Gülseven is collaborating with Drs. Sandra Simpkins, Deborah Vandell, Jacquelynne Eccles, and Nicole Zarrett in the Templeton Character Development Project to explore the development of five character virtues including prosocial behavior, cooperative behavior, self-control, emotion regulation, and hard work from childhood through adolescence. Gülseven received her B.S. in Psychology from Abant İzzet Baysal University, in Turkey and her M.S. and Ph.D. in Human Development and Family Science from the University of Missouri.
Carlo’s primary research interest focuses on understanding positive social development and health in culturally diverse children and adolescents. Many of his projects focus on U.S. ethnic/racial groups, including Latino/a youth and families. He has published more than 200 books, chapters, and research papers. He currently serves as a member of the Society for Research in Child Development Governing Council, as associate editor of the International Journal of Behavioral Development, and as co-editor of the upcoming APA Handbook of Adolescent Development. Carlo serves as director of UCI’s Cultural Resilience and Learning Center. Abstract Despite the surge of interest in understanding the socializing role of parents on youth prosocial behaviors, studies on the socialization of prosocial behaviors in Latinx adolescents residing in their native countries are lacking. This study examined the relations among supportive and strict parenting, prosocial moral reasoning, familism values, and six types of prosocial behaviors in parents and youth residing in Nicaragua. Participants were 265 secondary school students (Mage = 14.85 years, SD = 1.33; 62% female) from San Marcos, Nicaragua. We found partial support for the hypothesized effects. Specifically, strict parenting was positively linked to approval-oriented moral reasoning, which in turn, was positively linked to public prosocial behavior and negatively linked to altruistic prosocial behavior. Higher strict parenting was directly linked to higher emotional prosocial behavior. Moreover, supportive parenting was positively linked to adolescents’ familism values and dire and public prosocial behaviors, and it was negatively related to approval-oriented moral reasoning. Additionally, familism value was positively linked to compliant and emotional prosocial behaviors and negatively linked to altruistic prosocial behavior. These findings were robust across adolescents’ gender. Overall, these findings have implications for traditional and culture-specific models of prosocial behaviors and extend our understanding of the roles of parenting, sociocognitive and value traits, and adolescents’ prosocial behaviors to Latinx parents and youth residing in their native country. "Using Assessment to Improve the Accuracy of Teachers’ Perceptions of Students’ Academic Competence"5/12/2021
Teachers’ perceptions of their students’ academic skills can affect students’ achievement and may be influenced by unrelated student characteristics such as socioeconomic status (SES). In this ad hoc randomized controlled trial, teachers (n = 28) were randomly assigned to receive training on using assessment to guide literacy instruction, Assessment-to-Instruction (A2i), or on Math PALS (control). Teachers rated students’ (n=446) academic competence. A2i teachers’ ratings did not vary by SES, and their ratings correlated more strongly with students’ literacy and mathematics assessment scores compared with those of the control teachers. Control teachers generally underestimated lower SES students’ academic competence; underestimation was greater at more affluent schools. Teachers’ ratings of students’ academic competence predicted reading and mathematics outcomes. Thoughtful use of assessments to guide instruction appeared to improve the precision of teachers’ ratings of students’ academic competence, improve student outcomes, and reduce potential teacher biases about children from higher-poverty families.
Liu is currently working on a project funded by Mott Foundation to examine after-school quality and Templeton Character Development project with Simpkins and Chancellors Professor Emerita Deborah Vandell.
Abstract High‐quality afterschool programs (ASPs) are opportunities to diversify the ways that Latinx youth from economically underprivileged communities experience STEM learning. Utilizing qualitative methods, based on the experiences and perspectives of low‐income Latinx middle school participants of a math enrichment ASP in Southern California, we identified four culturally responsive practices: (1) the promotion of an inclusive, safe, and respectful program climate, (2) engaging in personal conversations, (3) facilitating opportunities for mutual and math learning across diverse cultures and perspectives, and (4) the promotion of math and a range of social‐emotional skills across contexts. These practices helped youth feel more connected to the program, their peers, and program staff (college mentors); provided a platform for youth voice and contribution to the processes of teaching and learning; facilitated opportunities for skill development and practice across the different contexts of youth’s lives; interrelated with Latinx cultural values; and helped to promote youth’s engagement and math learning. Importantly, youth’s relationships with their mentors was a significant aspect of their experiences and perceptions of these practices. We argue that culturally responsive practices are necessary to achieve high‐quality programs and provide specific implications for how ASPs can implement them in the design and implementation of their programs. Culturally responsive practices are a necessary and defining aspect of program quality. A safe, inclusive and respectful climate is fundamental for culturally responsive practices. Engaging in personal conversations, including small talk, matter and can make a difference. Mutual learning and the promotion of skills across contexts is important for youth voice and contribution. Both positive program structure and staff practices are necessary for culturally responsive programs.
