Newsletter - April 2017
Dr. Reginald Sample is 2017 School of Education Lauds and Laurels Distinguished Alumnus
Dr. Reginald Sample, proud recipient of UC Irvine’s Ed.D. in Educational Administration and Leadership, exemplifies application of the 3-fold UC mission the UCs seek to bring forth among their graduates: research, teaching, and service.
Dr. Sample has worked over 20 consecutive years as an educator - a teacher, an education specialist, an administrator, and a researcher - at district and school site levels, which include Cimarron Avenue School and Henry Clay Junior High School, his elementary and junior high alma maters in the Los Angeles Unified School District (LAUSD).
Dr. Sample deliberately has chosen to work in the Hawthorn-Inglewood community, because “I grew up and attended schools in this area.”
Beginning at an early age, Dr. Sample played an active role in his community and was awarded numerous certificates and trophies for his academic and athletic accomplishments and his community service.
He believes that growing up in the Hawthorn-Inglewood community, with support and encouragement from a loving family, has had a positive impact on his life educationally, mentally, socially, and spiritually.
Dr. Sample learned from a young age to value education and to aim high. After graduating from high school, he attended Fisk University in Nashville, Tennessee, where he received his B.S. Degree in Business Administration with an emphasis in Accounting in 1994. Next he attended CSU-Dominguez Hills, where in 2000 he received his M.A. degree in Special Education with an emphasis in Mild, Moderate, and Severe Disabilities. In conjunction with the M.A. program in Special Education, Dr. Sample earned credentials in both General and Special Education. He subsequently added a credential in Clear Administrative Services in conjunction with a second M.A. in Educational Administration. Dr. Sample then pursued his doctorate degree specialized in K-12 Urban Educational Leadership through the CSU/UCI Joint EdD Program in Educational Administration and Leadership, receiving his degree from UC Irvine on September 16, 2009. His dissertation was entitled: A Case of Black Male: The Overrepresentation of African American Males in Special Education as Emotionally Disturbed.
In his leadership role, Dr. Sample has worked collaboratively with the LAUSD Division of Special Education in the development and implementation of a district-wide Para-educator Training Academy to assist para-educators in providing services to students with learning disabilities throughout the district. He compiled and co-published The Spectrum of Behavior Support Manual to support local district administrators with positive behavioral interventions of students, and has presented his work on culturally responsive leadership, and on the overrepresentation of African American male students in special education as emotionally disturbed at regional and national conferences.
Reflecting on Dr. Sample's capabilities and contributions as an educator of special needs students, a school administrator commented:
In more than 20 years of educational service Dr. Sample has contributed five years as a special education teacher, two years as a general education teacher, and fifteen years as an administrator. He has a keen ability to identify needs and then act, marshalling community resources to effect change. For example, among his many contributions as Principal at Dorsey Miller High School, Dr. Sample established the Dorsey Medical clinic to provide needed medical care to students, the Dorsey Parent Group to help parents understand and negotiate the school system in support of their children, the Firefighter Magnet Academy at Dorsey, and the Dorsey AP Computing STEAM Program, where Dorsey is now a Microsoft Showcase site. In 2016, Dr. Sample’s innovations and successes at Dorsey Miller led to his promotion to Instructional Director of Secondary Schools in the LAUSD Local District South Division of Instruction, where his expertise and administrative skills will influence an even larger audience.
In conjunction with his work with LAUSD, Dr. Sample has built first-name-basis relations with parents and South Bay business and community leaders. His service activities have included coaching little league sports, delivering youth tutorials, promoting community beautification, working on gang-risk intervention programs, engaging in employee training and recruitment, and serving on a myriad of fundraiser committees as a strong supporter of charity in local religious and health organizations.
In 2014, while Principal of Susan Miller Dorsey High School, Dr. Sample was honored with a monument at the “Walk a Mile in My Shoes” outdoor permanent art display in Los Angeles. Dr. Sample and his shoes were selected for commemoration at the Jefferson/Rodeo site in acknowledgement that he is a “community member who goes that extra mile to help others.” (See http://walkamileinmyshoes.us/)
Dr. Sample is affiliated with the following professional organizations: Council of Black Administrators (COBA) as Executive Board Member and Financial Officer; Associated Administrators of Los Angeles (AALA); Association for Supervision of Curriculum Development (ASCD); Society of Scholars and Educators; California Association of Resource Specialists Plus (CARS+); The Council of Exceptional Children; Mortar Board National Honor Society; Delta Mu Delta National Business Honor Society; and American Educational Research Association (AERA).
Dr. Sample is recognized as Who's Who in American Colleges and Universities. He hosts fundraisers and community events sponsored by his fraternity, Alpha Phi Alpha Fraternity, Inc., and provides special education consulting to local and state certified educational agencies through his business CapABILITIES Educational Services.
Dr. Reginald Sample, proud recipient of UC Irvine’s Ed.D. in Educational Administration and Leadership, exemplifies application of the 3-fold UC mission the UCs seek to bring forth among their graduates: research, teaching, and service.
Dr. Sample has worked over 20 consecutive years as an educator - a teacher, an education specialist, an administrator, and a researcher - at district and school site levels, which include Cimarron Avenue School and Henry Clay Junior High School, his elementary and junior high alma maters in the Los Angeles Unified School District (LAUSD).
Dr. Sample deliberately has chosen to work in the Hawthorn-Inglewood community, because “I grew up and attended schools in this area.”
