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Research WednesdaysThe Research Wednesdays Speaker Series is designed to provide a platform for explorations of new ways of conducting and disseminating educational research. The program also provides an opportunity for discussion around new methods of mentoring doctoral students in an effort to enhance their development as researchers. While the series offers COE faculty members an opportunity to hear innovative and thought provoking speakers it also fills an important professional development need by providing access to cutting edge researches at the state and national levels.
The Speaker Series was developed in direct response to the recommendation of the COE Research Committee of the 2008 Strategic Planning Committee. The COE Research Committee recommended that a Research and Scholarship Colloquium be established where faculty and students share their work with colleagues and the community at large. The Research Wednesday Speaker Series was then collaboratively organized by Drs. Susan Ogletree and Sheryl Gowen with input from Dean Randy Kamphaus and chairs of COE departments.
Research Wednesdays is held every Wednesday of the month at 12 noon in the COE Forum, Room 1030. The Speakers Series is available to the general public on the COE website. It is also be available for download at iTunes U.
An RSVP is required to attend this event. To confirm your attendance, please contact Rosemarie Capps in the COE’s Educational Research Bureau at (404) 413-8090 or erbracx@langate.gsu.edu.
For more information the Research Wednesdays Series, visit http://education.gsu.edu/erb.
September 2, 2009
Panel Discussion: Opportunities and Pitfalls of Developing and Implementing an Outstanding Education Doctorate (Ed.D.) Degree Program in Urban Education
Presenters: George Walker, Senior Vice President for Research Development and Graduate Education and Dean of the University Graduate School, Florida International University
David Imig, Director of the Carnegie Project on the Education Doctorate, Carnegie Foundation for the Advancement of Teaching
 Dr. George E. Walker is Senior Vice President for Research Development and Graduate Education as well as Dean of the University Graduate School at Florida International University in Miami. From 2001 to 2006, he served as Senior Scholar and Director of Carnegie Initiative on the Doctorate at The Carnegie Foundation for the Advancement of Teaching. Dr. Walker is a theoretical nuclear physicist who obtained his undergraduate education at Wesleyan University, his graduate education at Case Western University, and his post-doctoral education at the Los Alamos National Laboratory and at Stanford University. Most of his scholarly career was at Indiana University, where he was Vice President for Research and Dean of the Graduate School for many years.
He was twice honored by physics graduate students with the “Outstanding Contributions to Graduate Education” award, and by his peers through election as a Fellow of the American Physical Society. He led the establishment of a Nuclear Theory Center at Indiana University. For many years, he was chair of the Physics and Advanced Technology Directorate Advisory Committee, and chair of the Nuclear Division Advisory Committee, both at Lawrence Livermore National Laboratory. In addition, he is a member of the National Advisory Board of the Center for the Integration of Research, Teaching, and Learning (CIRTL). Among many other boards, Walker served as president of the Association of Graduate Schools of the Association of American Universities, as Chair of the Board of the Council of Graduate Schools, and was a member of the National Advisory Board of the National Survey of Student Engagement. He is a member of the International Advisory Board of the Alexander von Humboldt Foundation, serves on the Scientific Advisory Board of Ruhr University Research School, and is a member of the Executive Committee of NASULGC’s Council on Research Policy and Graduate Education.
September 9, 2009Please note that this presentation will begin at 10am.
Georgia State, NASA, and the Statewide STEM Initiative: Launching New Partnerships across the Colleges
Presenter: Cherilynn Morrow, Professor of Physics and Astronomy, Georgia State University
In the early nineties, Cherilynn chose to make a transition to science and math education at the University of Colorado. She designed and taught innovative courses in space science and mathematics and led a team of 15 peer learning instructors while serving as Associate Director of the University Math Program. From 1992-1994, Dr. Morrow served as a Visiting Senior Scientist at NASA Headquarters, where she was responsible for engaging the scientists, research facilities, and data resources of the space science community in support of national education goals. She wrote a 30-page white paper that laid the foundation for the development of the first integrated education strategy for NASA space science research programs. Dr. Morrow also made one of three NASA presentations at a meeting convened by Carl Sagan on “How NASA Can Better Communicate with the Public,” and enjoyed the privilege of providing an extended one-on-one briefing on NASA Astrophysics for educator-astronaut Barbara Morgan. She offered countless presentations and workshops for educators on the extraordinary results of the repaired Hubble Space Telescope. From 1995-2007, Dr. Morrow served as Manager (then Director) of Education and Public Outreach at the Space Science Institute (SSI) and as a Project Director with the SETI Institute. She was a leader on NASA and NSF grants and contracts that: 1) oriented space and earth scientists to education, and that 2) brought space and earth science content to educators in both formal and informal settings. During this period, Dr. Morrow designed and implemented more than 100 professional and leadership development experiences for scientists and educators, including programs for NASA and NSF scientists, Navajo educators, and National Park rangers. Since January 2008, Dr. Morrow has been serving as a Professor of Physics & Astronomy at Georgia State University in Atlanta, GA. She is collaborating with the Center for Teaching and Learning to help build a Fellowship of science and mathematics faculty partnered with faculty in education and social science to conduct research on student learning. She is also working with colleagues to re-vitalize introductory physics teaching in a collaborative, integrated lecture/lab environment called Studio Physics and to make physics more accessible and engaging for future educators. Cherilynn serves as GSU’s STEM director and chief liaison to the University System of Georgia’s STEM Initiative. She is also the GSU Team Leader for the NSF-supported Science & Mathematics Teacher Imperative (SMTI) led by the American Association of Public and Land Grant Colleges (APLU). In addition, Morrow serves as Principal Investigator for a recent NASA award ($500,000) to enhance Global Climate Change education in the state of Georgia. September 16, 2009Measuring the Effects of the Physical Environment on Cognition in Early Childhood Presenter:
For the last 12 years, he has taught as an epidemiologist and psychometrician in various medical and public health schools in the country including the University of Tennessee Health Science Center (Pediatrics), University of Arizona (Epidemiology and Biostatistics), Columbia University (Earth Systems Science Policy and Management), and UMDNJ-Robert Wood Johnson Medical School (Environmental and Community Medicine) and Rutgers University (New Jersey Graduate Program in Public Health).
