Newsletter - Winter 2013
Faculty and Doctoral Students Present at 2013 AERA
Eighteen faculty members and 25 doctoral students will be presenting their research, serving as discussants, and participating in administrative meetings and graduate student seminars at the 2013 American Educational Research Association (AERA) meeting April 27 through May 1 in San Francisco, California. The 2013 theme is "Education and Poverty: Theory, Research, Policy, and Praxis."
Distinguished Professor Greg Duncan is an invited speaker for the Presidential Session "Well-Being of Children and Youth Living in Poverty." Associate Professor Gilberto Conchas, member of the AERA Books Editorial Board, will be participating in the Roundtable Session "Education, Governance, and Student Outcomes." Assistant Professor Tesha Sengupta-Irving is participating in the meeting of the International Relations Committee.
AERA 2013 Faculty and Student Presentation Titles and Abstracts
Listed below by session and presentation titles are links to each UC Irvine School of Education presentation abstract.
- Presidential Session: "Well-Being of Children and Youth Living in Poverty"
- Invited Speaker: Distinguished Professor Greg Duncan
* Assessing and Explaining Educational Inequality: Fundamental Theories and New Dimensions: "Examining Racial/Ethnic Disparities in ADHD Diagnosis Across Kindergarten to Eighth Grade"
- Paul L. Morgan (The Pennsylvania State University)
- Jeremy Staff (The Pennsylvania State University)
- George Farkas, Professor
- Marianne Hillemeier (The Pennsylvania State University)
- Steven Maczuga (The Pennsylvania State University)
Abstract
To what extent ADHD diagnosis disparities for racial/ethnic minorities occur across early and middle childhood, as well as remain evident after accounting for confounding factors, is unknown. We examined the dynamics of race/ethnic disparities in ADHD diagnosis as children move from kindergarten to 8th grade, using a large-scale and longitudinal dataset to do so. Results indicated that minority children are less likely than whites to receive an ADHD diagnosis. After accounting for many potential confounders, the odds of ADHD diagnosis for Blacks and Hispanics are lower than those of whites by 66% (95% CI, 56%-74%) and 63% (95% CI, 52%-72%). Lower SES children are also less likely to receive an ADHD diagnosis.
----------------------------------------------------------
* Critical Teaching for Social Justice in the Classroom: "Review of the Design and Evaluation of Culturally Relevant Pedagogy"
- Briana Marie Hinga, Ph.D. Student
Abstract
Trends of “low achievement” for children of color in US schools is “too devastating to be tolerable” (Gay, 2000, p. 1). Typical instructional practices including transmission models of teaching and standardized testing have not led to success for all students. However, culturally relevant pedagogy (CRP) has been recognized for over twenty years as a teaching practice that creates spaces for social justice and effective teaching for all students, including students traditionally marginalized within the school systems (Ladson-Billings, 1990). The current paper aims to push the conversation forward about how to implement CRP on a larger scale, by reviewing literature documenting how CRP is implemented and how the effects of CRP are measured in adolescent English Language Arts (ELA) classrooms.
----------------------------------------------------------
* Development of Analysis Skills in Preservice Teachers: Components, Frameworks, and Tools: "Attending to Student Thinking: What Do Preservice Teachers Notice?"
- Jennifer Sun, Ph.D. Student
- Elizabeth van Es, Associate Professor
----------------------------------------------------------
* Development of Analysis Skills in Preservice Teachers: Components, Frameworks, and Tools: "Preparing to Learn From Teaching: A Study of the Effects of Two Math Methods Courses on Preservice Teachers’ Analysis Skills"
- Cathery Yeh, Ph.D. Student
- Rossella Santagata, Associate Professor
----------------------------------------------------------
* Development of Analysis Skills in Preservice Teachers: Components, Frameworks, and Tools: "Preservice Teachers’ Use of Tools to Systematically Analyze Teaching and Learning"
- Huy Chung, Ph.D. Student
- Elizabeth van Es, Associate Professor
----------------------------------------------------------
* Digital Literacies: "Collaborative Writing in the Cloud"
- Mark Warschauer, Professor
- Chin-Hsi Lin, Ph.D., SoE Graduate
- Binbin Zheng, Ph.D. Student
----------------------------------------------------------
* Educational Policy: Research Informing Practice: "Examining the Extremes: High and Low Performers on a Teaching Performance Assessment for Licensure"
- Judith Haymore Sandholtz, Professor
- Lauren Shea, Ph.D., SoE Graduate
Abstract
This research focuses on 22 high-performers and 21 low-performers on a summative teaching assessment for licensure, The Performance Assessment for California Teachers (PACT). The study uses a mixed-methods approach and addresses the following questions: 1) Do academic background factors correlate with high or low performance on the assessment? 2) To what extent do university supervisors accurately predict high and low performance? 3) Why do university supervisors accurately predict scores for some high- and low-performers but not others? Data were drawn from candidates’ records and included: a) demographic and placement information; b) predicted scores for the PACT teaching event; c) actual scores and written comments of the scorer; d) classroom observations by the supervisor; and e) student transcripts.
----------------------------------------------------------
* Examining the Ecology of Inequality: How the Hardening of the Class Stratification System Affects Literacy and the Development of Information Capital: "Summarizing Social Class Differences in Infant and Preschool Development: Results From the ECLS-B"
- George Farkas, Professor
- Paul L. Morgan (The Pennsylvania State University)
- Marianne Hillemeier (The Pennsylvania State University)
- Steven Maczuga (The Pennsylvania State University)
----------------------------------------------------------
* Exploring Outcomes Through Rigorous Investigations of Out-of School-Time Involvement: "Relating Type, Intensity, and Quality of After-School Activities to Later Academic and Behavioral Outcomes"
- Weilin Li, Ph.D. Student
- Deborah Lowe Vandell, Professor and Dean
----------------------------------------------------------
* Families and Education: "Latina Mathematics Trajectories and College Enrollment: The Role of Family Support and Teacher Influence"
- Alma L. Zaragoza-Petty, Ph.D. Student
- Maria Estela Zarate, Assistant Professor
Abstract
A community cultural wealth theoretical framework and mixed-methods analyses are used to examine the K-12 mathematics trajectories of 35 Latinas. Participants were part of a larger 15-year study that focused on low-income immigrant and second-generation Latino/a students and their families. Among those with low math trajectories, Latinas faced similar college enrollment outcomes. This article presents the two prominent themes that played a role in their college enrollment: familial support and teacher experiences.
