2nd Annual Coats and Coffee Winter Coat Drive
Nov 6 – Nov 30 all-day

The Alonzo A. Crim Center for Urban Educational Excellence has partnered with Ebrik Coffee Room for the 2nd Annual Coats and Coffee Winter Coat Drive, taking place through Nov. 30.

Help local Atlanta children keep warm this winter by donating new and gently used coats, hats, gloves and scarves at the Crim Center (College of Education and Human Development, suite 350) or at Ebrik Coffee Room (16 Park Place S.E., Atlanta). Donations will be delivered to students in the Atlanta Public Schools system.

For more information about the drive, contact Angelique Spruill Nealy at 404-413-8479.

After-School All-Stars Angel Tree 2015
Nov 13 – Dec 7 all-day

After-School All-Stars Atlanta will collect presents for families in need this holiday season through its annual Angel Tree project, which begins Nov. 13.

The Angel Tree supports City of Refuge and My Sister’s House, both of which provide transitional housing for homeless women and their children. Most of these children are elementary- or middle school-aged and all of them attend the After-School All-Stars Atlanta program.

To participate, take a name off of the tree in the CEHD lobby (which includes family members’ names, sizes, ages and genders) and purchase, wrap and place names on the gifts. Then, call After-School All-Stars at 404-413-8355 and the staff will pick up the gifts. You can also drop your gifts off at the ASASA office (1042 One Park Place South, Atlanta). All gifts must be picked up or delivered to the ASASA office by Dec. 7.

The project’s goal is for every child and their mother on our list to receive a gift this holiday season. Gifts donated for this project are considered charitable donations, so please retain the receipts if you wish to claim them on your taxes.

For questions, please contact:

Yanna Jones

Lyndsy Greene

Dr. Walt Thompson

Kilgore Music Foundation charity jam session @ Ebrik Coffee Room
Dec 3 @ 12:00 pm – 3:00 pm

The Kilgore Music Foundation is partnering with Zipcar Atlanta to raise money for music education at its charity jam session on Thursday, Dec. 3, 2015, from 12-3 p.m. at Ebrik Coffee Room (16 Park Place N.E., Atlanta).

The charity jam session will feature Ryan Kilgore, saxophonist for Stevie Wonder and founder of the music foundation, which mentors and supports aspiring instrumentalists to become life-long musicians. The music foundation is being incubated at the College of Education and Human Development’s Alonzo A. Crim Center for Urban Educational Excellence.

Donations collected at the jam session will be used to purchase music equipment for Atlanta area schools. Also, $1 of all Zipcar reservations between Dec. 1-15 will be donated to the foundation. Go to, select “Atlanta” and then select “Kilgore Music Foundation.”

Stress, Trauma, and Resilience Center Speaker Series @ College of Education and Human Development, room 915
Dec 4 @ 1:00 pm – 3:00 pm

Researchers will discuss topics related to cultural humility on Friday, Dec. 4, from 1-3 p.m. in room 915 as part of the Stress, Trauma, and Resilience Speaker Series.

Dec. 4 presentations:

“Multicultural Orientation”
Jesse Owen, Denver University

“Cultural Humility and Self Awareness”
Joshua Hook, University of North Texas

“Cultural Humility and Application to the Counseling Relationship”
Cirleen DeBlaere and Donnie Davis, Georgia State University

The College of Education and Human Development’s Center for the Study of Stress, Trauma, and Resilience is to facilitate multidisciplinary approaches to produce compelling models for understanding and coping with stress that can be applied to real-world settings, such as education, parenting, couples and families, military and sports. The purpose of the speaker series is to provide a series of talks that can catalyze research collaboration and community partnerships. These talks focus on topics that align with our core interest in basic and applied research on stress in a variety of contexts.

For more information, contact Ken Rice at or visit

Prospectus Presentation – Sarah Vogt Klein @ CEHD room 650
Dec 7 @ 11:00 am – 1:00 pm

Middle School English Teachers’ Experiences with Educational Reforms and the Reasons Why They Stay
by Sarah Vogt Klein

This study seeks to answer the question: Why do teachers remain in the profession in light of current challenges brought on by educational reforms and negative depictions from mainstream media? I frame this case study (Merriam, 1988) in theories of sensemaking (Maitliss & Chamblis, 2014; Weick, 1995) and critical pedagogy (Freire, 1970; Giroux, 2011). I use a sensemaking lens to explore and make sense of how teachers have experienced and interpreted educational reforms and then examine the reasons why they persist in the profession. I use critical pedagogy to examine the ways in which teachers’ voices have been silenced by the dominant culture among the educational reforms and how this silencing has influenced teacher morale. The participants in this study are middle school English teachers in a suburban school district in the Southeast U.S. I plan to recruit five to six teachers from six middle schools to participate in this study who have a minimum of 10 years’ experience teaching middle school English. My data collection will consist of multiple individual interviews to allow teachers to share their stories and experiences. I intend to employ critical discourse analysis (Fairclough, 1992: Gee, 2004). Using critical discourse analysis to analyze interview responses will allow for a thorough examination of teachers’ experiences and identify any power struggles that may influence the morale of the teachers. Additionally, the methods I plan to use afford opportunities to discover the reasons why English teachers stay in middle schools.