September 30, 2009Presenter:
Dr. Herrod occupied the Le Bonheur Endowed Chair in Pediatrics, served as Vice Chairman of the Department of Pediatrics at the University of Tennessee, Memphis, and as Senior Vice President for Medical Affairs at Methodist/Le Bonheur until 1998, when he assumed the role of Dean of the College of Medicine at the University of Tennessee Center for the Health Sciences, a position he held until 2005. Dr. Herrod has published more than 200 articles, abstracts, and book chapters. In 2009, he left the University of Tennessee and is currently a Fellow at The Urban Child Institute in Memphis.
October 7, 2009
Development of the Spanish Screener for Language Impairment in Children
Presenter: Maria Adelaida Restrepo, Associate Professor, Department of Speech and Hearing Science, Arizona State University
October 14, 2009
Presenter:
For the last 12 years, he has taught as an epidemiologist and psychometrician in various medical and public health schools in the country including the University of Tennessee Health Science Center (Pediatrics), University of Arizona (Epidemiology and Biostatistics), Columbia University (Earth Systems Science Policy and Management), and UMDNJ-Robert Wood Johnson Medical School (Environmental and Community Medicine) and Rutgers University (New Jersey Graduate Program in Public Health).
October 21, 2009
National Profiles of School Readiness for Head Start Children: A Within-Group Story
Presenter: Christine McWayne, Associate Professor of Applied Psychology, The Steinhardt School of Culture, Education, and Human Development, New York University
Dr. McWayne’s research has been published in a number of peer-reviewed journals including: Developmental Psychology, Applied Developmental Science, Early Childhood Research Quarterly, Journal of Educational Psychology, Journal of School Psychology, American Journal of Community Psychology, Journal of Applied Developmental Psychology, Marriage & Family Review, School Psychology Review, and the NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field. Her work also appears in texts published by Sage Publications, the American Psychological Association, Routledge/Taylor and Francis Group, and Springer Publishers. She serves as an Associate Editor with the Journal of School Psychology and as an Editorial Board Member with School Psychology Quarterly and the NHSA Dialog. She has received funding from the National Institutes of Health, the Administration for Children and Families (U.S. DHHS), and the Society for the Study of School Psychology to conduct her research on parenting, family involvement, and low-income children’s school readiness. She has also received awards for her contributions to the field, such as the Reviewer of the Year Award from the Journal of School Psychology (August 2008), the Daniel E. Griffith’s Research Award from the Steinhardt School, NYU (May 2005), and the Early Career Scholar Award from the Society for the Study of School Psychology (September 2004). October 28, 2009
Teacher Effectiveness, Contextual Effects, and Causal Attribution: Racing to the Top and Challenging our Methods
Presenter: Gary Henry, The Duncan MacRae ’09 and Rebecca Kyle MacRae Professor of Public Policy in the Department of Public Policy and Director of the Carolina Institute for Public Policy, The University of North Carolina at Chapel Hill
November 4, 2009
Ameliorating Attentional Problems in Children with Sickle Cell Disease: Using an Old Approach for a New Population
Presenter: Ronald T. Brown, Professor of Public Health and Dean of the College of Health Professions, Temple University
Currently, Dr. Brown is involved in clinical research from the National Institutes of Health (NIH) examining intervention programs for children and adolescents with chronic illnesses. Since he has become Dean in the College, federal funding has tripled in the College so that it is now ranked as 12 in the nation of similar colleges in NIH funding. Further, enrollment has increased by nearly 200% in the College and the faculty has increased by nearly 50%. Finally, development has surpassed our annual goal for the past two years and there are now two endowed chairs in the College. He has raised over $16,000,000 in philanthropy. He served on several advisory panels for the National Institutes of Health, including the National Heart Lung and Blood Institute as of recent. Dr. Brown has been the recipient of the Martin P. Levin Award for Distinguished Mentorship of the Society of Pediatric Psychology of the American Psychological Association.
