A presentation by the Adult Literacy 2CI candidate, Dr. Gina Biancarosa, will be held on Monday, Feb. 8, from 11:30 a.m. – 12:30 p.m. in room 896 of the College of Education and Human Development. The title of her presentation is “Reading Minds: Methods and Measures to Illuminate Reading Growth Beyond Basic Decoding.” Questions about the presentation can be sent to Dr. Daphne Greenberg at email@example.com.
Office of Research and Sponsored Projects Presentation
Presenter: Meredith Larson, research analyst, U.S. Department of Education’s Institute of Education Sciences
Meredith Larson oversees education research grants at the Institute of Education Sciences in the U.S. Department of Education. She helps recruit researchers from a wide array of disciplines into the field of education research, both junior and more senior researchers, and leads trainings on grant writing. Her own previous research explored the intersection of language and cognition. She earned her Ph.D. in psycholinguistics from Northwestern University, where she also worked as the assistant director to the English as a Second Language program.
This presentation will begin at 12 p.m. in the Forum (College of Education and Human Development, room 1030).
“Impact of Student Teaching on the Mathematics Teaching Efficacy Beliefs of Pre-Service Elementary Teachers”
by Don Brown
Much attention, both nationally and internationally, has been given to mathematics teaching and student mathematical performance (e.g. No Child Left Behind Act (2001), National Council of Teachers of Mathematics Standards (1991, 2000), Common Core State Standards, Trends in International Mathematics and Science Study (2013), and Program of International Student Assessment PISA (2013). As a result, teachers of mathematics have come under greater scrutiny and increased demands for student success have been placed upon them. Research has shown that teacher efficacy and mathematics teaching efficacy, forms of self-efficacy beliefs (Bandura, 1977, 1997), can have a positive impact on teaching and learning. Yet, there has been limited research on the mathematics teacher efficacy of pre-service elementary teachers (Swars, 2005). Therefore, this study will examine the following question: What happens to the mathematics teaching efficacy beliefs of pre-service teachers during student teaching? This study is designed as a qualitative study (Merriam, 2009), employing personal interviews, with an embedded survey, the Mathematics Teaching Efficacy Beliefs Instrument (Enochs, Smith, & Huinker, 2000). This methodology allows for the examination of how pre-service teachers interpret and construct meaning from their experiences. Participants selected for this study will be enrolled in their final year of studies in a teacher education program leading to credentials to teach grades kindergarten through five. It is expected this study will expand our knowledge of strategies for increasing efficacy of pre-service elementary teachers.
“Resilience and Liberation at the Intersection: Building a Research Agenda with Trans People of Color”
Anneliese A. Singh is an Associate Professor at The University of Georgia and co-founder of the Georgia Safe Schools Coalition and Trans Resilience Project. Dr. Singh is a Georgia State University, Counseling and Psychology Services graduate from the Counseling Psychology program. She is an exceptionally active alum participating in various GSU events (TEDxGeorgiaStateU). She presented a TEDx Talk on transgender liberation and cisgender privilege.
In this presentation, Dr. Singh describes her research agenda exploring the lived experiences trans people of color have of resilience and liberation as they navigate multiple levels of societal oppression. In doing so, she discusses how racism, classism, and other experiences of discrimination influence health outcomes for trans people of color. Using a global perspective, Dr. Singh explores the difference between tolerance, affirmative, and liberatory approaches to counseling and psychological practice with trans people of color, and the critical role of gender questioning and critique in counseling and psychological training.
Meet and Greet
There will be a meet and greet lunch before the talk, from 11:45am-12:45pm in the Forum, room 1030. There will be FREE PIZZA; please RSVP for planning purposes! Please come for free food and great conversation. Feel free to email Dr. Cirleen DeBlaere (firstname.lastname@example.org) with any questions.
More details for this talk and others in this speaker series can be found at http://cps.education.gsu.edu/research/stress-center/speaker-series-summaries/
“How Principals Manage Time, Mindsets and Communities to Benefit Children of Poverty”
by Tameka Osabutey-Aguedje
As university professors and district leaders attempt to hire or coach leaders and teachers to work in high-needs schools, qualitatively examining successful characteristics that contribute to in-creased student learning outcomes from the stakeholders’ perspective is imperative. The purpose of this study is to examine the characteristics of leadership in a high-needs, high-performing school through the voices of a principal, teachers, other leaders, and parents that interact within that context every day. The rationale for this study is to explore personalized descriptions of experiences that contribute to developing a learning culture in one high-needs school. The theoretical framework of Distributive Leadership Theory supports the use of the participant observer relationship, qualitative case study methods, and data collection and analysis procedures that will be utilized. The data collection will include personal interviews, document analysis, and intimate focus groups in one elementary school with a Georgia Reward School designation for high performance with at least 50% of its students eligible for Title I funding. The participants will be selected from 55 certified staff members in a suburban, east metropolitan Atlanta school of 750 students. This study will use the International School Leaders Development Network (ISLDN) High Needs School Group protocol, which assesses principals, staff members, governing board members, and parents to present a comprehensive detailed understanding of the factors at work in an individual school setting. The research will examine the importance of concisely outlining specific skills that are used to affect the school culture and foster high student achievement in a high-needs school. The results of this study can be used to contribute to the larger study implemented by the ISLDN, which has the over-arching goal of creating new theories.
Educator Preparation Open Forum: “Times They Are A-Changing (Again): An Overview of the New Certification Rules from GaPSC”
Facilitator: Joyce Many
This forum will highlight new certification rules from the Georgia Professional Standards Commission. Following the overview, attendees are encouraged to share their experiences, concerns and/or questions.
This presentation will begin at 12 p.m. in the Forum (College of Education and Human Development, room 1030).