Beginning at an early age, Dr. Sample played an active role in his community and was awarded numerous certificates and trophies for his academic and athletic accomplishments and his community service.
He believes that growing up in the Hawthorn-Inglewood community, with support and encouragement from a loving family, has had a positive impact on his life educationally, mentally, socially, and spiritually.
- My mother, a retired LAUSD teacher and community leader who became physically disabled, was my inspiration to teach, be a leader in the community, and provide public service to others, particularly those with disabilities. Growing up as a child, I witnessed many of my peers fall victim to wrong choices, due to negative influences, and unfortunately suffer the consequences for their actions. I realized that I wanted to do whatever is possible to implement effective intervention strategies that promote positive programs and choices for youth in the community. This became my passion, and I am always looking for opportunities to be a leader and role model.
Dr. Sample learned from a young age to value education and to aim high. After graduating from high school, he attended Fisk University in Nashville, Tennessee, where he received his B.S. Degree in Business Administration with an emphasis in Accounting in 1994. Next he attended CSU-Dominguez Hills, where in 2000 he received his M.A. degree in Special Education with an emphasis in Mild, Moderate, and Severe Disabilities. In conjunction with the M.A. program in Special Education, Dr. Sample earned credentials in both General and Special Education. He subsequently added a credential in Clear Administrative Services in conjunction with a second M.A. in Educational Administration. Dr. Sample then pursued his doctorate degree specialized in K-12 Urban Educational Leadership through the CSU/UCI Joint EdD Program in Educational Administration and Leadership, receiving his degree from UC Irvine on September 16, 2009. His dissertation was entitled: A Case of Black Male: The Overrepresentation of African American Males in Special Education as Emotionally Disturbed.
In his leadership role, Dr. Sample has worked collaboratively with the LAUSD Division of Special Education in the development and implementation of a district-wide Para-educator Training Academy to assist para-educators in providing services to students with learning disabilities throughout the district. He compiled and co-published The Spectrum of Behavior Support Manual to support local district administrators with positive behavioral interventions of students, and has presented his work on culturally responsive leadership, and on the overrepresentation of African American male students in special education as emotionally disturbed at regional and national conferences.
Reflecting on Dr. Sample's capabilities and contributions as an educator of special needs students, a school administrator commented:
- It has been an honor having Dr. Reginald A. Sample train support providers and teach students with typical and exceptional needs. He has taught "Gifted" and "Talented" and "Learning Disabled," and "Resource" to students with moderate/severe disabilities (Aphasic, Emotional/Behavioral Disorders, Autisms, Asperger Disorder, Visually and Hearing Impaired, and Developmentally Disabled).
In more than 20 years of educational service Dr. Sample has contributed five years as a special education teacher, two years as a general education teacher, and fifteen years as an administrator. He has a keen ability to identify needs and then act, marshalling community resources to effect change. For example, among his many contributions as Principal at Dorsey Miller High School, Dr. Sample established the Dorsey Medical clinic to provide needed medical care to students, the Dorsey Parent Group to help parents understand and negotiate the school system in support of their children, the Firefighter Magnet Academy at Dorsey, and the Dorsey AP Computing STEAM Program, where Dorsey is now a Microsoft Showcase site. In 2016, Dr. Sample’s innovations and successes at Dorsey Miller led to his promotion to Instructional Director of Secondary Schools in the LAUSD Local District South Division of Instruction, where his expertise and administrative skills will influence an even larger audience.
In conjunction with his work with LAUSD, Dr. Sample has built first-name-basis relations with parents and South Bay business and community leaders. His service activities have included coaching little league sports, delivering youth tutorials, promoting community beautification, working on gang-risk intervention programs, engaging in employee training and recruitment, and serving on a myriad of fundraiser committees as a strong supporter of charity in local religious and health organizations.
In 2014, while Principal of Susan Miller Dorsey High School, Dr. Sample was honored with a monument at the “Walk a Mile in My Shoes” outdoor permanent art display in Los Angeles. Dr. Sample and his shoes were selected for commemoration at the Jefferson/Rodeo site in acknowledgement that he is a “community member who goes that extra mile to help others.” (See http://walkamileinmyshoes.us/)
Dr. Sample is affiliated with the following professional organizations: Council of Black Administrators (COBA) as Executive Board Member and Financial Officer; Associated Administrators of Los Angeles (AALA); Association for Supervision of Curriculum Development (ASCD); Society of Scholars and Educators; California Association of Resource Specialists Plus (CARS+); The Council of Exceptional Children; Mortar Board National Honor Society; Delta Mu Delta National Business Honor Society; and American Educational Research Association (AERA).
Dr. Sample is recognized as Who's Who in American Colleges and Universities. He hosts fundraisers and community events sponsored by his fraternity, Alpha Phi Alpha Fraternity, Inc., and provides special education consulting to local and state certified educational agencies through his business CapABILITIES Educational Services.