November 11, 2009
Establishing and Maintaining P-12 Partnerships
Presenter:
She was an associate professor at Southern University at Baton Rouge, Louisiana, assistant professor at Louisiana State University and has taught graduate courses at Clark-Atlanta University as an adjunct professor. Dr. Benson holds a doctorate from the University of Kansas. Dr. Benson is the Associate Dean for School and Community Partnerships and the Director of the Alonzo A. Crim Center for Urban Educational Excellence in the College of Education at Georgia State University. November 18, 2009
Psychometric Lessons Learned From 2,000 Years of Large-Scale High-Stakes Assessments in China: The Interplay among Reliability, Fairness and Validity
Presenter: Hoi Suen, Distinguished Professor of Educational Psychology, Pennsylvania State University
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David Imig is the Director of the Carnegie Project on the Education Doctorate, a twenty-five member institutional effort supported by the Carnegie Foundation for the Advancement of Teaching, designed to transform the professional practice doctorate in education. Imig is also a Professor of the Practice in the College of Education at the University of Maryland, College Park where he teaches graduate courses in teaching and teacher education and serves as the Associate Chair and unit head for Teacher Education and Professional Development in the Department of Curriculum and Instruction. Prior to coming to Maryland, Imig served as President and Chief Executive Officer of the American Association of Colleges for Teacher Education for 25 years, a Washington, DC-based organization representing schools and colleges of education. He focuses his work on teacher education policy and practice, professionalism and professionalization in teaching, and international teacher education. He currently serves as a Member of the Board of Directors for the International Council for Education and Teaching and as Chair for the National Society for the Study of Education. 
Dr. Cherilynn Morrow earned a B.S. in Physics (with minor in French) from George Mason University in 1981, and a PhD in Astrophysical, Planetary and Atmospheric Sciences from the University of Colorado in 1988. She spent several years as a solar physicist, including a graduate fellowship at the National Center for Atmospheric Research, High Altitude Observatory, and a post-doctoral appointment at the Institute of Astronomy in Cambridge, England. Her research provided new insights about how the inside of the Sun is rotating and about implications for the solar cycle..jpg)
Dr. Bryan L. Williams, Associate Dean for Research, comes to the College of Education from the Centers for Disease Control and Prevention where he served as the Deputy Chief of the Organic Pesticides laboratory. His research is focused on the impact of the social and natural environment on a child’s cognitive and physical development. He has worked steadily in identifying the factors that influence early child development especially environmental exposures in-utero. 
Dr. Henry G. Herrod earned his B.A. degree from Princeton University, with a major in history. He received his Masters of Science degree and M.D. from the University of Alabama in Birmingham (UAB) School of Medicine, from which he received the Distinguished Alumnus Award in 2000. His pediatric training was at the University of Washington, and his allergy/immunology training took place at the Walter and Eliza Hall Institute, Melbourne Australia, the National Institutes of Health in Bethesda, Maryland, and at Duke University. 
Dr. Maria Adelaida Restrepo is an Associate Professor in the Department of Speech and Hearing Science at Arizona State University. She is the director of the Bilingual Language and Literacy Laboratory at ASU, which main’s mission is to conduct research in best practices for assessment and intervention of bilingual children. She is a bilingual speech-language pathologist who has had ongoing funding for at least 7 years in projects building oral language and literacy in preschool and kindergarten children who speak Spanish as their native language. She specializes in oral language and emergent literacy development in bilingual children and prevention of academic difficulties. She is currently funded to develop a language screener for Spanish-speaking children and three grants to develop oral language skills in this population, including one on professional development of teachers who work with dual language learners in preschool. 
Dr. Christine McWayne is an Associate Professor of Applied Psychology in the Steinhardt School of Culture, Education, and Human Development at New York University. She earned her doctorate in School, Community, and Clinical-Child Psychology from the University of Pennsylvania in 2003. Dr. McWayne’s early childhood research has been focused primarily on understanding the influence of factors, such as parenting, family involvement, and neighborhood context, on low-income children’s early development of social and academic competencies. Her community-based research has taken place primarily within the context of Head Start programs in Philadelphia and New York City. 
