain success even as they grow to be adults.
Currently, I am a research assistant under Carlos Sandoval, a PhD student here at the School of Education. I am learning about Improvement Science, and how this concept can be used help find solutions to the various problems found in the educational system. Working with Carlos, I have learned a lot about how solutions are not always easy to find, and that the problems we think we may have actually can be just a subset of a bigger problem. Improvement science is a thing I am very interested in, and I hope to continue working under this lab. Having Education as my minor centers my goals more on what I wish to do in the future.
One of my future goals is to be a school psychologist. I also hope to be able to do my own research – about the education system - and contribute more findings in the child development field.
Merry, M. S., & Arum, R. (2018). Can schools fairly select their students? Theory and Research in Education, 16(3), 330-350.
Arum, R., & Cook, A. (2018). Chapter 7: What’s up with assessment? In J. Mehta & S. Davies (Eds.), Education in a new society: Renewing the sociology of education (pp. 200-219). Chicago: University of Chicago Press.
Arum, R., Roksa, J., Cruz, J., & Silver B. (2018). Student experiences in college. In B. Schneider (Ed.), Handbook of the sociology of education in the 21st century. Handbooks of sociology and social research (pp. 385-403). New York: Springer, Cham
Cung, B., Xu, D., Eichhorn, S., Warschauer, M. (in press). Getting academically underprepared students ready through college developmental education: Does the course delivery format matter? American Journal of Distance Education.
Jacob, S. R., & Warschauer, M. (2018). Computational thinking and literacy. Journal of Computer Science Integration, 1 (1), 1-19.
Jacob, S., Nguyen, H., Tofel-Grehl, C., Richardson, D., & Warschauer, M. (2018). Teaching computational thinking to English learners. NYS Tesol Journal, 5(2), 12-24.
Jiang, S., Schenke, K., Eccles, J. S., Xu, D., & Warschauer, M. (2018). Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses. PLOS ONE, 13(9).
Lee, H., Warschauer, M., & Lee, J. H. (in press). Advancing CALL research via data-mining techniques: Unearthing hidden groups of learners in a corpus-based L2 vocabulary learning experiment. ReCALL.
Lee, H., Warschauer, M., & Lee, J. H. (in press). The effects of corpus use on second language vocabulary learning: A multilevel meta-analysis. Applied Linguistics.
Park, J., Yu, R., Rodriguez, F., Baker, R., Smyth, P., & Warschauer, M. (2018). Understanding student procrastination via mixture models. Proceedings of the 11th International Conference on Educational Data Mining. Buffalo, New York, 187-197. [Recipient of Best Paper Award]
Park, Y., Xu, Y., Collins, P., Farkas, G., & Warschauer, M., (2018). Scaffolding learning of language structures with visual‐syntactic text formatting. British Journal of Educational Technology.
Rodriguez, F., Yu, R., Park, J., Rivas, M. J., Warschauer, M., & Sato, B. K. (in press). Utilizing learning analytics to map students’ self-reported study strategies to click behaviors in STEM courses. Proceedings of the 9th International Learning Analytics and Knowledge Conference.
Rodriguez, F., Kataoka, S., Rivas, J., Kadandale, P., Nili, A., & Warschauer, M. (2018). Do spacing and self-testing predict learning outcomes? Active Learning in Higher Education.
Rodriguez, F., Rivas, M. J., Matsumura, L. H., Warschauer, M., & Sato, B. K. (2018). How do students study in STEM courses? Findings from a light-touch intervention and its relevance for underrepresented students. PloS one, 13(7).
Tate, T., & Warschauer, M. (2018). Going Beyond “That Was Fun”: Measuring Writing Motivation Journal of Writing Analytics, 2, 257-279.
Tate, T., Collins, P., Xu, Y., Yau, J., Krishnan, J., Prado, Y., Farkas, G., & Warschauer, M. (in press). Visual-Syntactic text format: Improving adolescent literacy. Scientific Studies of Reading.
Warschauer, M., & Tate, T. (2018). Digital divides and social inclusion. In K. Mills, A. Stornaiuolo, A. Smith, & J. Pandya (Eds.), Handbook of writing, literacies, and education in digital cultures (pp. 63-75): Routledge.
Warschauer, M., & Xu, Y. (2018). Technology and equity in Education 71. In J. Boog, G. Knezek, & R. Christensen (Eds.), Second handbook of information technology in primary and secondary education (pp. 1063-1079). Cham, Switzerland: Springer.
Xu, Y., & Warschauer, M. (in press) Young Children’s Reading and Learning with Conversational Agents. In Proceedings of CHI Conference on Human Factors in Computing Systems Extended Abstracts (CHI’19 Extended Abstracts), Glasgow, Scotland, UK. ACM.
Yim, S., & Warschauer, M. (in press). Students initiating feedback: Potential of social media. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing, Second Edition. Cambridge. UK: Cambridge University Press.
Yim, S., Saito-Stehberger, D., & Warschauer, M. (2018). The long view. In J. L. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-6). Hoboken, NJ: John Wiley & Sons Inc.
Yim, S., Zheng, B., & Warschauer, M. (2018). Feedback and revision patterns in cloud-based writing environment: Variation across feedback source and task type. Writing and Pedagogy, 9(3), 487-524.
Yu, R., Jiang, D., & Warschauer, M. (2018). Representing and predicting student navigational pathways in online college courses. In Proceedings of the Fifth Annual ACM Conference on Learning at Scale (L@S '18). London, United Kingdom: ACM.