----------------------------------------------------------
* Investigations of Levers to Enhance the Oral Language and Reading Comprehension of English Language Learners: "Differential Effects of a Systematic Vocabulary Intervention on Adolescent Language Minority Students with Varying Levels of English Proficiency"
- Joshua Fahey Lawrence, Assistant Professor
- Jin Kyoung Hwang, Ph.D. Student
- Elaine Mo (University of the Pacific)
- Catherine Snow (Harvard University)
----------------------------------------------------------
* Is It Worth My Time and Effort? Exploring Students' Conceptions of the Cost of Learning: "Gender and Ethnic Differences in Cost Value in Middle School Mathematics"
- Nayssan Safavian, Ph.D. Student
- AnneMarie M. Conley, Assistant Professor
- Stuart A. Karabenick (University of Michigan)
----------------------------------------------------------
* Metacognition and Self-Regulation: "Brain Boost: Randomized Trial of a Program to Enhance Intelligence in Elementary and Middle School"
Teomara Rutherford, Ph.D. Student
- David S. Lee, Ph.D. Student
- Katerina Schenke, Ph.D. Student
- Arena Chang, Ph.D. Student
- Cathy Tran, Ph.D. Student
- Neil Young, Ph.D. Student
- AnneMarie M. Conley, Assistant Professor
- Jeneen Graham, Ed.D. Graduate
- Jana Leyrer, Lab Manager
**With appreciation for the contribution of PI Michael E. Martinez, Professor**
----------------------------------------------------------
* Motivation in Adolescence: Challenges Across Cultures: "Eighth Grade Algebra Course Placement Influences on Student Motivation"
Rahila Munshi Simzar, Ph.D. Student
- Thurston Domina, Associate Professor
- AnneMarie Conley, Assistant Professor
----------------------------------------------------------
* Motivation in Education: "Mathematics Achievement, Help Seeking, and Classroom Goal Structures"
Arena Chang, Ph.D. Student
- Katerina Schenke, Ph.D. Student
- AnneMarie M. Conley, Assistant Professor
----------------------------------------------------------
* Online Teaching and Learning Posters: Interaction and Collaboration; Social Media and Mobile Approaches: "Social Media and Language Learning: Perceptions and Progress"
- Chin-Hsi Lin, Ph.D., SoE Graduate
----------------------------------------------------------
* Parent Involvement and Early Childhood Outcomes: "Differential Effects of Head Start as a Function of Parental Investment"
Elizabeth Miller, Ph.D. Student
- George Farkas, Professor
----------------------------------------------------------
* Pathways to Participation in Out-of-School Settings: "Participation in Out-of-School Settings and Student Academic and Behavioral Outcomes"
Anamarie Auger, Ph.D. Student
- Kim Pierce, Director of Research
- Deborah Lowe Vandell, Professor and Chair
----------------------------------------------------------
* Pathways to Participation in Out-of-School Settings: "Understanding the Link Between Substance Use and the Interaction of the Individual and the Environment"
- Kenneth Tae Lee, Ph.D. Student
- Deborah Lowe Vandell, Professor and Chair
----------------------------------------------------------
* Precollege Programs for College Access and Success: "The Impact of Integrating College Knowledge Lessons in Classroom College-Going Culture"
- Maria Estela Zarate, Assistant Professor
----------------------------------------------------------
* Reaching Success Together: Multiple Perspectives on Enhancing School Achievement and Promoting Positive Student Outcomes: "Laptop Use and Science Achievement Among Linguistically Diverse Students"
- Binbin Zheng, Ph.D. Student
- Mark Warschauer, Professor
----------------------------------------------------------
* Reaching Success Together: Multiple Perspectives on Enhancing School Achievement and Promoting Positive Student Outcomes: "Misclassification of Native English Speakers as English Language Learners: Evidence From the ELS:2002 Data"
- Nicholas Graham, Ph.D. Student
----------------------------------------------------------
* Reflections and Results of Research About the Nature of Education and Intelligence Inspired by the Contributions of Michael Martinez: "The Nation’s Intelligence: National Standards and the Building of Brainpower"
Robert Calfee (Stanford University)
Jeneen Graham, Ed.D. Graduate
----------------------------------------------------------
* Research in Reading and Literacy: Vital Issues in Reading and Literacy Research: "Metaphorically Speaking: Literacy, Working Memory, and Metaphor Processing in Young Adults"
- David Lee, Ph.D. Student
- Penelope Collins, Associate Professor
----------------------------------------------------------
* The Role of Motivation in Help Seeking: Peers, Processes, and Classroom Perceptions: "Classroom Influences on Students’ Help-Seeking Behavior"
Katerina Schenke, Ph.D. Student
- Erik Ruzek, Ph.D., SoE Graduate
- Stuart A. Karabenick (University of Michigan)
- AnneMarie Conley, Assistant Professor
----------------------------------------------------------
* Science Learning and Teaching: "Increasing Science Learning Through Integrating Arts and Science"
Brad Hughes, Lecturer SOE
- Liane Brouillette, Associate Professor
- Nicholas Graham, Ph.D. Student
- Douglas Harold Grove (Vanguard University of Southern California)
- Christopher Gerth
----------------------------------------------------------
* State and Regional Educational Research Associations: Distinguished Paper: "Seeing Eye-to-Eye: A Study of After-School Alignment and Academic Achievement"
- Tracy Bennett, Ph.D. Student
----------------------------------------------------------
* Studies in the School Effects Tradition: Raising Achievement and Addressing Persistent Inequality: "Does Constrained Curriculum Work? Evidence from California’s 8th Grade Algebra Reform"
- Thurston Domina, Associate Professor
- Andrew Penner, Assistant Professor, UC Irvine Sociology
- Emily K. Penner, Ph.D. Student
- AnneMarie M. Conley, Assistant Professor
----------------------------------------------------------
* Teacher Professional Development: "Does Professional Development Make a Difference? Results of a Three-Year Study of K-2 Science Instruction and Student Learning"
- Judith Haymore Sandholtz, Professor
- Cathy Ringstaff (WestEd)
----------------------------------------------------------