“Describing healthcare service delivery in a Ryan White Program funded HIV clinic: A Bayesian mixed-method case study”
by: Stephanie Beane
This dissertation describes health care delivery in a Ryan White Program (RWP) HIV clinic, with a focus on medical home care, using the Bayesian Case Study Method (BCSM). The RWP funds medical care for uninsured HIV patients and Pappas and colleagues (2014) suggested enhanced HIV care build upon medical home models of care rooted in the RWP. However, little research describes how RWP clinics operate as medical homes. This study developed the BCSM to describe medical home care at a RWP clinic. The BCSM combines a case study framework with Bayesian statistics for a novel approach to mixed method, descriptive studies. Roberts (2002) and Voils (2009) used mixed-method Bayesian approaches and this dissertation contributes to this work. For this study, clinic staff and patients participated in interviews and surveys. I used Bayes’ Theorem to combine Interview data, by use of subjective priors, with survey data to produce Bayesian posterior means that indicate the extent to which medical home care was provided. Subjective priors facilitate the inclusion of valuable stakeholder belief in posteriors. Using the BCSM, posterior means succinctly describe qualitative and quantitative data, in a way other methods of mixing data do not, which is useful for decision makers. Posterior means Indicated that coordinated, comprehensive, and ongoing care was provided at the clinic; however, accessible care means were lower reflecting an area in need of improvement. Interview data collected for subjective priors captured detailed service delivery descriptions. For example, interview data described how medical and support services were coordinated and highlighted the role of social determinants of health (SOH). Namely, coordinated and comprehensive services that addressed SOH, such as access to housing, food, and transportation, were necessary for patients to focus on their HIV and utilize healthcare. This case study addressed a gap in the literature regarding descriptions of how RWP clinics provide medical home care. For domains with high posterior means, the associated interview data can be used to plan HIV care in non-RWP settings. Future research should describe other RWP HIV medical homes so this information can be used to implement enhanced HIV care across the healthcare system.
“Correlates and Predictors of Anti-Transgender Prejudice”
by Julian Rafferty McCullough
Research investigating reasons for, or beliefs and values related to prejudice toward transgender individuals is in the early stages. This study examines correlates and predictors of anti-transgender prejudice. Previous research has found that individuals holding more traditional values may be more likely to hold negative attitudes toward transgender individuals (Nagoshi et al., 2008; Norton & Herek, 2013; Tebbe & Moradi, 2012; Tebbe et al., 2014; Tee & Hegarty, 2006; Warriner et al., 2013; Willoughby et al., 2010). Few studies have explored social identity factors and their relationship to anti-transgender prejudice. This study will examine measures of traditional values and beliefs, such as right-wing authoritarianism, and social dominance orientation, as well as social identity factors, such as intergroup contact, intergroup anxiety, ingroup identity, and contact apprehension toward transgender individuals. Hierarchical regression analysis will be carried out to determine predictors of anti-transgender prejudice, and the relationships between associated constructs.
“Examining Elementary Math Teachers Knowledge and Implementation of High Leverage Teaching Practices”
by: Clifton Chestnutt
Significant attention has been given to mathematics teaching and learning as demonstrated by national reform models such as the National Council of Teachers of Mathematics standards and national curriculum standards like the Common Core State Standards. This attention has place pressure to improve mathematics teaching and learning. In particular, many teacher education programs are beginning to focus on exposing pre-service teachers to High Leverage Teaching Practices in Mathematics. Research has demonstrated that the use of these practices in classroom mathematics instruction has a positive impact on student achievement. Although research has shown that High Leverage Teaching Practices have a positive impact on student achievement there has been limited research on in-service teachers’ use of these practices. Through teacher interviews and classroom observations this study will examine in-service teachers’ knowledge and implementation of High Leverage Teaching practices in the mathematics classroom and contribute to the limited research in order to contribute to the effective development lot elementary mathematics teachers.
“The Effectiveness of a Social Thinking Curriculum in Facilitating Social Competence of Young Children with Autism Spectrum Disorders”
by Brooks Lacey Peters
A lack of social competence is one of the primary characteristics of children diagnosed with autism spectrum disorder (ASD). This pervasive lack of social competence can cause individuals with ASD to struggle to develop meaningful social relationships with peers and adults across their lifetime. Thus, learning appropriate socialization skills is an essential component in the education of this population. The purpose of the current study was to provide an Initial investigation into the effectiveness of a comprehensive social skills training intervention on the social competence of young children with ASD using direct recording methods. Eight students with ASD between the ages of 5 and 7 years, with current placements in self-contained kindergarten or first grade classrooms in the public school setting participated in a 12 week intervention. The intervention implemented was The Incredible Flexible You: A Social Thinking Curriculum for Preschool and Early Elementary Years (Hendrix, Palmer, Tarshis, & Winner, 2013), a packaged, multi-sensory social skills training program developed to promote the social competence of young children with ASD, The intervention was presented daily for approximately 20 minutes in a small group school setting. Using a concurrent multiple baseline across participants single-case research design, the research study aimed to evaluate the effectiveness of the program upon the participant’s positive social initiations, positive social responses, and active engagement during recess. Observational data were collected utilizing both a frequency behavior count system and a timed interval behavioral observation system. Additionally, data were collected via the Autism Social Skills Profile (ASSP; Bellini & Hopf, 2007) through pre- and post-intervention parent forms to determine the effects of the program on the overall social functioning of the participants. Procedural fidelity was collected throughout the research, and social validity was also assessed utilizing the Behavior Intervention Rating Scale (BIRS; Von Brock & Elliott. 1987). Overall, participants made slight gains in social competency, yet the data did not support a functional relationship between the intervention and the dependent variables. Individual participant progress was discussed in detail. Limitations of the study and implications for future research in social competency for young children with ASD were further discussed.