Duncan has served as president of the Population Association of America (2008) and the Society for Research in Child Development (2009-2011). Among his many honors are the Klaus J. Jacobs Research Prize and the Society for Research in Child Development Award for Distinguished Contributions to Public Policy and Practice in Child Development.
Abstract Although nonexperimental studies find robust neighborhood effects on adults, such findings have been challenged by results from the Moving to Opportunity (MTO) residential mobility experiment. Using a within-study comparison design, this article compares experimental and nonexperimental estimates from MTO and a parallel analysis of the Panel Study of Income Dynamics (PSID). Striking similarities were found between nonexperimental estimates based on MTO and PSID. No clear evidence was found that different estimates are related to duration of adult exposure to disadvantaged neighborhoods, nonlinear effects of neighborhood conditions, magnitude of the change in neighborhood context, frequency of moves, treatment effect heterogeneity, or measurement, although the uncertainty bands around our estimates were sometimes large. Another possibility is that MTO-induced moves might have been unusually disruptive, but results are inconsistent for that hypothesis. Taken together, the findings suggest that selection bias might account for evidence of neighborhood effects on adult economic outcomes in nonexperimental studies. Throughout the 2020-21 academic year, the UCI School of Education Climate Council developed ways to keep faculty, students, and staff connected and engaged with one another while working and studying remotely. One inspiration, organized by doctoral student Qing Zhang; Geneva Lopez, director, Ph.D Program, and Assistant Professor Brandy Gatlin-Nash, is Food for Thought, which used cooking as the medium to create a friendly, casual, and safe space for the School of Education community to learn about each other’s diverse experiences and perspectives while engaging in healthy discussions around equity and inclusion.
During the first week’s word cloud activity, participants shared their understanding of various terms associated with equity and inclusions, such as open-mindedness, empathy, redistribution, and justice. The second week activity included a discussion of how brains are hard-wired to recognize patterns and ways in which patterns can be disrupted. For the final session, small groups identified ways to create an open and inclusive community and then shared their perspectives in the larger group.
A second Advancing Ideas initiative is planned for fall quarter 2022.
September 17 Guest chef: Assistant Professor Brandy Gatlin-Nash shared her recipe for Southern Style Collard Greens and Cornbread (access recipe here) Discussion topic: Exploring the meaning of equity and inclusion Discussion facilitator: Doctoral candidate Qing Zhang October 15 Guest chefs: Undergraduate Victorya Vargas, shared her Pozole de Pollo Verde recipe (access recipe here), and undergraduate Young Ku shared her recipe for Gochujang Sausage Stir Fry (access recipe here) Discussion topic: Understanding power, privilege, implicit bias, and marginalization Discussion facilitator: Assistant Professor Gatlin-Nash November 19 Guest chef: Patricia Anderson, Assistant Director in the Center for Educational Partnerships, shared her recipe for of Chicken Adobo and Sinangag (garlic fried rice) (access recipe here) Discussion topic: Creating an open, authentic, equitable, and inclusive community Discussion facilitator: Geneva Lopez-Sandoval, Ph.D. Program Coordinator
Gülseven's research focuses on parental, cultural, and contextual correlates of prosocial behaviors and moral development in children and adolescents. She is collaborating with Drs. Sandra Simpkins, Deborah Vandell, Jacquelynne Eccles, and Nicole Zarrett in the Templeton Character Development Project to explore the development of five character virtues including prosocial behavior, cooperative behavior, self-control, emotion regulation, and hard work from childhood through adolescence. Gülseven received her B.S. in Psychology from Abant İzzet Baysal University, in Turkey and her M.S. and Ph.D. in Human Development and Family Science from the University of Missouri.
Carlo’s primary research interest focuses on understanding positive social development and health in culturally diverse children and adolescents. Many of his projects focus on U.S. ethnic/racial groups, including Latino/a youth and families. He has published more than 200 books, chapters, and research papers. He currently serves as a member of the Society for Research in Child Development Governing Council, as associate editor of the International Journal of Behavioral Development, and as co-editor of the upcoming APA Handbook of Adolescent Development. Carlo serves as director of UCI’s Cultural Resilience and Learning Center. Abstract This study examined the protective roles of early prosocial behaviours (at age 4) on later internalizing and externalizing problems (at age 6) and to what extent emotion regulation skills (at age 5) mediated these longitudinal associations in children from Turkey. Participants were 293 Turkish preschool children (Mage = 49.01 months; 141 girls). Results showed that higher prosocial behaviours at age 4 were linked to higher emotion regulation at age 5, which, in turn, was linked to less internalizing problems at age 6. Additionally, prosocial behaviours at age 4 were negatively linked to emotional lability at age 5, which, in turn, was positively linked to externalizing problems at age 6. We also found that higher prosocial behaviours at age 4 were directly and negatively linked to both internalizing and externalizing problems at age 6. These results were robust for boys and girls and children who lived in big and small cities. Overall, there was supportive evidence on the protective roles of earlier prosocial behaviours on later internalizing and externalizing problems. These findings extend existing models of risk and resilience to a sample of children from a non-Western, relatively collectivist-oriented culture and inform our understanding of these posited relations in young children.