* Teacher Professional Development: "Teaching Artists Help K-2 Teachers Boost Language Development of ELLs"
Liane Brouillette, Associate Professor
- Douglas Harold Grove (Vanguard University of Southern California)
----------------------------------------------------------
* What can be Learned from Focal Groups: "The Impact of Working Hours at Part-Time Jobs on Educational Achievement in South Korea"
- NaYoung Hwang, Ph.D. Student
----------------------------------------------------------
* Web-Based Collaborative Tools and Social Determinants of Learning: Is There an Interaction?: "Teaching and Learning in One-to-One Laptop Environments: A Research Synthesis"
- Binbin Zheng, Ph.D. Student
- Mark Warschauer, Professor
Eighteen faculty members and 25 doctoral students will be presenting their research, serving as discussants, and participating in administrative meetings and graduate student seminars at the 2013 American Educational Research Association (AERA) meeting April 27 through May 1 in San Francisco, California. The 2013 theme is "Education and Poverty: Theory, Research, Policy, and Praxis."
Distinguished Professor Greg Duncan is an invited speaker for the Presidential Session "Well-Being of Children and Youth Living in Poverty." Associate Professor Gilberto Conchas, member of the AERA Books Editorial Board, will be participating in the Roundtable Session "Education, Governance, and Student Outcomes." Assistant Professor Tesha Sengupta-Irving is participating in the meeting of the International Relations Committee.
AERA 2013 Faculty and Student Presentation Titles and Abstracts
Listed below by session and presentation titles are links to each UC Irvine School of Education presentation abstract.
- Presidential Session: "Well-Being of Children and Youth Living in Poverty"
- Invited Speaker: Distinguished Professor Greg Duncan
* Assessing and Explaining Educational Inequality: Fundamental Theories and New Dimensions: "Examining Racial/Ethnic Disparities in ADHD Diagnosis Across Kindergarten to Eighth Grade"
- Paul L. Morgan (The Pennsylvania State University)
- Jeremy Staff (The Pennsylvania State University)
- George Farkas, Professor
- Marianne Hillemeier (The Pennsylvania State University)
- Steven Maczuga (The Pennsylvania State University)
Abstract
To what extent ADHD diagnosis disparities for racial/ethnic minorities occur across early and middle childhood, as well as remain evident after accounting for confounding factors, is unknown. We examined the dynamics of race/ethnic disparities in ADHD diagnosis as children move from kindergarten to 8th grade, using a large-scale and longitudinal dataset to do so. Results indicated that minority children are less likely than whites to receive an ADHD diagnosis. After accounting for many potential confounders, the odds of ADHD diagnosis for Blacks and Hispanics are lower than those of whites by 66% (95% CI, 56%-74%) and 63% (95% CI, 52%-72%). Lower SES children are also less likely to receive an ADHD diagnosis.
----------------------------------------------------------
* Critical Teaching for Social Justice in the Classroom: "Review of the Design and Evaluation of Culturally Relevant Pedagogy"
- Briana Marie Hinga, Ph.D. Student
Abstract
Trends of “low achievement” for children of color in US schools is “too devastating to be tolerable” (Gay, 2000, p. 1). Typical instructional practices including transmission models of teaching and standardized testing have not led to success for all students. However, culturally relevant pedagogy (CRP) has been recognized for over twenty years as a teaching practice that creates spaces for social justice and effective teaching for all students, including students traditionally marginalized within the school systems (Ladson-Billings, 1990). The current paper aims to push the conversation forward about how to implement CRP on a larger scale, by reviewing literature documenting how CRP is implemented and how the effects of CRP are measured in adolescent English Language Arts (ELA) classrooms.
----------------------------------------------------------
* Development of Analysis Skills in Preservice Teachers: Components, Frameworks, and Tools: "Attending to Student Thinking: What Do Preservice Teachers Notice?"
- Jennifer Sun, Ph.D. Student
- Elizabeth van Es, Associate Professor
----------------------------------------------------------
* Development of Analysis Skills in Preservice Teachers: Components, Frameworks, and Tools: "Preparing to Learn From Teaching: A Study of the Effects of Two Math Methods Courses on Preservice Teachers’ Analysis Skills"
- Cathery Yeh, Ph.D. Student
- Rossella Santagata, Associate Professor
----------------------------------------------------------
* Development of Analysis Skills in Preservice Teachers: Components, Frameworks, and Tools: "Preservice Teachers’ Use of Tools to Systematically Analyze Teaching and Learning"
- Huy Chung, Ph.D. Student
- Elizabeth van Es, Associate Professor
----------------------------------------------------------
* Digital Literacies: "Collaborative Writing in the Cloud"
- Mark Warschauer, Professor
- Chin-Hsi Lin, Ph.D., SoE Graduate
- Binbin Zheng, Ph.D. Student
----------------------------------------------------------
* Educational Policy: Research Informing Practice: "Examining the Extremes: High and Low Performers on a Teaching Performance Assessment for Licensure"
- Judith Haymore Sandholtz, Professor
- Lauren Shea, Ph.D., SoE Graduate
Abstract
This research focuses on 22 high-performers and 21 low-performers on a summative teaching assessment for licensure, The Performance Assessment for California Teachers (PACT). The study uses a mixed-methods approach and addresses the following questions: 1) Do academic background factors correlate with high or low performance on the assessment? 2) To what extent do university supervisors accurately predict high and low performance? 3) Why do university supervisors accurately predict scores for some high- and low-performers but not others? Data were drawn from candidates’ records and included: a) demographic and placement information; b) predicted scores for the PACT teaching event; c) actual scores and written comments of the scorer; d) classroom observations by the supervisor; and e) student transcripts.
