“Living Links: Examining Immigrant Teens’ Experiences in Communication Technology Enhanced Transnational Spaces.
by: Bethany Massey
Immigrant teens who exist within transnational space between Mexico and the United States may benefit from connections that can be sustained through communication technologies. The proposed narrative case study will seek voices that reflect participants’ lived experience via communication technologies through a series of interviews. Data will be analyzed for themes related to participants use of communication technologies to access transnational social spaces. Specifically, analysis be guided by the following questions: How do Mexican-American immigrant teens negotiate technology to access transnational spaces? How do Mexican-American teens use technology to talk about their immigrant lives? How do Mexican-American teens perceive the value of the experience? This work extends the research of Basch, Schiller and Blanc (1994) and F ‘(2000) in which immigrant teens experience dual Jives due to simultaneous connections. which may result in barriers and stressors between their host and home countries. This study answers a call from Velez-Ibanez and Greenberg (1992) and Gonzales, Moll and Amanti (2005) for research that regards household practice as “funds of knowledge” or that are encountered through lived experiences, and that may support the individual in making sense of, and giving meaning to life experiences. Such funds of knowledge should be valued by others, may be accessed as resources, and can empower the individual through an established voice. This study will also build upon Walther’s (1992) Social Information Processing theory by exploring technology enhanced social connections and information exchanges that may transcend time and space. It is hoped that a better understanding of the ways in which various communication technologies may be used to access communities in both the United States and Mexico can be leveraged to eventually direct teens to online sources of knowledge, information, and support while traversing the immigrant experience.
Aiming to do the Work: Life After the Dissertation
Feb. 28, 2017
Dahlberg Hall, room 100
In this special Urban Literacy Clinic and Collaborative — Navigating Academia session, Bettina Love will discuss what it means to engage in meaningful and sustaining work within communities. In these critical times, we must examine what it means to work with communities and alongside people as we fight for equity and education. Through examples of her own community-engaged scholarship, Love will discuss:
- What is the work?
- How do we engage in ways where community members become our teachers and teach us how to do the work?
- How does the academy prepare us (or not) for this type of work?
- How do we authentically put our research into action?
Time will be provided to share ideas and ask questions.
Love is an award-winning author and Associate Professor of Educational Theory and Practice at the University of Georgia. Her research focuses on the ways in which urban youth negotiate Hip Hop music and culture to form social, cultural, and political identities to create new and sustaining ways of thinking about urban education and intersectional social justice. Her research also focuses on how teachers and schools working with parents and communities can build communal, civically engaged, antiracist, anti-homophobic, and anti-sexist educational, equitable classrooms. For her work in the field, in 2016, Dr. Love was named the Nasir Jones Hiphop Fellow at the Hutchins Center for African and African American Research at Harvard University.
Navigating Academia sessions are designed to support doctoral students who are seeking extended knowledge for understanding and traversing academia. Sessions will feature emerging and leading scholars on compelling topics to help students understand ways to create successful pathways for self-care, academic productivity, and community engaged scholarship grounded in criticality.
To register to attend this session, please e-mail Benjamin Moore at firstname.lastname@example.org.
” An Analysis of Presence in an Asynchronous Online Undergraduate Mastery Course using Structural Equation Modeling.”
by: Jonathan Yerby
This study examined students’ perceptions of teaching, social, and cognitive presence in an online, asynchronous mastery course as they related to interaction and student course satisfaction in an online, asynchronous mastery course. The study design used structural equation modeling in order to examine these relationships. Data was collected from 166 students who were enrolled in an asynchronous online mastery course covering information technology literacy skills over a period of three years using a questionnaire built upon three previously validated instruments: The Community of Inquiry (Col) model (Arbaugh, Cleveland-Innes, Diaz, Garrison, Ice, Richardson, & Swan, 2008; R. Garrison, Anderson, & Archer, 2000), The Noel-Levitz Priorities Survey for Online Learners (Ruffalo Noel Levitz, 2016) and the Distance Education Learning Environments Survey (Walker & Fraser, 2005). The results of the study included a confirmatory factor analysis and three plausible, well-fitting structural equation models. Results showed that reported teaching presence was the strongest positive predictor of student course satisfaction, while reported cognitive presence was not a significant predictor of course satisfaction. Cognitive presence was a significant predictor of interaction. However, interaction was not a significant predictor of course satisfaction. In addition, results showed that as students’ perception of social presence increased, their reported course satisfaction decreased. This study adds to the literature on asynchronous online learning, can serve as a model for analyzing and improving online course design and implementation, and may be used for future research and development in similar contexts.
Distinguished Speaker Series: Luis Moll, University of Arizona
Luis Moll, professor emeritus in the University of Arizona’s College of Education, will speak to CEHD students, faculty and staff March 1 as part of the Distinguished Speaker Series.
Moll received his Ph.D. in educational psychology/early childhood development from the University of California, Los Angeles. His main research interests include the connection among culture, psychology and education, especially as it relates to the education of Latino children in the U.S. He has served on the editorial board of several journals, including the American Educational Research Journal, Educational Researcher, Reading Research Quarterly, Journal of Literacy Research, and Mind, Culture, and Activity. His co-edited volume, Funds of knowledge: Theorizing practices in households, communities, and classrooms, received the 2006 Critics’ Choice Award of the American Educational Studies Association. His most recent books are the co-edited volume, The International Handbook of Research on Children’s Literacy, Learning and Culture (2013), and the book L. S. Vygotsky and Education (2014). Moll was elected to membership in the National Academy of Education (1998), named a Kappa Delta Pi Laureate (2013) and to the Reading Hall of Fame (2014). He was also named Fellow (2009), received the Presidential Citation Award (2010) and the Palmer O. Johnson Award (2011) from the American Educational Research Association.