Dissertation Defense – Nathalie Nicholle Dames @ CEHD room 481
Dec 7 @ 2:30 pm – 4:30 pm

Black Women Pursuing Doctorates in Mathematics Education: An Examination of Stories of Their Mathematical Experiences
by Nathalie Nicholle Dames

The research shows a lack of representation of Black women in mathematics education. The purpose of this study was to explore Black women’s perspectives on how their mathematical experiences influenced their decisions to pursue a doctoral degree in mathematics education. The following research questions framed the study: What perspectives do Black women who are in pursuit of a doctorate of philosophy degree in mathematics education have about their mathematical experiences? How have those perspectives of their experiences influenced their pursuit of a doctorate of philosophy in mathematics education? Purposeful sampling was used to select seven participants for this study that self-identified as Black women and are currently in a doctoral program in mathematics education. Individual and group interviews conducted with the participants were analyzed using a constant comparative approach. The objective was to gain an understanding of their mathematical experiences as learners with respect to their trajectories in becoming doctoral students in mathematics education. The Black women that participated in this study had a confident mathematical identity expressed through positive feelings about their mathematical abilities. Their mathematical environments were categorized by advanced mathematics courses in classrooms with supportive teachers, classmates that were mainly Black, and an even split between the genders. Once this environment was challenged a crisis occurred that caused them to lose confidence in themselves. This confidence was restored by community. All of the participants began teaching secondary mathematics as a career change from their initial undergraduate degrees. Their initial graduate degrees were in conjunction with their decision to pursue this career. The decision to pursue a doctoral degree was out of a personal desire to advance academically as well as desire to affect change within their community. The findings of this study support an achievement motivation theoretical perspective. This research promotes a framework for understanding how perspectives of mathematical experiences influence decisions to pursue doctoral degrees in mathematics education.

Prospectus Presentation – Chantrell Antoine Parker @ 182 Sports Arena
Dec 8 @ 10:00 am – 12:00 pm

Using Mobile Technology for Increasing Physical Activity Among Older Adults
by Chantrell Antoine Parker

Less than 35% of adults 65 years and older meet the physical activity guidelines (USDHHS, 2008). The purpose of this dissertation was to first review the literature to determine which interventions effectively increase physical activity among adults and second, test a physical activity intervention. Physical activity interventions promoted behavior change when they incorporated (a) behavior modification strategies, (b) mediated delivery approaches, (c) leisure activities, and (d) mobile devices; however, older adults were underrepresented. Thus, the purpose of this study is to investigate the effectiveness of a 12-week, theory-based (e.g., theory of planned behavior; TPB) physical activity intervention among adults 65 years and older. Using a quasi-experimental design, it is hypothesized that (a) the TPB constructs will increase from pre-intervention to the end of cycle 1 (4 weeks), from the end of cycle 1 to the end of cycle 2 (8 weeks), from the end of cycle 2 to post-intervention (12 weeks, cycle 3), and from pre-intervention to post-intervention among the intervention group compared to the control group; and (b) compared to the control group, the intervention group will report a significantly greater increase in minutes of aerobic physical activity and energy expenditure from moderate-to-vigorous physical activity across the same tour lime points. Participants will be recruited from fitness centers, senior centers, and independent living facilities. Physical activity and TPB questionnaires will be completed online at each of the time points, and participants will record their physical activity using a mobile app. Group differences on the TPB constructs and physical activity will be assessed with separate 2 (group) x 4 (time) repeated measures mixed ANOVAs. A sample size of approximately 54 is estimated. This research will provide information about the effectiveness of theory-based messages delivered via mobile devices to older adults for promoting physical activity.

Dissertation Defense – Robert Pethel @ Haas-Howell 624
Dec 8 @ 3:00 pm – 5:00 pm

Professional Profiles, Pedagogic Practices, and the Future of Guitar Education
by Robert Pethel

In recent decades, guitar education has emerged as a discipline in Pre-K-12 institutions alongside “traditional” music education such as band, orchestra, and chorus. Despite the substantial body of literature containing practical advice on teaching guitar, research-supported scholarship is lacking. Additionally, this body of literature suggests a lack of congruency between curriculum, pedagogy, and teacher preparation among guitar educators. The purpose of this study was to provide an evidentiary-based understanding of the professional profiles and pedagogic practices of guitar educators. A multi-phase investigation was conducted. In Phase One, a large sample (n = 1269) of guitar educators participated in the Guitar Educator Questionnaire (GEQ). Findings from the GEQ suggest a low (7.9) percent of music educators who teach guitar class consider themselves to be “guitar specialists.” A substantial number of respondents (68.5 percent) indicated that they rarely or never participated in guitar related professional development, and 76.1 percent of respondents reported that their pre-service training provided little or no preparation for a career in guitar education. A purposeful sample of six “exemplary” guitar educators contributed pedagogy-focused interviews and video teaching samples in Phases Two and Three. Data from the three phases were analyzed according to principles of grounded theory in order to identify potential pathways toward the continued growth and maturation of guitar education.