Zheng, B., & Warschauer, M. (2017). Epilogue: Second language writing in the age of computer-mediated communication. Journal of Second Language Writing, 36, 61-67.
Zheng, B., & Warschauer, M. (2018). Language development and epistemic engagement among upper elementary students in synchronous computer-mediated communication. Journal of Educational Computing.
Zheng, B., Yim, S., & Warschauer, M. (2018). Social media in the writing classroom and beyond. In J. L. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-6). Hoboken, NJ: John Wiley & Sons Inc.
Zhou, N. Richardson, D., & Warschauer, M. (2018) Promoting high school teachers' self-efficacy and the understanding of equity issues in CS classrooms. In Proceedings of the 2018 IEEE STCBP Conference on Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), 1-8. Baltimore, MD, USA.
Zinger, D., Krishnan, J., & Warschauer, M. (2019). Bridging student digital divides by bridging teacher digital divides. In A. Normore, & A. I. Lahera (Eds.), Crossing the bridges of the digital divide: A walk with global leadleaders. Charlotte, NC: Information Age Publishing.
Xu, D. & Ran, X. (in press). Non-Credit education in community colleges: Students, enrollment patterns, and academic outcomes. Community College Review.
Cung, B., Xu, D., Eichhorn, S., & Warschauer, M., (in press). Getting academically underprepared students ready through college developmental education: Does the course delivery format matter? American Journal of Distance Education.
Glick, D., Cohen, A., Li, Q., Xu, D., & Warschauer, M. (in press). Predicting success, preventing failure: Using learning analytics to examine the strongest predictors of persistence and performance in an online English language course. In D. Ifenthaler, (Ed.). Using learning analytics to support study success.
Xu, D. (2018). Academic performance in community colleges: The influences of part-time and full-time instructors. American Educational Research Journal, 1-39.
Xu, D., & Dadgar, M. (2018). How effective are community college remedial math courses for students with the lowest mathematics skills? Community College Review, 46, 62-81.
Xu, D., & Li, Q. (2018). Gender achievement gaps among Chinese middle school students and the role of teacher’s gender. Economics of Education Review, 67, 82-93.
Xu, D., Solanki, S., McPartlan, P., & Sato, B. (2018). EASEing students into college: The impact of multidimensional support for underprepared students. Educational Researcher, 47(7), 435-350.
Xu, D., Jaggars, S. S., Fletcher, J., & Fink, J. (2018). Are community college transfer students "a good bet" for four-year admissions?: Comparing academic and labor market outcomes between transfer and native four-year college students. Journal of Higher Education, 89, 478-502.
Xu, D., Ran, X., Fink, J., Jenkins, D., & Dundar, A. (2018). Collaboratively clearing the path to a Baccalaureate degree: Identifying effective 2- to 4-year transfer partnerships. Community College Review, 46(3), 231-256.
Cung, B., Xu, D., & Eichhorn, S. (2018). Increasing interpersonal interactions in an online course: Does increased instructor email activity and voluntary meeting time in a physical classroom facilitate student learning? Online Learning, 22(3), 193-215.
Hodara, M., & Xu, D. (2018). Are two subjects better than one? The causal effects of developmental English courses on native and non-native English speakers in college. Economics of Education Review, 66(C), 1-13.
Ran, F. X., & Xu, D. (2018). Does contractual form matter? The impact of different types of non-tenure track faculty on college students’ academic outcomes. Journal of Human Resources.
Solanki, S. M., & Xu, D. (2018). Looking beyond academic performance: The influence of instructor gender on student motivation in STEM fields. American Educational Research Journal, 55(4).
Hodara, M., Xu, D., & Petrokubi, J. (2018). Chapter 5: A case study using developmental education to raise equity and maintain standards. In R. Openshaw & M. Walshaw (Series Eds.) & S. Mahsood, & J. McKay (Vol. Eds.), Palgrave studies in excellence and equity in global education: Achieving equity and quality in higher education (pp. 97-117). Basingstoke, UK: Palgrave Macmillan.
Ma, T., Wood, K. E., Xu, D., Guidotti, P., Pantano, A., & Komarova, N. (2018). Admission predictors for success in a mathematics graduate program: Letter to Editor. Notices of the American Mathematical Society, 65, 676.
Jiang, S., Schenke, K., Eccles, J. S., Xu, D., & Warschauer, M. (2018). Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses. Plus one 13(9).
Cung, B., Xu, D., & Eichhorn, S. (2018). Increasing Interpersonal interactions in an online course: Does increased instructor email activity and voluntary meeting time in a physical classroom facilitate student learning? Online Learning, 22(3), 193-215.
Olson, C. B., Godfrey, L., Stumpf, R., & Chung, H. Q. (2018). Chapter 8: The potential of using a cognitive strategies approach to enhancing the high literacy of secondary English learners. In M. Nachowitz & K. C. Wilcox (Eds.), High literacy in secondary English Language Arts: Bridging the gap to college and career (pp. 163-183). Lanham, MD: Rowman & Littlefield.
Olson, C. B., Scarcella, R., & Matuchniak, T. (2018). Task development: Narrative, expository, and argumentative writing. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Wiley Online Library: John Wiley & Sons, Inc.
Olson, C. B., Balius, A., McCourtney, E., & Widtmann, M. (2018). Thinking Tools for Young Readers and Writers: Strategies to Promote Higher Literacy in Grades 2–8. New York: Teachers College Press.
Scarcella, R., Olson, C. B., & Matuchniak, T. (2018). Literacy development and second language writing. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Wiley Online Library: John Wiley & Sons, Inc.