Newsletter - November 2015
BB2: Using Baby Books to Improve Maternal and Paternal Parenting and Child Outcomes
Principal Investigator: Stephanie Reich
Co-Investigators Funder: NICHD
Duration: 2015-2020
Abstract
A study of the effectiveness of embedding educational information into baby books as a way to educate mothers and fathers about typical child development, injury prevention, and optimal parenting, including coparenting. Educational books written in English and Spanish will be given to (1) mothers only, (2) fathers only, or (3) both parents. Another group will get non-educational books. With seven waves of data collection from when babies are 9 to 30 months, this project is one of the first to test differential and multiplicative effects of targeting both parents and will provide valuable insight into a low-cost and easy to implement intervention for low-income children.
Principal Investigator: Stephanie Reich
Co-Investigators Funder: NICHD
Duration: 2015-2020
Abstract
A study of the effectiveness of embedding educational information into baby books as a way to educate mothers and fathers about typical child development, injury prevention, and optimal parenting, including coparenting. Educational books written in English and Spanish will be given to (1) mothers only, (2) fathers only, or (3) both parents. Another group will get non-educational books. With seven waves of data collection from when babies are 9 to 30 months, this project is one of the first to test differential and multiplicative effects of targeting both parents and will provide valuable insight into a low-cost and easy to implement intervention for low-income children.
CAMP: Hispanics in the Pipeline: Foundations of Persistence from Middle School to STEM Careers PI: AnneMarie Conley
Co-PI: Jacquelynne Eccles & Stuart Karabenick (University of Michigan)
Project Scientist: Nayssan Safavian
Funding: National Science Foundation (NSF)
Duration: 2015-2018
Background
Hispanics’ underrepresentation in STEM presents economic and intellectual challenges. Only 4% of the U.S. STEM workforce is Hispanic (3% male, 1% female). Hispanic youth, the largest minority and fastest growing demographic group, are the most likely to drop out of the STEM pipeline before college and are the least likely to complete college STEM training. Understanding the psychosocial non-cognitive influences on Hispanic youth’s educational and occupational decisions are critical for designing effective strategies to confront this critical issue. Though several non-cognitive constructs are promising targets of interventions, no studies have documented their association with Hispanic youth’s STEM-related educational and occupational choices/persistence.
Project Description
This study builds on an existing longitudinal study of 14,000 mostly Hispanic and low-income secondary (middle and high) school students (funded by NSF) to create a 15-year database.
Intellectual Merit
This study will contribute to the further refinement of two major social-cognitive/motivational theories of educational success and educational and occupational choices: Achievement Goal Theory (AGT) and Expectancy-Value Theory (EVT). AGT focuses on learners’ reasons for engaging in achievement tasks and their standards for success. Though this theory provides predictors of short-term benefits such as grades, the importance of these beliefs to understand educational and occupational choices/persistence has not been studied. EVT proposes that achievement-related choices are a function of students’ expectancies for success and subjective task values (STV) across academic and career domains. STV includes perceived interest, utility, attainment value and cost of the task. Extant research supports these predictions regarding choice of high school STEM courses and college majors primarily for white middle class youth. Longitudinal research with Hispanic populations is necessary because they may be motivated differently, in particular the role of perceived costs (e.g., of not financially contributing to their family) and attainment value in pursuing higher education. This study will address these theoretical and applied gaps by testing both the models’ utility for explaining gender and ethnic group differences in career choices related to STEM.
Co-PI: Jacquelynne Eccles & Stuart Karabenick (University of Michigan)
Project Scientist: Nayssan Safavian
Funding: National Science Foundation (NSF)
Duration: 2015-2018
Background
Hispanics’ underrepresentation in STEM presents economic and intellectual challenges. Only 4% of the U.S. STEM workforce is Hispanic (3% male, 1% female). Hispanic youth, the largest minority and fastest growing demographic group, are the most likely to drop out of the STEM pipeline before college and are the least likely to complete college STEM training. Understanding the psychosocial non-cognitive influences on Hispanic youth’s educational and occupational decisions are critical for designing effective strategies to confront this critical issue. Though several non-cognitive constructs are promising targets of interventions, no studies have documented their association with Hispanic youth’s STEM-related educational and occupational choices/persistence.