----------------------------------------------------------
* Examining the Ecology of Inequality: How the Hardening of the Class Stratification System Affects Literacy and the Development of Information Capital: "Summarizing Social Class Differences in Infant and Preschool Development: Results From the ECLS-B"
- George Farkas, Professor
- Paul L. Morgan (The Pennsylvania State University)
- Marianne Hillemeier (The Pennsylvania State University)
- Steven Maczuga (The Pennsylvania State University)
----------------------------------------------------------
* Exploring Outcomes Through Rigorous Investigations of Out-of School-Time Involvement: "Relating Type, Intensity, and Quality of After-School Activities to Later Academic and Behavioral Outcomes"
- Weilin Li, Ph.D. Student
- Deborah Lowe Vandell, Professor and Dean
----------------------------------------------------------
* Families and Education: "Latina Mathematics Trajectories and College Enrollment: The Role of Family Support and Teacher Influence"
- Alma L. Zaragoza-Petty, Ph.D. Student
- Maria Estela Zarate, Assistant Professor
Abstract
A community cultural wealth theoretical framework and mixed-methods analyses are used to examine the K-12 mathematics trajectories of 35 Latinas. Participants were part of a larger 15-year study that focused on low-income immigrant and second-generation Latino/a students and their families. Among those with low math trajectories, Latinas faced similar college enrollment outcomes. This article presents the two prominent themes that played a role in their college enrollment: familial support and teacher experiences.
----------------------------------------------------------
* Investigations of Levers to Enhance the Oral Language and Reading Comprehension of English Language Learners: "Differential Effects of a Systematic Vocabulary Intervention on Adolescent Language Minority Students with Varying Levels of English Proficiency"
- Joshua Fahey Lawrence, Assistant Professor
- Jin Kyoung Hwang, Ph.D. Student
- Elaine Mo (University of the Pacific)
- Catherine Snow (Harvard University)
----------------------------------------------------------
* Is It Worth My Time and Effort? Exploring Students' Conceptions of the Cost of Learning: "Gender and Ethnic Differences in Cost Value in Middle School Mathematics"
- Nayssan Safavian, Ph.D. Student
- AnneMarie M. Conley, Assistant Professor
- Stuart A. Karabenick (University of Michigan)
----------------------------------------------------------
* Metacognition and Self-Regulation: "Brain Boost: Randomized Trial of a Program to Enhance Intelligence in Elementary and Middle School"
Teomara Rutherford, Ph.D. Student
- David S. Lee, Ph.D. Student
- Katerina Schenke, Ph.D. Student
- Arena Chang, Ph.D. Student
- Cathy Tran, Ph.D. Student
- Neil Young, Ph.D. Student
- AnneMarie M. Conley, Assistant Professor
- Jeneen Graham, Ed.D. Graduate
- Jana Leyrer, Lab Manager
**With appreciation for the contribution of PI Michael E. Martinez, Professor**
----------------------------------------------------------
* Motivation in Adolescence: Challenges Across Cultures: "Eighth Grade Algebra Course Placement Influences on Student Motivation"
Rahila Munshi Simzar, Ph.D. Student
- Thurston Domina, Associate Professor
- AnneMarie Conley, Assistant Professor
----------------------------------------------------------
* Motivation in Education: "Mathematics Achievement, Help Seeking, and Classroom Goal Structures"
Arena Chang, Ph.D. Student
- Katerina Schenke, Ph.D. Student
- AnneMarie M. Conley, Assistant Professor
----------------------------------------------------------
* Online Teaching and Learning Posters: Interaction and Collaboration; Social Media and Mobile Approaches: "Social Media and Language Learning: Perceptions and Progress"
- Chin-Hsi Lin, Ph.D., SoE Graduate
----------------------------------------------------------
* Parent Involvement and Early Childhood Outcomes: "Differential Effects of Head Start as a Function of Parental Investment"
Elizabeth Miller, Ph.D. Student
- George Farkas, Professor
----------------------------------------------------------
* Pathways to Participation in Out-of-School Settings: "Participation in Out-of-School Settings and Student Academic and Behavioral Outcomes"
Anamarie Auger, Ph.D. Student
- Kim Pierce, Director of Research
- Deborah Lowe Vandell, Professor and Chair
----------------------------------------------------------
* Pathways to Participation in Out-of-School Settings: "Understanding the Link Between Substance Use and the Interaction of the Individual and the Environment"
- Kenneth Tae Lee, Ph.D. Student
- Deborah Lowe Vandell, Professor and Chair
----------------------------------------------------------
* Precollege Programs for College Access and Success: "The Impact of Integrating College Knowledge Lessons in Classroom College-Going Culture"
- Maria Estela Zarate, Assistant Professor
----------------------------------------------------------
* Reaching Success Together: Multiple Perspectives on Enhancing School Achievement and Promoting Positive Student Outcomes: "Laptop Use and Science Achievement Among Linguistically Diverse Students"
- Binbin Zheng, Ph.D. Student
- Mark Warschauer, Professor
----------------------------------------------------------
* Reaching Success Together: Multiple Perspectives on Enhancing School Achievement and Promoting Positive Student Outcomes: "Misclassification of Native English Speakers as English Language Learners: Evidence From the ELS:2002 Data"
- Nicholas Graham, Ph.D. Student
----------------------------------------------------------
* Reflections and Results of Research About the Nature of Education and Intelligence Inspired by the Contributions of Michael Martinez: "The Nation’s Intelligence: National Standards and the Building of Brainpower"