Associate Professor Elizabeth van Es Awarded 3-Year NSF Grant to Study Teacher Noticing and Dispositions
Grant: "Collaborative Research: Community and Teacher Teams Investigate Equitable Noticing and Dispositions (Co-ATTEND)"
PI: Elizabeth van Es
Funder: National Science Foundation
Duration: 3 years
Abstract
Teacher noticing is a central component of mathematics teaching. The study is situated in sociocultural theories of learning and development that connect patterns of noticing in the classroom to participation in social and cultural communities. The goal of the study is to extend this framework to noticing for equity in the mathematics classroom using a community-based design approach. The study includes three research questions. (1) What is the relation between the dispositions, noticing practices, and mathematics instruction of secondary mathematics teachers? (2) What activities, tools and frameworks support teachers in learning to notice for equity? (3) How can a community-based design model enhance the conceptualization of noticing for equity and the development of tools/frameworks for teacher learning? The project will include the design of a professional development for two cohorts of secondary teachers in collaboration with community leaders at two different sites. The project will also develop tools for research that can be used in other projects that investigate teacher noticing for equity in mathematics. Data collected will include teacher interviews, video documentation of teacher and community leader interactions in professional development (including summer design charrettes), other documents and artifacts from the design of tools and resources, and other qualitative data. Multiple frameworks will be used for data analysis.
Grant: "Collaborative Research: Community and Teacher Teams Investigate Equitable Noticing and Dispositions (Co-ATTEND)"
PI: Elizabeth van Es
Funder: National Science Foundation
Duration: 3 years
Abstract
Teacher noticing is a central component of mathematics teaching. The study is situated in sociocultural theories of learning and development that connect patterns of noticing in the classroom to participation in social and cultural communities. The goal of the study is to extend this framework to noticing for equity in the mathematics classroom using a community-based design approach. The study includes three research questions. (1) What is the relation between the dispositions, noticing practices, and mathematics instruction of secondary mathematics teachers? (2) What activities, tools and frameworks support teachers in learning to notice for equity? (3) How can a community-based design model enhance the conceptualization of noticing for equity and the development of tools/frameworks for teacher learning? The project will include the design of a professional development for two cohorts of secondary teachers in collaboration with community leaders at two different sites. The project will also develop tools for research that can be used in other projects that investigate teacher noticing for equity in mathematics. Data collected will include teacher interviews, video documentation of teacher and community leader interactions in professional development (including summer design charrettes), other documents and artifacts from the design of tools and resources, and other qualitative data. Multiple frameworks will be used for data analysis.
"The Returns of an Additional Year of Schooling: The Case of State-Mandated Kindergarten"
Grant: The Returns of an Additional Year of Schooling: The Case of State-Mandated Kindergarten
Funder: Economic Self-Sufficiency Policy Research Institute (ESSPRI)
PIs: Jade Marcus Jenkins & Maria Rosales-Rueda
Abstract
In light of the evidence demonstrating the importance of early childhood interventions in the development of human capital, a number of recent proposals at the federal and state levels aim to expand public early childhood education (ECE) programs, with the largest allocations going towards expansions in age-4 prekindergarten (pre-k) programs; state-developed voluntary part- or full-time educational interventions. Though in most states pre-k programs target low-income children, (e.g., NJ, NC), a handful of states provide universal access to all age-eligible residents (e.g., GA, OK). Recent federal policy initiatives also push for universal access to age-4 preschool programs, which enjoys support from both legislators and voters across party lines. However, the empirical work on the returns to ECE are generated from high quality, small-scale interventions targeted to low-income children (e.g., Perry Preschool Project), and there exists limited evidence on how such a universal intervention may influence states’ investments in human capital development in the long-run. Given scarce public resources, differentiating the impact of universal versus targeted ECE interventions is a central consideration for policymakers.
We look to a similar phenomenon, the origins of, and attendance mandates for, now universal American Kindergarten programs, to shed light on how trends towards universal provision of public preschool may influence one’s long-run educational and economic outcomes. While in most states kindergarten began as a voluntary program, between 1970-2015 some states evolved to mandating kindergarten attendance. This effectively shifted the minimum school entry age from age 7 (1st grade) to age 6. Several changes in state mandatory school entrance laws across—and in some instances, within—states over time provide an opportunity to causally identify the influence of an additional year of ECE on important individual education and labor market outcomes. In this study, we will use mandatory kindergarten attendance laws to identify the impact of ECE on children’s labor market outcomes, comparing states with mandatory attendance to those with voluntary attendance. We view the impacts of mandatory kindergarten attendance on long-run outcomes as a first look at how an additional year of schooling during preschool will influence long-run outcomes, in a policy context where federal and state governments are actively considering universal preschool programs.
Grant: The Returns of an Additional Year of Schooling: The Case of State-Mandated Kindergarten
Funder: Economic Self-Sufficiency Policy Research Institute (ESSPRI)
PIs: Jade Marcus Jenkins & Maria Rosales-Rueda
Abstract
In light of the evidence demonstrating the importance of early childhood interventions in the development of human capital, a number of recent proposals at the federal and state levels aim to expand public early childhood education (ECE) programs, with the largest allocations going towards expansions in age-4 prekindergarten (pre-k) programs; state-developed voluntary part- or full-time educational interventions. Though in most states pre-k programs target low-income children, (e.g., NJ, NC), a handful of states provide universal access to all age-eligible residents (e.g., GA, OK). Recent federal policy initiatives also push for universal access to age-4 preschool programs, which enjoys support from both legislators and voters across party lines. However, the empirical work on the returns to ECE are generated from high quality, small-scale interventions targeted to low-income children (e.g., Perry Preschool Project), and there exists limited evidence on how such a universal intervention may influence states’ investments in human capital development in the long-run. Given scarce public resources, differentiating the impact of universal versus targeted ECE interventions is a central consideration for policymakers.