Project Description
This study builds on an existing longitudinal study of 14,000 mostly Hispanic and low-income secondary (middle and high) school students (funded by NSF) to create a 15-year database.
- Goal 1 consists of examining the STEM-related educational and occupational pathways of Hispanic youth and young adults. To our knowledge this is the only longitudinal dataset to include secondary school experiences of Hispanic youth, which includes measures of such essential constructs as: (a) self-efficacy, mindsets, subjective task values, and affective experiences, (b) educational and career aspirations and attainment, (c) high school course choices, and (d) academic achievement. This unique longitudinal database will examine the links between these constructs assessed in secondary school and post high school educational and occupational choices/persistence.
- Goal 2 will follow up on 1,500 Hispanic youth to identify the perceived obstacles, buffers, and unique opportunities related to postsecondary STEM attainment by closely examining youth from three groups; those who: (a) aspired to and remained in STEM, (b) aspired to but left STEM, and (c) did not have STEM aspirations in high school but later pursued STEM.
- Goal 3 will assess the links between students’ experiences in math classrooms, immediate over-the-year changes (motivational beliefs, college and career aspirations) and long-term outcomes (college and occupational choices).
Intellectual Merit
This study will contribute to the further refinement of two major social-cognitive/motivational theories of educational success and educational and occupational choices: Achievement Goal Theory (AGT) and Expectancy-Value Theory (EVT). AGT focuses on learners’ reasons for engaging in achievement tasks and their standards for success. Though this theory provides predictors of short-term benefits such as grades, the importance of these beliefs to understand educational and occupational choices/persistence has not been studied. EVT proposes that achievement-related choices are a function of students’ expectancies for success and subjective task values (STV) across academic and career domains. STV includes perceived interest, utility, attainment value and cost of the task. Extant research supports these predictions regarding choice of high school STEM courses and college majors primarily for white middle class youth. Longitudinal research with Hispanic populations is necessary because they may be motivated differently, in particular the role of perceived costs (e.g., of not financially contributing to their family) and attainment value in pursuing higher education. This study will address these theoretical and applied gaps by testing both the models’ utility for explaining gender and ethnic group differences in career choices related to STEM.
Advancing the Use of Digital Museum Assets and Tools in K-12 Classrooms
PI: Smithsonian Center for Learning and Digital Access
Subcontract: Mark Warschauer
Funder: Carnegie Corporation
Duration: 2015-2017
Project Description
The research team is coordinating an evaluation of how teachers and students are making use of online materials from the Smithsonian for educational or learning purposes. Activities include gathering and analyzing data from a variety of sources, including interviews and surveys with teachers and students, content analysis of digital sets that are created by teachers, think-aloud and simulated recall protocols to examine teacher and student reflections on material use, and analysis of server date that records access and use by teachers and students.
Project Objectives
PI: Smithsonian Center for Learning and Digital Access
Subcontract: Mark Warschauer
Funder: Carnegie Corporation
Duration: 2015-2017
Project Description
The research team is coordinating an evaluation of how teachers and students are making use of online materials from the Smithsonian for educational or learning purposes. Activities include gathering and analyzing data from a variety of sources, including interviews and surveys with teachers and students, content analysis of digital sets that are created by teachers, think-aloud and simulated recall protocols to examine teacher and student reflections on material use, and analysis of server date that records access and use by teachers and students.
Project Objectives
- Identify strategies for making it easier to find teacher-created digital sets.
- Analyze the characteristics of teacher-created digital sets and how teachers use specific tools.
- Determine types of supports needed by teachers having different skills in curriculum development, access to and expertise with technology, and experience using museum resources.
- Document student experience using teacher-created digital sets.