Robert Calfee (Stanford University)
Jeneen Graham, Ed.D. Graduate
----------------------------------------------------------
* Research in Reading and Literacy: Vital Issues in Reading and Literacy Research: "Metaphorically Speaking: Literacy, Working Memory, and Metaphor Processing in Young Adults"
- David Lee, Ph.D. Student
- Penelope Collins, Associate Professor
----------------------------------------------------------
* The Role of Motivation in Help Seeking: Peers, Processes, and Classroom Perceptions: "Classroom Influences on Students’ Help-Seeking Behavior"
Katerina Schenke, Ph.D. Student
- Erik Ruzek, Ph.D., SoE Graduate
- Stuart A. Karabenick (University of Michigan)
- AnneMarie Conley, Assistant Professor
----------------------------------------------------------
* Science Learning and Teaching: "Increasing Science Learning Through Integrating Arts and Science"
Brad Hughes, Lecturer SOE
- Liane Brouillette, Associate Professor
- Nicholas Graham, Ph.D. Student
- Douglas Harold Grove (Vanguard University of Southern California)
- Christopher Gerth
----------------------------------------------------------
* State and Regional Educational Research Associations: Distinguished Paper: "Seeing Eye-to-Eye: A Study of After-School Alignment and Academic Achievement"
- Tracy Bennett, Ph.D. Student
----------------------------------------------------------
* Studies in the School Effects Tradition: Raising Achievement and Addressing Persistent Inequality: "Does Constrained Curriculum Work? Evidence from California’s 8th Grade Algebra Reform"
- Thurston Domina, Associate Professor
- Andrew Penner, Assistant Professor, UC Irvine Sociology
- Emily K. Penner, Ph.D. Student
- AnneMarie M. Conley, Assistant Professor
----------------------------------------------------------
* Teacher Professional Development: "Does Professional Development Make a Difference? Results of a Three-Year Study of K-2 Science Instruction and Student Learning"
- Judith Haymore Sandholtz, Professor
- Cathy Ringstaff (WestEd)
----------------------------------------------------------
* Teacher Professional Development: "Teaching Artists Help K-2 Teachers Boost Language Development of ELLs"
Liane Brouillette, Associate Professor
- Douglas Harold Grove (Vanguard University of Southern California)
----------------------------------------------------------
* What can be Learned from Focal Groups: "The Impact of Working Hours at Part-Time Jobs on Educational Achievement in South Korea"
- NaYoung Hwang, Ph.D. Student
----------------------------------------------------------
* Web-Based Collaborative Tools and Social Determinants of Learning: Is There an Interaction?: "Teaching and Learning in One-to-One Laptop Environments: A Research Synthesis"
- Binbin Zheng, Ph.D. Student
- Mark Warschauer, Professor
Michael E. Martinez
1956-2012
AERA Festschrift Honors Lifetime Contributions of Professor Michael E. Martinez
An AERA Festschrift will honor lifetime contributions of UC Irvine Professor of Education Michael E. Martinez during the 2013 Annual Meeting.
Professor Martinez will be honored for his commitment to advancing scholarly knowledge and for his untiring dedication to students and colleagues. During the UC Irvine June 2012 tribute to Professor Martinez, fellow professors, university administrators, current and former students, and representatives from outside educational institutions remembered Michael as a colleague, mentor, advisor, teacher, administrator, researcher, and friend.
During the Festschrift, Professor Emeritus Robert Calfee, Dr. Jeneen Graham, and Ph.D. Candidate Janice Hansen will announce the forthcoming publication of Professor Martinez's final book: Future Bright: A Transforming Vision of Human Intelligence (Oxford University Press, Summer 2013).
A scholarship has been established in Professor Martinez's honor, awarded yearly for oustanding contributions by a UC Irvine Ph.D. in Education student.
An AERA Festschrift will honor lifetime contributions of UC Irvine Professor of Education Michael E. Martinez during the 2013 Annual Meeting.
Professor Martinez will be honored for his commitment to advancing scholarly knowledge and for his untiring dedication to students and colleagues. During the UC Irvine June 2012 tribute to Professor Martinez, fellow professors, university administrators, current and former students, and representatives from outside educational institutions remembered Michael as a colleague, mentor, advisor, teacher, administrator, researcher, and friend.
During the Festschrift, Professor Emeritus Robert Calfee, Dr. Jeneen Graham, and Ph.D. Candidate Janice Hansen will announce the forthcoming publication of Professor Martinez's final book: Future Bright: A Transforming Vision of Human Intelligence (Oxford University Press, Summer 2013).
A scholarship has been established in Professor Martinez's honor, awarded yearly for oustanding contributions by a UC Irvine Ph.D. in Education student.
Faculty and Doctoral Students Present at Society for Research on Educational Effectiveness (SREE)
Six School of Education professors -- AnneMarie Conley, Thurston Domina, Greg Duncan, George Farkas, Joshua Lawrence, and Deborah Lowe Vandell -- and four Ph.D. in Education students -- Weilin Li, Rahila Munshi Simzar, Emily Penner, and Cathy Tran -- presented at the 2013 Society for Research on Educational Effectiveness (SREE) Spring Conference in Washington, D.C.
Each year SREE employs a highly selective process to ensure that the invited research meets society standards for rigorously designed predictive and descriptive studies.
In keeping with the 2013 theme "Capitalizing on Contradiction: Learning from Mixed Results," faculty and students presented their design measurements and data analyses that informed their findings from their research on educational interventions and outcomes.