We look to a similar phenomenon, the origins of, and attendance mandates for, now universal American Kindergarten programs, to shed light on how trends towards universal provision of public preschool may influence one’s long-run educational and economic outcomes. While in most states kindergarten began as a voluntary program, between 1970-2015 some states evolved to mandating kindergarten attendance. This effectively shifted the minimum school entry age from age 7 (1st grade) to age 6. Several changes in state mandatory school entrance laws across—and in some instances, within—states over time provide an opportunity to causally identify the influence of an additional year of ECE on important individual education and labor market outcomes. In this study, we will use mandatory kindergarten attendance laws to identify the impact of ECE on children’s labor market outcomes, comparing states with mandatory attendance to those with voluntary attendance. We view the impacts of mandatory kindergarten attendance on long-run outcomes as a first look at how an additional year of schooling during preschool will influence long-run outcomes, in a policy context where federal and state governments are actively considering universal preschool programs.
Hosun Kang's Article Selected for NSTA's 2017 Research Worth Reading
Assistant Professor Hosun Kang’s article “Designing, Launching, and Implementing High Quality Learning Opportunities for Students that Advance Scientific Thinking” has been selected by the National Association of Research in Science Teaching (NARST) Publications Advisory Committee for the 2017 NSTA Research Worth Reading List.
NSTA (National Science Teachers Association) is the largest and most impactful practitioners’ organization in the field of science education. Kang’s article will appear on the NSTA website, providing free access for science teachers.
Kang, H., Windschitl, M., Stroupe, D., & Thompson, J. (November 2016). Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking. Journal of Research in Science Teaching, 53,(9), pp. 1316–1340. DOI: 10.1002/tea.21329
Abstract
Instructional tasks are key features of classroom practice, but little is known about how different components of tasks—such as selecting or designing tasks for a lesson, launching, and implementing them with students—shape the conditions for students’ intellectual engagement in science classrooms. Employing a qualitative multiple case study approach, we analyzed 57 science lessons taught by 19 first-year teachers. We examined the potential for students’ intellectual work built into the tasks across the phases of instruction, and how the demand of the unfolding task deepened (or failed to deepen) students’ engagement in science. The findings suggest the importance of beginning a lesson with high quality instructional tasks—complex tasks that bear appropriate levels of epistemic uncertainty for a particular group of students in a particular moment. Beginning a lesson with high quality tasks; however, was insufficient by itself to ensure rigorous learning opportunities. With the use of complex tasks, higher quality opportunities to learn were observed in lessons in which: (i) the tasks were framed as a process of understanding contextualized phenomena; (ii) the specific disciplinary concepts in the task were related to big science ideas that transcended the activities themselves; and (iii) students’ implementation of these tasks were structured using tools that supported changes in thinking.
Assistant Professor Hosun Kang’s article “Designing, Launching, and Implementing High Quality Learning Opportunities for Students that Advance Scientific Thinking” has been selected by the National Association of Research in Science Teaching (NARST) Publications Advisory Committee for the 2017 NSTA Research Worth Reading List.
NSTA (National Science Teachers Association) is the largest and most impactful practitioners’ organization in the field of science education. Kang’s article will appear on the NSTA website, providing free access for science teachers.
Kang, H., Windschitl, M., Stroupe, D., & Thompson, J. (November 2016). Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking. Journal of Research in Science Teaching, 53,(9), pp. 1316–1340. DOI: 10.1002/tea.21329
Abstract
Instructional tasks are key features of classroom practice, but little is known about how different components of tasks—such as selecting or designing tasks for a lesson, launching, and implementing them with students—shape the conditions for students’ intellectual engagement in science classrooms. Employing a qualitative multiple case study approach, we analyzed 57 science lessons taught by 19 first-year teachers. We examined the potential for students’ intellectual work built into the tasks across the phases of instruction, and how the demand of the unfolding task deepened (or failed to deepen) students’ engagement in science. The findings suggest the importance of beginning a lesson with high quality instructional tasks—complex tasks that bear appropriate levels of epistemic uncertainty for a particular group of students in a particular moment. Beginning a lesson with high quality tasks; however, was insufficient by itself to ensure rigorous learning opportunities. With the use of complex tasks, higher quality opportunities to learn were observed in lessons in which: (i) the tasks were framed as a process of understanding contextualized phenomena; (ii) the specific disciplinary concepts in the task were related to big science ideas that transcended the activities themselves; and (iii) students’ implementation of these tasks were structured using tools that supported changes in thinking.
UCI Education Leads Nation in NSF STEM Education Fellowships
Three PhD students in the UC School of Education have won National Science Foundation Graduate Research Fellowships in Science, Technology, Engineering, and Math Education for 2017, the highest number awarded to any institution in the country in that field.
This is the third time in the last four years that UCI's School of Education topped the nation in this highly prestigious award, dedicated to recognizing and supporting the most outstanding graduate students in STEM Education. In addition, the director of a School faculty member’s laboratory won one of these fellowships as well.
All told, UCI students have won 11 of the 102 NSF's Graduate Research Fellowship Program (GRFP) awards in STEM Education in the last four years, or more than 10% of the total awards given nationally. Students in the School of Education have won 9 of the 11, with the other two awarded to students in the UCI Department of Informatics. This number--9 fellowships awarded to a single School--tops the total number of STEM Education awards to any other School, or even, indeed, university, in the country. It is also more than the total STEM Education awards received in all other University of California campuses combined over the same four-year period.