- Disseminate findings from evaluation
An Analysis of Two-Year and Four-Year Pathways to a Baccalaureate: Academic Progress and Labor Market Performance
PI: Center for Analysis of Postsecondary Education and Employment
PI: Thomas Bailey, Center for Analysis of Postsecondary Education and Employment (CAPSEE)
Subcontract: Di Xu
Funder: Institute of Education Sciences (IES)
Duration: 2015-2016
Project Description
Community colleges have increasingly become a stepping stone to bachelor’s degree attainment. Yet, policy makers and researchers have been concerned about the viability of the community college transfer function. This project examines how and why the community college pathway to a baccalaureate influences students’ degree attainment and short-term labor market performance, using detailed administrative data from Virginia with propensity score matching to compare aspiring baccalaureate students entering the two-year versus four-year sector. Taking advantage of the detailed transcript information, this project will also examine various mechanisms that may stand in the way of these students’ baccalaureate completion, including: the impacts of two-year attendance on early academic progress, the logistical challenges inherent in selecting and enrolling in a four-year transfer destination, the loss of credits at the point of transfer, and post-transfer academic “shock.” A cost-benefit analysis will also be conducted to weigh the costs and benefits of beginning college at a two-year institution versus a four-year college.
CAPSEE Working Papers authored by Di Xu up to date:
PI: Center for Analysis of Postsecondary Education and Employment
PI: Thomas Bailey, Center for Analysis of Postsecondary Education and Employment (CAPSEE)
Subcontract: Di Xu
Funder: Institute of Education Sciences (IES)
Duration: 2015-2016
Project Description
Community colleges have increasingly become a stepping stone to bachelor’s degree attainment. Yet, policy makers and researchers have been concerned about the viability of the community college transfer function. This project examines how and why the community college pathway to a baccalaureate influences students’ degree attainment and short-term labor market performance, using detailed administrative data from Virginia with propensity score matching to compare aspiring baccalaureate students entering the two-year versus four-year sector. Taking advantage of the detailed transcript information, this project will also examine various mechanisms that may stand in the way of these students’ baccalaureate completion, including: the impacts of two-year attendance on early academic progress, the logistical challenges inherent in selecting and enrolling in a four-year transfer destination, the loss of credits at the point of transfer, and post-transfer academic “shock.” A cost-benefit analysis will also be conducted to weigh the costs and benefits of beginning college at a two-year institution versus a four-year college.
CAPSEE Working Papers authored by Di Xu up to date:
- Examining the Earnings Trajectories of Community College Students Using a Piecewise Growth Curve Modeling Approach
- What About Certificates? Evidence on the Labor Market Returns to Non-Degree Community College Awards in Two States
- Does Developmental Education Improve Labor Market Outcomes? Evidence From Two States
President Obama Lauds UC CalTeach Program: White House Initiatives on Education Excellence for Hispanics
President Obama announced Friday that the UC CalTeach program is being recognized for its contribution to Latino students and educational quality by the White House Initiatives on Educational Excellence for Hispanics.
The University of California has committed over $2.2 million to strengthening the state's pipeline of math and science teachers through its CalTeach Program by creating an early pathway each year for 1,700 predominantly STEM majors at 9 UC campuses to explore a career in teaching at the undergraduate level. Through enhanced outreach and recruitment efforts, particularly at its HSI-designated campuses, this commitment will provide up to 250 newly credentialed math and science teachers annually for the next 5 years who are prepared to meet the educational needs of diverse learners and dedicated to teaching in high needs schools.
UC Irvine's CalTeach program is one of two programs in the state that enables undergraduates to earn their STEM degree plus a teacher credential, both in four years. UCI CalTeach has been ranked #11 in the US for excellence in teacher preparation (NCTQ). UC Irvine has been ranked #1 in the US for providing the most opportunity and access to low income students (NY Times).
President Obama announced Friday that the UC CalTeach program is being recognized for its contribution to Latino students and educational quality by the White House Initiatives on Educational Excellence for Hispanics.
The University of California has committed over $2.2 million to strengthening the state's pipeline of math and science teachers through its CalTeach Program by creating an early pathway each year for 1,700 predominantly STEM majors at 9 UC campuses to explore a career in teaching at the undergraduate level. Through enhanced outreach and recruitment efforts, particularly at its HSI-designated campuses, this commitment will provide up to 250 newly credentialed math and science teachers annually for the next 5 years who are prepared to meet the educational needs of diverse learners and dedicated to teaching in high needs schools.
UC Irvine's CalTeach program is one of two programs in the state that enables undergraduates to earn their STEM degree plus a teacher credential, both in four years. UCI CalTeach has been ranked #11 in the US for excellence in teacher preparation (NCTQ). UC Irvine has been ranked #1 in the US for providing the most opportunity and access to low income students (NY Times).