Early Childhood Education: Approaches to Improving Implementation of Preschool Interventions
* Effects of Head Start Hours on Children's Cognitive, Pre-Academic, and Behavioral Outcomes: An Instrumental Variable Analysis
Weilin Li, Ph.D. Student
George Farkas, Professor
Greg Duncan, Distinguished Professor
Deborah Lowe Vandell, Professor and Dean
Margaret Burchinal, Adjunct Professor
* Experimental Evidence on Distributional Effects of Head Start
Marianne Bitler, UC Irvine Department of Economics
Thurston Domina, Associate Professor
Hilary Hoynes (UC Davis)
Instructional Improvement - Reading Impacts: Differing Programs and Goals
* Word Generation Randomized Trial: Discussion Mediates the Impact of Treatment on Academic Word Learning
Joshua Lawrence, Assistant Professor
E. Juliana Pare-Blagoev (SERP Institute)
Amy Crosson (University of Pittsburgh)
Catherine Snow (Harvard University)
Instructional Improvement
* Course Placement Influences on Student Motivation
Rahila Munshi Simzar, Ph.D. Student
Thurston Domina, Associate Professor
AnneMarie Conley, Assistant Professor
Cathy Tran, Ph.D. Student
Education Policy
* Missing Data and Mixed Results: The Effects of Teach for America on Student Achievement Revisited
Emily Penner, Ph.D. Student
Distinguished Professor of Education Greg Duncan served as discussant for the Instructional Improvement Symposium "Large-Scale Replication Research: Three Examples and the Issues They Raise."
Six School of Education professors -- AnneMarie Conley, Thurston Domina, Greg Duncan, George Farkas, Joshua Lawrence, and Deborah Lowe Vandell -- and four Ph.D. in Education students -- Weilin Li, Rahila Munshi Simzar, Emily Penner, and Cathy Tran -- presented at the 2013 Society for Research on Educational Effectiveness (SREE) Spring Conference in Washington, D.C.
Each year SREE employs a highly selective process to ensure that the invited research meets society standards for rigorously designed predictive and descriptive studies.
In keeping with the 2013 theme "Capitalizing on Contradiction: Learning from Mixed Results," faculty and students presented their design measurements and data analyses that informed their findings from their research on educational interventions and outcomes.
Early Childhood Education: Approaches to Improving Implementation of Preschool Interventions
* Effects of Head Start Hours on Children's Cognitive, Pre-Academic, and Behavioral Outcomes: An Instrumental Variable Analysis
Weilin Li, Ph.D. Student
George Farkas, Professor
Greg Duncan, Distinguished Professor
Deborah Lowe Vandell, Professor and Dean
Margaret Burchinal, Adjunct Professor
* Experimental Evidence on Distributional Effects of Head Start
Marianne Bitler, UC Irvine Department of Economics
Thurston Domina, Associate Professor
Hilary Hoynes (UC Davis)
Instructional Improvement - Reading Impacts: Differing Programs and Goals
* Word Generation Randomized Trial: Discussion Mediates the Impact of Treatment on Academic Word Learning
Joshua Lawrence, Assistant Professor
E. Juliana Pare-Blagoev (SERP Institute)
Amy Crosson (University of Pittsburgh)
Catherine Snow (Harvard University)
Instructional Improvement
* Course Placement Influences on Student Motivation
Rahila Munshi Simzar, Ph.D. Student
Thurston Domina, Associate Professor
AnneMarie Conley, Assistant Professor
Cathy Tran, Ph.D. Student
Education Policy
* Missing Data and Mixed Results: The Effects of Teach for America on Student Achievement Revisited
Emily Penner, Ph.D. Student
Distinguished Professor of Education Greg Duncan served as discussant for the Instructional Improvement Symposium "Large-Scale Replication Research: Three Examples and the Issues They Raise."
Asst. Prof. AnneMarie Conley
|
Assoc. Prof. Thad Domina
|
Distinguished Prof. Greg Duncan
|
Prof. George Farkas
|
Asst. Prof. Joshua Lawrence
|
Prof. & Dean Deborah Vandell
|
Wellin Li Ph.D. Student
|
Emily Penner Ph.D. Student
|
Rahila Simzar Ph.D. Student
|
Cathy Tran Ph.D. Student
|
Austin Displays UCIWP Porfolio
UCI Writing Project Prepares for 35th Summer Offering Programs for K-12 Students and Veteran Teachers
The UCI Writing Project, the longest-running Writing Project among the 10 UC campuses, is entering its 35th summer of offering programs for K-12 students and veteran teachers.
Summer Youth Programs
This summer K-12 students will be able to choose either the Young Writer’s Workshop and/or the Young Math & Science Workshop, and an Afterschool program in Arts, Sports Fitness, or Lego Engineering Projects. As Writing Project Division Manager Annie Wong explains,
One parent wrote of her child’s experience,
All workshops are delivered by California-certified teachers and often utilize team-teaching. According to Associate Program Manager Tracy Gov,
The student teacher ratio is generally 17:1, and students are grouped according to age bracket. All workshops meet the University of California standards for youth education and are aligned with the Common Core State Standards (CCSS).
Summer Workshops for Teachers
The Writing Project also provides professional development for teachers. Each year more than more 500 teachers enroll in the Writing Project’s workshops for teachers. This summer two workshops are being offered: (a) Implementing 6 Traits Writing Assessment in the Primary Classroom, and (b) Aligning ELA Instruction to the Common Core State Standards (CCSS).
Summer Institute for Teachers
A third component of the UCI Writing Project is the Summer Institute for Teachers. According to
Director/Associate Professor Carol Booth Olson,
In the last 34 years, the UCIWP has trained more than 860 teachers from 85 school districts and 13 colleges and universities.
The Writing Project has received two awards from the National Council of Teachers of English for outstanding educational research and the Alan C. Purves Award for research judged as likely to have the greatest impact on educational practice.