This year's School of Education winners included Robert Kalinowski, advised by Assistant Professor Drew Bailey; Michael Leo, advised by Associate Professor Penelope Collins; Carlos Sandoval, advised by Associate Professor Elizabeth van Es; and Chelsea Parlett, manager of Associate Professor Susanne Jaeggi's research lab. Together with other GRFP recipients, they will benefit from a three-year annual stipend of $34,000 along with a cost of education allowance for tuition and fees and opportunities for international research and professional development.
Congratulations to Robert, Michael, Carlos, and Chelsea for their honor, as well as to UC Irvine School of Education GRFP honorable mention recipients in STEM Education: PhD students Jane Nazzal (advised by Professor Carol Booth Olson and Assistant Professor Rachel Baker), Yenda Prado (advised by Professor Mark Warschauer), Christopher Wegemer (advised by Professors Jacque Eccles, Deborah Vandell, and Sandra Simpkins), and undergraduate Pauline Ho (advised by Professor Mark Warschauer) for their well-deserved recognition.
Three PhD students in the UC School of Education have won National Science Foundation Graduate Research Fellowships in Science, Technology, Engineering, and Math Education for 2017, the highest number awarded to any institution in the country in that field.
This is the third time in the last four years that UCI's School of Education topped the nation in this highly prestigious award, dedicated to recognizing and supporting the most outstanding graduate students in STEM Education. In addition, the director of a School faculty member’s laboratory won one of these fellowships as well.
All told, UCI students have won 11 of the 102 NSF's Graduate Research Fellowship Program (GRFP) awards in STEM Education in the last four years, or more than 10% of the total awards given nationally. Students in the School of Education have won 9 of the 11, with the other two awarded to students in the UCI Department of Informatics. This number--9 fellowships awarded to a single School--tops the total number of STEM Education awards to any other School, or even, indeed, university, in the country. It is also more than the total STEM Education awards received in all other University of California campuses combined over the same four-year period.
This year's School of Education winners included Robert Kalinowski, advised by Assistant Professor Drew Bailey; Michael Leo, advised by Associate Professor Penelope Collins; Carlos Sandoval, advised by Associate Professor Elizabeth van Es; and Chelsea Parlett, manager of Associate Professor Susanne Jaeggi's research lab. Together with other GRFP recipients, they will benefit from a three-year annual stipend of $34,000 along with a cost of education allowance for tuition and fees and opportunities for international research and professional development.
Congratulations to Robert, Michael, Carlos, and Chelsea for their honor, as well as to UC Irvine School of Education GRFP honorable mention recipients in STEM Education: PhD students Jane Nazzal (advised by Professor Carol Booth Olson and Assistant Professor Rachel Baker), Yenda Prado (advised by Professor Mark Warschauer), Christopher Wegemer (advised by Professors Jacque Eccles, Deborah Vandell, and Sandra Simpkins), and undergraduate Pauline Ho (advised by Professor Mark Warschauer) for their well-deserved recognition.
Faculty, Students, and Alumni Present at SRCD Biennial Meeting
UCI School of Education faculty, students, and alumni are presenting at the 2017 Biennial Meeting of the Society for Research in Child Development (SRCD), April 6-8 in Austin, Texas. The 2017 meeting theme, “Developmental Science and Society”, encompasses four emphases:
SRCD biennial meetings give members an opportunity to connect and exchange information and ideas.
SoE 2017 presentations are listed below, organized alphabetically by the name of the first-mentioned UCI author.
* Risky Business: Correlation and Causation in Longitudinal Studies of Skill Development
Authors: Drew Bailey, Greg J. Duncan, Tyler Watts, Douglas H. Clements, Julie Sarama
* Supporting Teacher’s Implementation of a Tier 2 Language Intervention: A Randomized Coaching Trial in Second Grade
Authors: Beth M. Phillips, Karli B. Willis, Carol McDonald Connor, Christopher J. Lonigan
* Using Assessment and the OLOS Observation System to Inform and Promote Effective Early Learning Opportunities for Young Children
Authors: Carol McDonald Connor, Deborah Vandell, Nicole Sparapani
* Developing a Measure of Self-Regulation in Middle Elementary School
Authors: Stephanie Day, Carol McDonald Connor
* The Influence of Family Demographic Factors on School Readiness: Variation by Latino English Language Learners Status
Authors: Guadalupe Diaz, Megan McClelland
* Are Early Childhood Education and Family Support Programs Effective for Teenage Parents and Their Children? A Meta-Analysis
Authors: Caroline Frances Dorothy Black, Holly Schindler, Greg J. Duncan, Katherine Magnuson, Hirokazu Yoshikawa, Kathleen M. Ziol-Guest
* Early Childhood Education, Parenting, and the Home Environment: A Meta-Analysis
Authors: Christine M. Campo, Kathleen M. Zioi-Guest, Hirokazu Yoshikawa, Greg J. Duncan, Katherine Magnuson, Holly S. Schindler, & Todd Grindal
* Effects of Adding Parenting Programs to Early Childhood Education: A Meta-Analysis
Authors: Young Sun Joo, Katherine Magnuson, Greg J. Duncan, Holly S. Schindler, Hirokazu Yoshikawa, Kathleen M. Ziol-Guest