Prospectus Presentation – Terrence A. Jordan II @ CEHD room 1025
Dec 9 @ 10:00 am – 12:00 pm

Race-Based Traumatic Stress: Moderating Effects of Racial Identity, Social Media, and Forgiveness
by Terrence A. Jordan II

Racism is a source of trauma that may result in a wide range of mental and physical health consequences (Pieterse, Todd, Neville, Carter, 2012). Posttraumatic Stress Disorder is one of the most commonly studied post-trauma psychiatric disorders. This review aimed to assess the evidence about trauma reactions following exposure to racism or racial discrimination. In Chapter 1, a systematic search was performed and included empirical studies that utilized measures of racial discrimination and trauma. The body of research conducted on racial discrimination and trauma in the past decade suggests that more research is needed. Specifically, what is missing from literature is a way to analyze how a race-based encounter is related to a person’s psychological and emotional reactions. Much research has tended to use generic instruments such as the Posttraumatic Stress Disorder Checklist-Civilian Version to measure trauma reactions. However, these type of instruments are not specific to a person’s racial encounter of direct psychological and emotional reactions. Due to this, Carteret al. (2013) introduced the Race-Based Traumatic Stress Symptom Scale and it is designed to assess a person’s critical incidents with racism and its mental health effects. Since the introduction of this scale, there has been one published study that utilizes it to examine the psychological outcomes of racial stress. Therefore, in Chapter 2, I seek to strengthen this gap in research. The current study will examine the relationship between racism and race-based stress reactions. This study hypothesizes that those who have memorable encounters with racism, social media, racial identity development, and forgiveness will moderate the relationship between encounters with racism and race-based traumatic stress symptoms. The hypothesis will be tested using regression-based moderation analyses. The goal of this project is that by conducting and reviewing racism and trauma literature, mental health professionals can further understand the psychological impact of racism.

Prospectus Presentation – Allison Jave Schwartz @ CEHD Room 1025
Dec 9 @ 1:00 pm – 3:00 pm

“Special Education Teachers’ and Professional learning Providers’ Perspectives of the Features of Effective Professional Learning; A Q Methodological Study”

Students with disabilities (SWD) continue to struggle with schooling and beyond. To improve these outcomes, recent federal mandates have focused on school accountability in special education by targeting both SWDs’ achievement and special education teachers’ (SETs’) competencies. While strong instruction and evidence-based practices can substantially improve outcomes for SWDs, many SETs are not prepared to implement the changes necessary to achieve better outcomes. Professional learning (PL) has been prioritized by legislators, educators, and researchers as an intervention to improve the instructional practices of SETs. While Learning Forward has presented the Standards of Professional Learning (2011 ), little information is available on how these evidence-based standards align to the needs of special education and account for SETs’ unique preparation and roles. This study employed Q-Methodology, which is a structured study of human subjectivity, to explore SETs’ and special education PL providers’ perceptions about the important factors of effective PL for SETs. In this study, effective PL is defined as participants successfully learning and then using the PL content in their school setting. This study asks, “What do SETs and special education PL providers believe are the most and least important factors to SETs successfully using the content from PL experiences?” to identify and describes the participants’ perspectives and explicate possible patterns related to their specific roles or other characteristics.

Prospectus Presentation – Azhar Majeed Qureshi @ CEHD room 650
Dec 9 @ 1:00 pm – 3:00 pm

A Phenomenological Case Study of Pakistani Science Teachers’ Experiences of Professional Development
by Azhar Majeed Qureshi

The significance of professional development for teachers to improve or change their teaching practice is widely acknowledged (Bergh,Ros & Beijaard, 2015). Understanding how science teachers’ experiences are constructed is crucial to create programs to meet their needs (Schneider & Plasman, 2011 ). It is also essential in the construction of professional development experiences to recognize who is being served in professional development (Saka, 2013). Professional development in science education over the past few decades has become more problematical in developing countries like Pakistan. Research of these countries have come to understand the complex factors that support or constrain changes in science teacher experiences and their reflective practices. The purpose of this phenomenological case study is to explore how secondary school science teachers describe their experiences of professional development in Punjab (Pakistan). The proposed study will help in understanding how science teachers make sense, and use of those intended goals of professional development opportunities and change their practices through the implementation of learned knowledge of professional development. The study will also try to understand how science teachers feel about professional development experiences and its impacts on their teaching practices. This proposed study will be conducted in the different cities of Pakistan by using purposive sampling approach. The qualitative data collection methods, including phenomenological interviews with science teachers and probing interviews with their teacher educators and collection of archival data, will be used. The data will be analyzed using multiple coding methods, thematic analysis and inductive and deductive content analysis. It is expected that the results of the study will help in shifting the focus of the stakeholders towards understanding the professional development experiences of science teachers in Pakistan. This proposed study will also provide a better understanding of the contexts and factors affecting the relationship between different types of professional development programs and teachers’ learning experiences. This study should also broaden the understanding of science teachers’ existing views, perceptions, beliefs and learning towards professional development.