Gary T. Henry holds the Duncan MacRae ’09 and Rebecca Kyle MacRae Professorship of Public Policy in the Department of Public Policy and directs the Carolina Institute for Public Policy at the University of North Carolina at Chapel Hill. Also, he holds an appointment in Frank Porter Graham Institute for Child Development at UNC-Chapel Hill. Formerly, he held the William Neil Reynolds Distinguished University Visiting Professorship at UNC. He has served as a professor in the Andrew Young School of Policy Studies, Department of Political Science, and Department of Education Policy Studies at Georgia State University and the Department of Public Policy at Georgia Institute of Technology. He previously served as the Director of Evaluation and Learning Services for the David and Lucile Packard Foundation. Henry has evaluated a variety of policies and programs, including North Carolina’s Disadvantaged Student Supplemental Fund, Georgia’s Universal Pre-K, public information campaigns, and the HOPE Scholarship as well as school reforms and accountability systems. The author of Practical Sampling (Sage 1990), Graphing Data (Sage 1995) and co-author of Evaluation: An Integrated Framework for Understanding, Guiding, and Improving Policies and Programs (Jossey-Bass 2000), Henry has published extensively in the fields of evaluation and education policy. He received the Outstanding Evaluation of the Year Award from the American Evaluation Association in 1998 for his work with the Georgia’s Council for School Performance and the Joseph S. Wholey Distinguished Scholarship Award in 2001 from the American Society for Public Administration and the Center for Accountability and Performance along with Steve Harkreader. Dr. Henry serves as a principal member of the Standing Committee for Systemic Reform, Institute of Education Sciences, U.S. Department of Education and Co-Chair of the Los Angeles First Five Research Advisory Committee. In addition, he recently completed service on a National Research Council/National Academies of Sciences committee assessing the effects of “green schools” on the health and productivity of teachers and students and co-authored the committee report. 
Ronald T. Brown, Ph.D., ABPP is Professor of Public Health and Dean of the College of Health Professions at Temple University. Dr. Brown also is Professor of Psychology and Pediatrics at Temple. Dr. Brown is a diplomat in Clinical Health Psychology of the American Board of Professional Psychology and is a Fellow of the American Psychological Association, the American Psychological Society, the Society of Behavioral Medicine, and the National Academy of Neuropsychology. Dr. Brown is an experienced investigator in the area of psychopathology, psychopharmacology and pediatric psychology who has been awarded a number of grant awards from the National Institutes of Health, the Centers for Disease Control, the Office of Special Education and Rehabilitative Services, and the Department of Defense. Dr. Brown served on the study section of the National Institutes of Health, Behavioral Medicine, Interventions and Outcomes and has published over 200 refereed articles and chapters related to health and psychiatric issues in children and adolescents. Dr. Brown also is the author of ten books in the area of pediatric psychopharmacology and health psychology. He also is the past Editor of the Journal of Pediatric Psychology and has served on the editorial boards of 12 journals related to child and adolescent psychology/psychiatry. Dr. Brown also served as a liaison on the American Academy of Pediatrics Subcommittee on the assessment and practice guidelines for attention deficit hyperactivity disorder for the American Academy of Pediatrics. Dr. Brown served on the Council of Representatives of the American Psychological Association, is Chair of the Board of Scientific Affairs of the American Psychological Association, and serves on the strategic work group of the National Institutes of Health, Heart, Lung and Blood Institute. He also has testified before the Food and Drug Administration and the Stat of Delaware and the Commonwealth of Pennsylvania. Dr. Brown also has served on the Board of Advisors of the Berger Institute for Work, Family and Children at Clarement McKenna College.
Dr. Gwen Benson comes from the Georgia Department of Education where she served as Coordinator of the Low Incidence Disabilities Unit, Division for Exceptional Students. Previously she served as Director of Educator Preparation for the Georgia Professional Standards Commission and Director of the Program for Exceptional Children with the Atlanta Georgia Public Schools. 
Dr. Hoi K. Suen is Distinguished Professor of Educational Psychology at the Pennsylvania State University in the United States. His areas of specialization include psychometrics, educational assessment, and evaluation. He is the author of several books and about 150 book chapters, journal articles and technical reports and about 130 professional conference presentations on issues related to instrument development, behavioral assessment, performance assessment, educational testing, and evaluation. He has served or is serving as a psychometric/assessment and analysis consultant to about 50 different public and private organizations, including various state departments of education, international and national testing/certification agencies, health organizations, universities, military organizations, and private corporations in the U.S., South Korea, Australia and China. Additionally, he has served or is serving as a Guest Editor, Consulting Editor, Editorial Board member or reviewer for about 40 research journals and numerous professional conferences. He has also delivered over 40 invited addresses and colloquia; and has conducted numerous training workshops throughout the U.S. and in several other countries. His current research interests include consequences of high-stakes testing, lessons from the historical civil service exam system of China, validity theories and methods, program evaluation, and psychometric methods for extremely high-stakes testing.