* Examining the Relations Between Executive Function, Math, & Literacy During the Transition to Kindergarten: A Multimethod Approach
Authors: Megan McClelland, Sara Schmitt, G. John Geldhof, David J. Purpura, Robert Duncan
* A Person-Centered Approach for Predicting 5th Grade Literacy Proficiency Among Low-Income Children
Authors: Robert Duncan, Shannon Lipscomb, G. John Geldhof, Alan Acock
* Positive Action: Social-Emotional Skill and Health Behavior Promotion Intervention
Authors: Irem Korucu, Sara Schmitt, Kendra M. Lewis, Robert Duncan
* Promoting School Readiness by Integrating a Self-Regulation Intervention into a School-Based Summer Program
Authors: Robert Duncan, Sara Schmitt, Megan McClelland
* Relevant Math Instruction and Teacher Differential Treatment in Female Students’ Math Motivational Beliefs and Achievement
Authors: Sarah E. McKellar, Aiza D. Marchand, Matthew Diemer, Kelly Daniels, Malanchuk Oksana, Jacquelynne Eccles
* “Some Kids Are Just Smarter”: How Parents’ Beliefs Relate to Their Interactions with Children During Achievement Activities
Authors: Lara Turci, Allan Wigfield, Jacquelynne Eccles
* Kindergarten Children’s Executive Functions Predict their Second Grade Academic Achievement and Classroom Behavior
Authors: Wik Hung Pun, Marianne M. Hillemeier, George Farkas
* Predictors of Music Class Participation and Persistence in Middle School Among Low-Income, Ethnically Diverse Students
Authors: Alenamie Alegro, Taylor Gara, Tanya Tavassolie, Adam Winsler
* How SES and Home Language Environments Contribute to the EF and School Readiness of Hispanic Children at Kindergarten Entry
Author: Christa Mulker Greenfader
* The Role of Home Literacy Practices on Reading Development of Kindergarteners
Authors: Tien Thuy Ho, Penelope Collins
* Child Care Instability: Experiences and Policy Solutions Aimed at Low-Income Families
Authors: Jade Jenkins, Tutrang Nguyen
* Healthy and Ready to Learn: The Effects of a School-Based Public Health Insurance Outreach Program for Kindergarten-Aged Children
Authors: Jade Jenkins
* Keeping Kids in Care: What Makes a Difference in State CCDF Policy?
Authors: Jade Jenkins, Tutrang Nguyen
* Afterschool Staff Beliefs and Student Reports of Program Quality: Findings from an Out-of-School STEM Learning Initiative
Authors: Sabrina Kataoka (Alumna), Rahila Simzar (Alumna), George Farkas, Deborah Vandell
* Patterns of Parent Mindsets and Self-Efficacy
Authors: Tarana Khan, Wendy Ochoa
* Physical Education and Educational Attainment
Author: Kenneth T.H. Lee (Alumnus)
* Varsity Sports Participation and Academic Performance
Author: Kenneth T. H. Lee (Alumnus)
* Home, School, and Out-of-School-Time as Mediators of Relations between Family Income and Academic Outcomes in Primary School
Authors: Ryan Lewis, Kenneth T.H. Lee (Alumnus), Deborah Vandell
* Latino Parents’ Involvement with their Teens’ Participation in Organized Activities: Examining the Role of Ethnic Culture
Authors: Alex R. Lin (Alumnus), Sandra Simpkins, Yangyang Liu
* Latino High School Students’ Science Motivation: Examining the Role of Friends’ Science Characteristics
Authors: Yangyang Liu, Sandra Simpkins
* Distributional Impacts of Academically Targeted Preschool Curricula
Author: Tutrang Nguyen
* Don’t Complain if it’s Free: Latino Parents’ Experiences at their Children’s Dentist in the U.S. and Mexico
Authors: Amy Doreen Gaona, Georgina Espino, Wendy Ochoa, Wendy Garrard, Stephanie M. Reich
* What Does an Ethnically Diverse Sample of Fathers and Mothers Know About Child Development?
Authors: Wendy Ochoa, Stephanie M. Reich, Wendy Garrard, Natasha Cabrera, Catherine Kuhns
* Consequences of Asthma Severity on Motivation and Math Achievement
Author: Jessica Oviatt
* Family and Instructional Determinants of Hispanic Kindergarteners’ Academic Success
Authors: Melina Aurora Pinales, George Farkas
* BabyBooks2: A Randomized Control Trial (RCT) to Test the Effects of a Book Intervention for Low-Income Mothers and Fathers
Authors: Natasha Cabrera, Stephanie M. Reich, Catherine Kuhns
* The Right Tool to Fit the Job: Adolescents’ Selective Use of Social Media in Peer Interactions
Authors: Stephanie M. Reich, Joanna Yau
* The Pain of Poverty and Poor English Skills in the Dental Chair: Pediatric Oral Health Disparities
Authors: Stephanie M. Reich, Wendy Ochoa, Amy Doreen Gaona, Yesenia Salcedo, Georgina Espino, Veronica Ahumada Newhart, Wendy Garrard
* Argumentative and Linguistic Features: A Study of Sixth Grade Writing Across Four Topics
Authors: Karen Taylor, Joshua Lawrence
* Promoting Goals and Preventing Worries: Family Management Among African-American Families Across Gender and Socioeconomic Lines
Authors: Nestor Tulagan, Jacquelynne Eccles
* Delay of Gratification in Early Childhood and Later Achievement
Authors: Haonan Quan, Tyler Watts, Greg J. Duncan
* Revisiting the Correlation Between Adolescent Academic Achievement and Adult Economic Success
Author: Tyler Watts
* A Professional Protocol to Support Teachers to Foster Students’ Language and Literacy Development using A2i Technology
Authors: Taffeta Wood, Carol McDonald Connor
* Tints of the Glasses: Predictors of Changes in Students’ Perceptions of Parental Valuing of Math
Authors: QingQing Yang, Jacquelynne Eccles
* Friendship Processes in Face-to-Face and Digital Interactions: A Conceptual Review
Author: Joanna Yau
* Mom, Get Out of my Face(book)!