His presentation will discuss the following topics:
- The development of household visits to document lived experiences and funds of knowledge;
- Teacher study groups to analyze what can be learned from these visits;
- The development of teaching innovations; and
- “Translocation” work conducted in four international settings – Uganda, South Africa, Spain (Catalonia) and Australia – and what can be learned theoretically, methodologically and substantively from this work.
The Distinguished Speaker Series brings cutting-edge researchers at the state and national levels to the college on the first Wednesday of each month. Presentations are held at 12 noon (unless otherwise noted) in the College of Education and Human Development Forum, room 1030.
For more information, click here.
Distress (aka Stress) Management Workshop for Graduate Students
Thursday, March 2
CEHD room 1030
Stress affects physical, mental and occupational functioning, and can have adverse effects on health and health-related outcomes. Dr. Jonathan Orr’s workshop will explore stressors and how to manage them in order to achieve balance.
For more information about this workshop, contact Leslie Currah at email@example.com.
All College of Education & Human Development students are invited to attend a diversity forum on Thursday, March 2, from 4-6 p.m. in CEHD room 1030.
The forum’s featured speaker will be Jeffrey Coleman, director of Georgia State University’s Multicultural Center. Coleman has over 14 years of experience working in multicultural affairs. His undergraduate involvement in multicultural affairs, student government association, academic and social conduct committees and work-study employment in the dean of students office inspired him to pursue a career in student affairs focusing on advocating for historically under-served and underrepresented populations. Coleman’s passion is to develop programs and services that positively impact identity development, interpersonal and intrapersonal skills, academic success and graduation rates of diverse student populations.
For more information about this forum, contact Joseph Hill at firstname.lastname@example.org.
“How do teachers and leaders perceive an induction program’s influence on teacher retention in a Title 1 school in one urban district in the southeastern United States?”
Teacher attrition and retention have plagued our educational systems for decades, particularly in urban schools. Teacher attrition impacts districts financially and students academically. As many teachers choose to leave the profession for a myriad of reasons: baby boomers retiring, childbirth, poor working conditions, stress, or family moves, it is imperative for educational systems to implement practices to increase teacher retention. In recent years, teacher induction programs (defined as the on the job training for novice teachers provided by veteran teachers in the same school) have been implemented to circumvent attrition In hopes of retaining novice teachers (teachers with less than three years’ teaching experience. This qualitative study aims to investigate how teachers and leaders perceive their induction program’s effectiveness in retaining teachers. The three contextual factors in an induction program that support teachers’ decision to remain in the classroom: administrative support. mentoring, and collaborative support from colleagues. The conceptual frameworks of empowerment and school climate will ground this study. A purposeful sampling of participants will include the principal, the assistant principal whose purview is new teacher induction, three novice teachers, three veteran teachers, and three teachers currently serving or have served as mentors. Additionally, a Title 1 school in an urban school district in the southeastern United States with the highest retention rate for teachers will be selected based on historical data. Data collection will include interviews, documents and artifacts, and on-site observations of events studied along with researcher notes. The purpose of this study is to provide educational systems, school leaders, and the public at large with some salient practices In a comprehensive induction program that Increase teacher retention In urban schools. In order for our students to be able to compete in the global society of the 21st century, the onus is on the education systems to create empowering leaders who facilitate comprehensive induction programs to support novice teachers as they transition into the workforce.
Index words: novice teachers, attrition, retention, induction programs, administrative support, mentoring, collaborative support. and urban schools
“An Anchor Action Research Study o Student Achievement Utilizing the Teacher-Intern-Professor Model”
by: David Curlette
Professional development schools (PDSs) consist of a partnership between universities and schools designed to improve student achievement and to improve the professional development of teachers by blending the theories of university course work with the practicalities of teaching in the classroom (Basile, 2011; Byrd & McIntyre, 1999; Teitel, 2003). While, over the past 20 years, the PDS approach has failed to show consistent student achievement at the school level, the Teacher-Intern-Professor (TIP) model from the Collaboration and Resources for Encouraging and Supporting Transformations in Education (CREST-Ed) federal grant, provides one possible solution for showing student achievement with teacher interns in PDSs. In this study using quantitative and qualitative methods a case study of the TIP model will be developed. Mean student achievement gains from eight TIP classroom residents will be compared to eight comparison teacher classrooms, each from the same unit of study within a school. The quantitative data analysis will compare pretest and posttest means for student achievement, via teacher-made tests, for the units of study taught by the TIP residents and by the certified teachers in the comparison classrooms. Using interviews with school leaders, mentor teachers, and TIP residents, qualitative data will be obtained regarding the perceptions of instructional methods in the TIP residents’ classrooms. Also, qualitative data will be from two questionnaires, one administered to the TIP residents before teaching a unit of study and one after teaching a unit of study. Quantitative meta-analysis and qualitative narrative research will provide evidence regarding resident delivered instruction in PDS settings. This study is designed to provide a more complete understanding of the comparison classrooms, a new TIP summary on mathematics and/or science, more accurate perceptions of resident interns regarding the TIP model, and more empowering research for residents using the TIP Model.
Citing While Writing Workshops for Graduate Students
Tuesday, March 7
CEHD room 1030
College of Education & Human Development librarian Denise Dimsdale will present how and when to use citations. In this workshop, she will demonstrate how to use TurnItIn, an essential online tools to help you manage citations and organize your research. When in doubt, cite!
For more information about this workshop, contact Leslie Currah at email@example.com.