Abstract
As reliance on technology increases in practically every aspect of life, all students deserve the opportunity to learn to think computationally from early in their educational experience. To support the kinds of computer science curriculum and instruction that makes this possible, there is an urgent need to develop and validate computational thinking (CT) assessments for elementary-aged students. We developed the Assessment of Computing for Elementary Students (ACES) to measure the CT concepts of loops and sequences for students in grades 3-5. The ACES includes block-based coding questions as well as non-programming, Bebras-style questions. We conducted cognitive interviews to understand student perspectives while taking the ACES. We piloted the assessment with 57 4th grade students who had completed a CT curriculum. Preliminary analyses indicate acceptable reliability and appropriate difficulty and discrimination among assessment items. The significance of this paper is to present a new CT measure for upper elementary students and to share its intentional development process.
This study examined the relations between teacher-reported classroom management self-efficacy, student-reported teaching quality and students’ enjoyment in mathematics. Data were collected from German ninth and tenth-grade students (N ¼ 779) and their teachers (N ¼ 40) at the beginning and the middle of the school year. Multilevel models showed that teachers’ self-efficacy at time 1 significantly and positively related to class-level monitoring and relatedness at time 2. Class-level relatedness at time 2 was significantly and positively associated with enjoyment at time 2. Teacher-reported self-efficacy at time 1 was indirectly related to enjoyment at time 2 through relatedness at time 2.
Rutherford is an Assistant Professor of Learning Sciences in the University of Delaware School of Education. Her recent NSF-funded research examines students’ in-the-moment motivations and emotions as they work within a digital mathematics learning tool. For her doctoral work she specialized in Learning, Cognition, and Development. Professor Michael E. Martinez served as her advisor. Rutherford also holds a J.D. from Boston University School of Law, and a B.A. in Elementary Education with a concentration in Computers in the Classroom from Florida International University.
Rodriguez’s research foci include using learning analytics to better understand student achievement in technology-enhanced and online STEM courses; using cognitive theories of learning to understand how students study, and whether using effective study strategies (spacing, self-testing) promotes learning in STEM courses; and understanding college students’ critical thinking abilities, especially in the context of reading misleading and fake news. Previously, Rodriguez was a postdoctoral scholar in the Digital Learning Lab, managing the NSF-funded project, Investigating Virtual Learning Environments. Before joining UC Irvine, he worked at WestEd helping schools make data-driven decisions that improved learning outcomes in classrooms. Abstract We demonstrate how motivational and behavioral processes can explain which students may be more likely to select into online (OL) than face-to-face (F2F) courses and also less likely to perform well in OL courses. University students (n = 999) reported their reasons for OL course selection: university constraints, specific need for flexibility, general preference for flexibility, and learning preferences. Compared to F2F students, only OL students with certain self-selection reasons showed differences in motivation, behavior, and performance. Notably, OL students who said they had a specific need for flexibility created by the costs of competing responsibilities spent more time on non-academic activities (e.g., working, commuting), less time on academic activities (e.g., study groups), and ultimately performed worse when compared to F2F peers. These students were especially likely to be women, older, and part-time. We discuss implications for practice and for using demographic characteristics to control for selection effects.
In this paper, we propose a novel approach to the assessment of the emergent socio-cognitive roles learners adopted during peer interactions. The approach posits that different dimensions of peer interaction emerging from temporal-semantic discourse information and the structure of interactions can be used to diagnostically reveal the emergent roles of learners during peer interactions. As such, the combination of two established methodologies, Group Communication Analysis (GCA) that centers on temporal semantic properties of online discourse with Social Network Analysis (SNA) that reflects structural interpersonal patterns of online interactions are used to gain a deeper understanding of the emergent, socio-cognitive roles learners adopt during peer interactions at scale. The proposed approach is named socio-cognitive group communication and interpersonal position (SCIP) analysis and is defined as a combination of these two distinct and complementary analytic techniques. The proposed SCIP approach is examined on data produced during peer interaction in a massive open online course (MOOC) delivered via Coursera. Using SCIP analysis, learner activity is described through five roles: Lurkers, Followers, Socially Detached, Influential Actors and Hyper Posters. We conclude the paper with a detailed discussion of the theoretical, methodological, and practical implications for peer interaction research. The scalability of the methodology opens the door for future research efforts directed towards understanding and improving peer-interactions at scale.
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