Education Undergraduates Explore Photography "In the Field" at Crystal Cove
Undergraduate Education majors and minors were treated to a photographic exploration of Crystal Cove State Park's Historic District as part of their coursework in EDUC 104D: Teaching Fine Arts in K-12 Schools. The undergraduates were accompanied by UCI instructors Associate Professor Liane Brouillette and Dr. Kim Burge.
The field trip had two goals. First, students were learning how to use photography to help children in the upper elementary grades to look closely at the natural and built environment. Professor Brouillette commented,
The second goal was to prepare students to create lessons that the Crystal Cove Alliance will then give to elementary teachers, who will use these lessons to prepare their classes for field trips to Crystal Cove State Park.
The undergraduates were greeted at the state park by Plein Air artist Elizabeth Jamison, who explained the concept of Plein Air painting and the evolution of the Crystal Cove Historic District.
During the morning, the students participated in three related activities that are a version of the experiences that students in grades 3 to 5 would have. The activities were intended to prepare UCI students to understand what types of lessons would be helpful for elementary level teachers and students.
For their Plein Air activity, pairs of students were given copies of Plein Air paintings by Crystal Cove artists and a matte and challenged to find the location, frame the view, and take a photograph that matched the painting.
As follow-up to their visit, the students will submit a minimum of two photographs and write a lesson plan on tidepools, geology, or Plein Air art. Some of the lesson plans will be forwarded to Crystal Cove Alliance's Education Manager Sara Ludovise and will be used for future visits by 3rd to 5th graders. Some of the students' photographs will be featured first in UCI's Student Center Viewpoint Gallery and subsequently at an exhibit at Crystal Cove.
In addition to their photography experience, the UCI students learned about components of a field trip: organizing, conducting, and initiating follow-up activities to maximize impact. UCI's Illuminations initiative provided transportation for the UCI students.
Undergraduate Education majors and minors were treated to a photographic exploration of Crystal Cove State Park's Historic District as part of their coursework in EDUC 104D: Teaching Fine Arts in K-12 Schools. The undergraduates were accompanied by UCI instructors Associate Professor Liane Brouillette and Dr. Kim Burge.
The field trip had two goals. First, students were learning how to use photography to help children in the upper elementary grades to look closely at the natural and built environment. Professor Brouillette commented,
- Multi-tasking has become so prevalent that many young people are unaccustomed to looking intently at an object or a scene--and taking in the details as an artist or a scientist would. Since taking a good photograph requires this type of intense focus, photography provides an opportunity for deeper learning.
The second goal was to prepare students to create lessons that the Crystal Cove Alliance will then give to elementary teachers, who will use these lessons to prepare their classes for field trips to Crystal Cove State Park.
The undergraduates were greeted at the state park by Plein Air artist Elizabeth Jamison, who explained the concept of Plein Air painting and the evolution of the Crystal Cove Historic District.
During the morning, the students participated in three related activities that are a version of the experiences that students in grades 3 to 5 would have. The activities were intended to prepare UCI students to understand what types of lessons would be helpful for elementary level teachers and students.
- Photographic Exploration of Tidepools
- Photographic Exploration of the Geology of Crystal Cove
- Seeing the World as a Plein Air Artist
For their Plein Air activity, pairs of students were given copies of Plein Air paintings by Crystal Cove artists and a matte and challenged to find the location, frame the view, and take a photograph that matched the painting.
As follow-up to their visit, the students will submit a minimum of two photographs and write a lesson plan on tidepools, geology, or Plein Air art. Some of the lesson plans will be forwarded to Crystal Cove Alliance's Education Manager Sara Ludovise and will be used for future visits by 3rd to 5th graders. Some of the students' photographs will be featured first in UCI's Student Center Viewpoint Gallery and subsequently at an exhibit at Crystal Cove.
In addition to their photography experience, the UCI students learned about components of a field trip: organizing, conducting, and initiating follow-up activities to maximize impact. UCI's Illuminations initiative provided transportation for the UCI students.