The UCI Writing Project, the longest-running Writing Project among the 10 UC campuses, is entering its 35th summer of offering programs for K-12 students and veteran teachers.
Summer Youth Programs
This summer K-12 students will be able to choose either the Young Writer’s Workshop and/or the Young Math & Science Workshop, and an Afterschool program in Arts, Sports Fitness, or Lego Engineering Projects. As Writing Project Division Manager Annie Wong explains,
- We enroll an average of 2,500 students each summer. Many return each year as they progress through the grades, and some come in groups from as far away as Jincheon-gun, Korea. Over the course of three weeks our students practice the six traits of writing: ideas, organization, voice, word choice, sentence fluency, and writing conventions. Their written products, which they share in peer writing groups, range from descriptive “I Am” poems, to Memory Snapshot narratives based on a favorite photograph of a person, place or event, to travel brochures, and essays about everyday heroes.
One parent wrote of her child’s experience,
- This amazing three-week program has allowed my son to express himself through different writing techniques, all while having a blast at the same time. You really captured his imagination!
All workshops are delivered by California-certified teachers and often utilize team-teaching. According to Associate Program Manager Tracy Gov,
- An advantage for Summer Youth teachers is that the team-teaching environment fosters creativity and the extended time period (2.5 hours per day) enables teachers to experiment with multiple genres of writing and to focus on revision.
The student teacher ratio is generally 17:1, and students are grouped according to age bracket. All workshops meet the University of California standards for youth education and are aligned with the Common Core State Standards (CCSS).
Summer Workshops for Teachers
The Writing Project also provides professional development for teachers. Each year more than more 500 teachers enroll in the Writing Project’s workshops for teachers. This summer two workshops are being offered: (a) Implementing 6 Traits Writing Assessment in the Primary Classroom, and (b) Aligning ELA Instruction to the Common Core State Standards (CCSS).
Summer Institute for Teachers
A third component of the UCI Writing Project is the Summer Institute for Teachers. According to
Director/Associate Professor Carol Booth Olson,
- The Summer Institute is an intensive four-week, 100-hour seminar designed to help veteran teachers (elementary through university) develop techniques for teaching listening, speaking, reading, writing, and critical thinking to their students, enhance their own abilities as writers, and impart what they have learned to other teachers in their own subsequent in-service workshops.
In the last 34 years, the UCIWP has trained more than 860 teachers from 85 school districts and 13 colleges and universities.
The Writing Project has received two awards from the National Council of Teachers of English for outstanding educational research and the Alan C. Purves Award for research judged as likely to have the greatest impact on educational practice.
Fulbright Teacher Returns to England for 35th Annual Fulbright Conference
“ArtsBridge America: Bridging Gaps in Arts Education for 17 years” was the title of the presentation delivered in London by SoE Lecturer and former Fulbright Exchange Teacher Kimberly Burge for the October 2012 35th Annual Fulbright Association Conference: Fulbrighters Minding the Gaps (and Bridging Them)! Upon her return to UC Irvine, Dr. Burge shared her thoughts about the Fulbright gathering.
Kimberly Burge, Ed.D., March 2013
Having been a Fulbright exchange teacher to England in 1975-76, I viewed the conference as a “homecoming” of sorts. Surely, over time London has changed in many ways. There are “modern” new buildings everywhere along the Thames, including the Hotel Pestana where the conference was held; electric cars are prevalent; and the people on the bustling streets, in restaurants, and in shops are young and lively. (I wondered, were we ever that young?) In many ways London has not changed: the British Museum surely qualifies as one of the “wonders of the world,” the black taxicabs and red double decker buses are everywhere, and Big Ben still sounds the hour.
The purpose of my visit was not to reminisce but to address the Fulbright conference theme: Fulbrighters in Action. My presentation focus was ArtsBridge America, a program founded on the UC Irvine campus as ArtsBridge in 1997 by the then Dean of the School of the Arts, Jill Beck.
Dr. Beck had a vision that was unique for UC Irvine at that time and that was to reach out to K-12 schools through undergraduate and graduate student scholars in the arts. The ArtsBridge program recruited top student dancers, painters, musicians, and dramatists; provided some basic training in how to work with K-12 students; and then paired these talented college students with classroom teachers in developing and implementing curriculum that supported learning to solve problems through the arts with additional attention to language arts learning. As part of their experience, the ArtsBridge scholars collected and analyzed data on the language arts development of their students.
“ArtsBridge America: Bridging Gaps in Arts Education for 17 years” was the title of the presentation delivered in London by SoE Lecturer and former Fulbright Exchange Teacher Kimberly Burge for the October 2012 35th Annual Fulbright Association Conference: Fulbrighters Minding the Gaps (and Bridging Them)! Upon her return to UC Irvine, Dr. Burge shared her thoughts about the Fulbright gathering.
Kimberly Burge, Ed.D., March 2013
Having been a Fulbright exchange teacher to England in 1975-76, I viewed the conference as a “homecoming” of sorts. Surely, over time London has changed in many ways. There are “modern” new buildings everywhere along the Thames, including the Hotel Pestana where the conference was held; electric cars are prevalent; and the people on the bustling streets, in restaurants, and in shops are young and lively. (I wondered, were we ever that young?) In many ways London has not changed: the British Museum surely qualifies as one of the “wonders of the world,” the black taxicabs and red double decker buses are everywhere, and Big Ben still sounds the hour.
The purpose of my visit was not to reminisce but to address the Fulbright conference theme: Fulbrighters in Action. My presentation focus was ArtsBridge America, a program founded on the UC Irvine campus as ArtsBridge in 1997 by the then Dean of the School of the Arts, Jill Beck.