Authors: Katrina Stacie Yip, Joanna Yau, Stephanie Reich
* The Effect of Word Knowledge e-Book on Comprehension Monitoring Development
Authors: Elham Zagar, Carol McDonald Connor, Stephanie Day
UCI Faculty and Student Serving as Chairs
UCI Faculty Serving as Discussants
UCI Faculty Serving as Moderator
UCI Faculty Serving as Panelist
UCI School of Education faculty, students, and alumni are presenting at the 2017 Biennial Meeting of the Society for Research in Child Development (SRCD), April 6-8 in Austin, Texas. The 2017 meeting theme, “Developmental Science and Society”, encompasses four emphases:
- Poverty, Inequality and Developmental Science
- Global Change and Child Development
- Neuroscience and Child Development
- Behavioral Science and Public Policy
SRCD biennial meetings give members an opportunity to connect and exchange information and ideas.
SoE 2017 presentations are listed below, organized alphabetically by the name of the first-mentioned UCI author.
* Risky Business: Correlation and Causation in Longitudinal Studies of Skill Development
Authors: Drew Bailey, Greg J. Duncan, Tyler Watts, Douglas H. Clements, Julie Sarama
* Supporting Teacher’s Implementation of a Tier 2 Language Intervention: A Randomized Coaching Trial in Second Grade
Authors: Beth M. Phillips, Karli B. Willis, Carol McDonald Connor, Christopher J. Lonigan
* Using Assessment and the OLOS Observation System to Inform and Promote Effective Early Learning Opportunities for Young Children
Authors: Carol McDonald Connor, Deborah Vandell, Nicole Sparapani
* Developing a Measure of Self-Regulation in Middle Elementary School
Authors: Stephanie Day, Carol McDonald Connor
* The Influence of Family Demographic Factors on School Readiness: Variation by Latino English Language Learners Status
Authors: Guadalupe Diaz, Megan McClelland
* Are Early Childhood Education and Family Support Programs Effective for Teenage Parents and Their Children? A Meta-Analysis
Authors: Caroline Frances Dorothy Black, Holly Schindler, Greg J. Duncan, Katherine Magnuson, Hirokazu Yoshikawa, Kathleen M. Ziol-Guest
* Early Childhood Education, Parenting, and the Home Environment: A Meta-Analysis
Authors: Christine M. Campo, Kathleen M. Zioi-Guest, Hirokazu Yoshikawa, Greg J. Duncan, Katherine Magnuson, Holly S. Schindler, & Todd Grindal
* Effects of Adding Parenting Programs to Early Childhood Education: A Meta-Analysis
Authors: Young Sun Joo, Katherine Magnuson, Greg J. Duncan, Holly S. Schindler, Hirokazu Yoshikawa, Kathleen M. Ziol-Guest
* Examining the Relations Between Executive Function, Math, & Literacy During the Transition to Kindergarten: A Multimethod Approach
Authors: Megan McClelland, Sara Schmitt, G. John Geldhof, David J. Purpura, Robert Duncan
* A Person-Centered Approach for Predicting 5th Grade Literacy Proficiency Among Low-Income Children
Authors: Robert Duncan, Shannon Lipscomb, G. John Geldhof, Alan Acock
* Positive Action: Social-Emotional Skill and Health Behavior Promotion Intervention
Authors: Irem Korucu, Sara Schmitt, Kendra M. Lewis, Robert Duncan
* Promoting School Readiness by Integrating a Self-Regulation Intervention into a School-Based Summer Program
Authors: Robert Duncan, Sara Schmitt, Megan McClelland
* Relevant Math Instruction and Teacher Differential Treatment in Female Students’ Math Motivational Beliefs and Achievement
Authors: Sarah E. McKellar, Aiza D. Marchand, Matthew Diemer, Kelly Daniels, Malanchuk Oksana, Jacquelynne Eccles
* “Some Kids Are Just Smarter”: How Parents’ Beliefs Relate to Their Interactions with Children During Achievement Activities
Authors: Lara Turci, Allan Wigfield, Jacquelynne Eccles
* Kindergarten Children’s Executive Functions Predict their Second Grade Academic Achievement and Classroom Behavior
Authors: Wik Hung Pun, Marianne M. Hillemeier, George Farkas
* Predictors of Music Class Participation and Persistence in Middle School Among Low-Income, Ethnically Diverse Students
Authors: Alenamie Alegro, Taylor Gara, Tanya Tavassolie, Adam Winsler
* How SES and Home Language Environments Contribute to the EF and School Readiness of Hispanic Children at Kindergarten Entry
Author: Christa Mulker Greenfader
* The Role of Home Literacy Practices on Reading Development of Kindergarteners
Authors: Tien Thuy Ho, Penelope Collins
* Child Care Instability: Experiences and Policy Solutions Aimed at Low-Income Families
Authors: Jade Jenkins, Tutrang Nguyen
* Healthy and Ready to Learn: The Effects of a School-Based Public Health Insurance Outreach Program for Kindergarten-Aged Children
Authors: Jade Jenkins
* Keeping Kids in Care: What Makes a Difference in State CCDF Policy?