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Festival of Discovery Attracts Alumni and Community to UCI's 50 Year Celebration
The School of Education offered four attractions at UCI's 50th Anniversary Festival of Discovery, held Saturday, October 3rd in Aldrich Park.
The School of Education offered four attractions at UCI's 50th Anniversary Festival of Discovery, held Saturday, October 3rd in Aldrich Park.
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School volunteers at the Catapult station helped visitors construct marshmallow-shooting catapults from popsicle sticks, plastic spoons, and elastic bands. Once the catapults were constructed, children (and adults) selected a size of marshmallow and attempted to hit the target set up at the side of the booth.
Three iPads were available for visitors to explore "The Seed Cycle" app, created by Associate Professor Rebecca Black and Professor Bill Tomlinson.
At the Robart station, manned by the UCI Writing Project Team, visitors could create and then control a robot that used felt tip pens as legs to draw artistic designs.
Maneuvering around in the walkway was VGO, the telepresence robot that allows home-bound children to connect with fellow students and the teacher in their school classroom.
All four School of Education activities were situated in the Innovation + Ingenuity Pavilion, which celebrated UCI's creativity in promoting discovery and learning.
Other highlights of the festival included a 5-K run, TEDx UC Irvine, musical performances, food trucks, the quake cottage, the Seymour Pediatric Eye Mobile, Sharestream, Kids' Athletic Clinic, and three additional pavilions (Arts + Culture, Local + Global Impact, and Health + Wellness).
Three iPads were available for visitors to explore "The Seed Cycle" app, created by Associate Professor Rebecca Black and Professor Bill Tomlinson.
At the Robart station, manned by the UCI Writing Project Team, visitors could create and then control a robot that used felt tip pens as legs to draw artistic designs.
Maneuvering around in the walkway was VGO, the telepresence robot that allows home-bound children to connect with fellow students and the teacher in their school classroom.
All four School of Education activities were situated in the Innovation + Ingenuity Pavilion, which celebrated UCI's creativity in promoting discovery and learning.
Other highlights of the festival included a 5-K run, TEDx UC Irvine, musical performances, food trucks, the quake cottage, the Seymour Pediatric Eye Mobile, Sharestream, Kids' Athletic Clinic, and three additional pavilions (Arts + Culture, Local + Global Impact, and Health + Wellness).
Swedish Educators Return to Explore and Share Innovations in Educational Technology
Swedish educators and administrators from Nacka Sweden visited Southern California and UC Irvine's School of Education to observe recent innovations in educational technology utilization and share their experiences.
During their morning visit to UC Irvine, the educators engaged in four presentations by Orange County educators.
Kate Petty, Instructional Technology Coordinator
Kristen Thomsen, Teacher on Special Assignment
Saddleback Valley Unified School District
Presentation: Door to the Core
Anthony Saba, Head of School
Samueli Academy
Presentation: Samueli Academy
Wes Kriesel, Coordinator of Student Achievement & 21st Century Learning
Santa Ana Unified School District
Presentation" Santa Ana YouTube Channel
Veronica Newhart, PhD Candidate
UC Irvine School of Education
Presentation: Visual Inclusion via Telepresence Robots in the Classroom
The Swedish educators shared three presentations providing updates on developments in Nacka, Sweden.
The visit concluded with lunch at UCI's University Club.
Swedish educators and administrators from Nacka Sweden visited Southern California and UC Irvine's School of Education to observe recent innovations in educational technology utilization and share their experiences.
During their morning visit to UC Irvine, the educators engaged in four presentations by Orange County educators.
Kate Petty, Instructional Technology Coordinator
Kristen Thomsen, Teacher on Special Assignment
Saddleback Valley Unified School District
Presentation: Door to the Core
Anthony Saba, Head of School
Samueli Academy
Presentation: Samueli Academy
Wes Kriesel, Coordinator of Student Achievement & 21st Century Learning
Santa Ana Unified School District
Presentation" Santa Ana YouTube Channel
Veronica Newhart, PhD Candidate
UC Irvine School of Education
Presentation: Visual Inclusion via Telepresence Robots in the Classroom
The Swedish educators shared three presentations providing updates on developments in Nacka, Sweden.
The visit concluded with lunch at UCI's University Club.