Dr. Beck had a vision that was unique for UC Irvine at that time and that was to reach out to K-12 schools through undergraduate and graduate student scholars in the arts. The ArtsBridge program recruited top student dancers, painters, musicians, and dramatists; provided some basic training in how to work with K-12 students; and then paired these talented college students with classroom teachers in developing and implementing curriculum that supported learning to solve problems through the arts with additional attention to language arts learning. As part of their experience, the ArtsBridge scholars collected and analyzed data on the language arts development of their students.
Ph.D. Student Cathy Tran Researches Game Interaction in Norway as NSF Nordic Scholar
With support from the Research Council of Norway through a National Science Foundation fellowship, Ph.D. student Cathy Tran is spending half a year in Norway, where she co-designed game simulations at the University of Oslo for the Norwegian Museum of Science and Technology’s latest installation on energy of the future. Carnival-themed, each booth’s game features an energy source such as ocean waves, wind, and sun.
This spring Ms. Tran is analyzing how visitors interact with the games to explore how different features of games facilitate different types of interactions—behaviorally, cognitively, and emotionally—for those with different motivational patterns. This builds on her current research of exploring the untapped value in adopting motivation theories to inform the design of educational technology. In her work in Norway, she is exploring why students whose primary aim is to learn and understand think and act differently from those who focus mostly on competition in collaborative museum settings with game-based activities. In doing so, she uses self-reports to identify students with different motivational patterns and video analyses to understand how learners’ motivational profiles relate to their interactions with other visitors as well as with the digital game and hands-on features.
This summer Ms. Tran will be presenting her findings from this work at the Computer-Supported Collaborative Learning Conference and the Games, Learning, and Society Conference, both in Madison, Wisconsin.
In addition to research, she has also experienced other Nordic-esque adventures, including watching the live announcement of the Nobel Peace Prize, cheering at the Nordic World Cup for ski jumping, and eating reindeer (very common in Norway).
With support from the Research Council of Norway through a National Science Foundation fellowship, Ph.D. student Cathy Tran is spending half a year in Norway, where she co-designed game simulations at the University of Oslo for the Norwegian Museum of Science and Technology’s latest installation on energy of the future. Carnival-themed, each booth’s game features an energy source such as ocean waves, wind, and sun.
This spring Ms. Tran is analyzing how visitors interact with the games to explore how different features of games facilitate different types of interactions—behaviorally, cognitively, and emotionally—for those with different motivational patterns. This builds on her current research of exploring the untapped value in adopting motivation theories to inform the design of educational technology. In her work in Norway, she is exploring why students whose primary aim is to learn and understand think and act differently from those who focus mostly on competition in collaborative museum settings with game-based activities. In doing so, she uses self-reports to identify students with different motivational patterns and video analyses to understand how learners’ motivational profiles relate to their interactions with other visitors as well as with the digital game and hands-on features.
This summer Ms. Tran will be presenting her findings from this work at the Computer-Supported Collaborative Learning Conference and the Games, Learning, and Society Conference, both in Madison, Wisconsin.
In addition to research, she has also experienced other Nordic-esque adventures, including watching the live announcement of the Nobel Peace Prize, cheering at the Nordic World Cup for ski jumping, and eating reindeer (very common in Norway).
Mary Cashen
Ph.D. Student
Ph.D. Student Mary Cashen Reports on Experiences as Visiting Student Scholar at the UC Davis Center for Poverty Research
Ph.D. in Education student Mary Cashen decided to pursue doctoral work in part because of the large and growing achievement gap that exists between children from high- and low-income families throughout all levels of education. From her personal experience, she recognizes that this achievement gap, in conjunction with varying educational expectations, impacts high school course selection and post-secondary decisions about school and work. Now in her fourth year of study, Ms. Cashen is focusing her dissertation work on these issues as she researches access and equity for marginalized youth in the transition from high school to college or the workforce. One particular interest is the role of vocational training in high school.
During fall quarter 2012, Ms. Cashen was awarded a visiting graduate student scholar position at the University of California, Davis Center for Poverty Research to join an interdisciplinary team of researchers. She summarizes her experiences in Davis as follows:
Ph.D. in Education student Mary Cashen decided to pursue doctoral work in part because of the large and growing achievement gap that exists between children from high- and low-income families throughout all levels of education. From her personal experience, she recognizes that this achievement gap, in conjunction with varying educational expectations, impacts high school course selection and post-secondary decisions about school and work. Now in her fourth year of study, Ms. Cashen is focusing her dissertation work on these issues as she researches access and equity for marginalized youth in the transition from high school to college or the workforce. One particular interest is the role of vocational training in high school.
During fall quarter 2012, Ms. Cashen was awarded a visiting graduate student scholar position at the University of California, Davis Center for Poverty Research to join an interdisciplinary team of researchers. She summarizes her experiences in Davis as follows:
- Ann Huff Stevens and Marianne Page founded the Center for Poverty Research in September 2011 with core funding from the Office of the Assistant Secretary for Planning and Evaluation in the U.S. Department of Health and Human Services. It is one of three federally designated centers whose mission is to facilitate non-partisan academic research on poverty in the U.S., disseminate this research, and train the next generation of poverty scholars.
- During my tenure at the Center for Poverty Research, I participated in a three-day poverty retreat in Lake Tahoe, attended a quarter-long graduate course on Poverty and Public Policy, and received mentorship from Center affiliate Kimberlee Shauman. The quarter-long experience enabled me to focus on issues of poverty in my own field of educational policy, and also expand my professional network with scholars in sociology and economics at UC Davis and other visiting graduate student scholars from across the country.
- My experiences in Davis resulted in a new research collaboration that continues on beyond fall quarter of 2012. I attend poverty center events that enhance my research, including a day-long conference on the Role of Community Colleges in Workforce Development for Low-Skilled Workers, while continuing to develop my dissertation, "Sex, Class, and the Evolution of Career and Technical Education" with advisors George Farkas and Thad Domina.