Authors: Jade Jenkins, Tutrang Nguyen
* Afterschool Staff Beliefs and Student Reports of Program Quality: Findings from an Out-of-School STEM Learning Initiative
Authors: Sabrina Kataoka (Alumna), Rahila Simzar (Alumna), George Farkas, Deborah Vandell
* Patterns of Parent Mindsets and Self-Efficacy
Authors: Tarana Khan, Wendy Ochoa
* Physical Education and Educational Attainment
Author: Kenneth T.H. Lee (Alumnus)
* Varsity Sports Participation and Academic Performance
Author: Kenneth T. H. Lee (Alumnus)
* Home, School, and Out-of-School-Time as Mediators of Relations between Family Income and Academic Outcomes in Primary School
Authors: Ryan Lewis, Kenneth T.H. Lee (Alumnus), Deborah Vandell
* Latino Parents’ Involvement with their Teens’ Participation in Organized Activities: Examining the Role of Ethnic Culture
Authors: Alex R. Lin (Alumnus), Sandra Simpkins, Yangyang Liu
* Latino High School Students’ Science Motivation: Examining the Role of Friends’ Science Characteristics
Authors: Yangyang Liu, Sandra Simpkins
* Distributional Impacts of Academically Targeted Preschool Curricula
Author: Tutrang Nguyen
* Don’t Complain if it’s Free: Latino Parents’ Experiences at their Children’s Dentist in the U.S. and Mexico
Authors: Amy Doreen Gaona, Georgina Espino, Wendy Ochoa, Wendy Garrard, Stephanie M. Reich
* What Does an Ethnically Diverse Sample of Fathers and Mothers Know About Child Development?
Authors: Wendy Ochoa, Stephanie M. Reich, Wendy Garrard, Natasha Cabrera, Catherine Kuhns
* Consequences of Asthma Severity on Motivation and Math Achievement
Author: Jessica Oviatt
* Family and Instructional Determinants of Hispanic Kindergarteners’ Academic Success
Authors: Melina Aurora Pinales, George Farkas
* BabyBooks2: A Randomized Control Trial (RCT) to Test the Effects of a Book Intervention for Low-Income Mothers and Fathers
Authors: Natasha Cabrera, Stephanie M. Reich, Catherine Kuhns
* The Right Tool to Fit the Job: Adolescents’ Selective Use of Social Media in Peer Interactions
Authors: Stephanie M. Reich, Joanna Yau
* The Pain of Poverty and Poor English Skills in the Dental Chair: Pediatric Oral Health Disparities
Authors: Stephanie M. Reich, Wendy Ochoa, Amy Doreen Gaona, Yesenia Salcedo, Georgina Espino, Veronica Ahumada Newhart, Wendy Garrard
* Argumentative and Linguistic Features: A Study of Sixth Grade Writing Across Four Topics
Authors: Karen Taylor, Joshua Lawrence
* Promoting Goals and Preventing Worries: Family Management Among African-American Families Across Gender and Socioeconomic Lines
Authors: Nestor Tulagan, Jacquelynne Eccles
* Delay of Gratification in Early Childhood and Later Achievement
Authors: Haonan Quan, Tyler Watts, Greg J. Duncan
* Revisiting the Correlation Between Adolescent Academic Achievement and Adult Economic Success
Author: Tyler Watts
* A Professional Protocol to Support Teachers to Foster Students’ Language and Literacy Development using A2i Technology
Authors: Taffeta Wood, Carol McDonald Connor
* Tints of the Glasses: Predictors of Changes in Students’ Perceptions of Parental Valuing of Math
Authors: QingQing Yang, Jacquelynne Eccles
* Friendship Processes in Face-to-Face and Digital Interactions: A Conceptual Review
Author: Joanna Yau
* Mom, Get Out of my Face(book)!
Authors: Katrina Stacie Yip, Joanna Yau, Stephanie Reich
* The Effect of Word Knowledge e-Book on Comprehension Monitoring Development
Authors: Elham Zagar, Carol McDonald Connor, Stephanie Day
UCI Faculty and Student Serving as Chairs
- Joanna Yau: Adolescent Friendships in Digital Spaces: Same Old or New Beast?
- Stephanie M. Reich: Unequal Starts: Contributions to Health Disparities in Early Childhood
UCI Faculty Serving as Discussants
- Stephanie Reich: Adolescent Friendships in Digital Spaces: Same Old or New Beast?
- Deborah Vandell: Long-Term Impacts of Early Childhood Education Programs: New Looks at Familiar Promises
UCI Faculty Serving as Moderator
- Deborah Vandell: Creating Opportunity and Educational Pathways for Young Children: An Ongoing Conversation
UCI Faculty Serving as Panelist
- Greg J. Duncan: Development Effects of Early Exposure to Poverty
- Greg J. Duncan: New Frontiers in the Neuroscience of Inequality
