Department of Learning Sciences Faculty Research

Daphne Greenberg, Ph.D. focuses on adults who read between the third and eighth grade levels.  She is interested in uncovering their strengths and weaknesses as well as studying the best instructional approaches for them and is currently the Principal Investigator of the Center for the Study of Adult Literacy, a national research center on adult literacy. She is also the Director of the College of Education & Human Development’s Adult Literacy Research Center . This Center has multiple research strands in a variety of contexts (e.g., health, finances, reading) and with a variety of populations (e.g.adults who read at elementary levels, struggling college students, nonnative speakers of English.) If you are interested in conducting research on adult literacy contact dgreenberg@gsu.edu.

 

Min Kyu Kim, Ph.D. focuses his research on creating adaptive learning environments. To this end, he addresses these challenges:

1. How can we personalize and advance learning experiences with formative assessment and feedback methods?
2. How can we design highly accessible learner experiences using learning technologies that deepen learner engagement?

To date, he has engaged in three major areas of research, each of which focuses on adaptive learning:

• Create computational models for student thinking and learning
• Advance understanding of multi-dimensional learning dynamics
• Design artificial intelligence (AI)-augmented learning environments

Building on his interests and dedication to working collaboratively with a large interdisciplinary network, he has created an interdisciplinary and cross-institutional research lab entitled “the AI² Research Laboratory.” AI² stands for Artificial intelligence (A), Interactive (I), Augmented (A), and Immersive (I) learning environments. AI² represents the innovative learning environments he pursues to advance more adaptable, engaged, equitable, and effective teaching and learning in various educational contexts.

If you’re interested in conducting doctoral work in this area contact mkim120@gsu.edu.

Joe Magliano, Ph.D. has an active research lab that focuses on how we comprehend media, such as texts, comics and films. He studies the basic processes that support our ability to understand and remember what we read and view. His program of research also has an applied focus. He studies what it means to be ready to read for school, and in particular, college. He also developed computer-based approaches for assessing comprehension. If you’re interested in conducting your doctoral research in this area contact him at jmagliano@gsu.edu.

Sarah Hansen, Ph.D. is an assistant professor of Early Childhood Special Education and head of the Early Social Skills Curriculum Lab (ESSC). The ESSC lab conducts research on early social communication skills for children with, and at risk for, developmental disabilities, specifically autism spectrum disorder. Our research focuses on teaching early pivotal skills like joint attention, play and communication. We also work to train natural change agents who may be parents, teachers, siblings and peers to implement interventions in everyday settings such as inclusive preschool classrooms and family homes. If you’re interested in doing your doctoral work in this area contact her at shansen@gsu.edu.

Lauren Margulieux researches computer science education in K-12. Specifically, she explores ways of integrating computer science into other subjects (e.g., science, art, or humanities) to support learning in those subjects while building computational literacy. She works closely with teacher preparation programs at Georgia State and with the Georgia Dept. of Education to apply her work. If you are interested in conducting research on computer science education or using computer science to support other areas of education, please contact her at lmargulieux@gsu.edu.

David E. Houchins, Ph.D. focuses his research on youth with high incidence disabilities (LD, EBD, MID) who are at greatest risk in school and society. His research focuses on ensuring these youth are provided with quality educational opportunities that lead to successful adult outcomes as they transition from middle school and high school. Of particular interest are students in alternative schools (incarcerated, residential placements, day treatment schools). His research examines the relationship between academics and behavior with a particular focus on literacy and learning strategies. If you are interested in conducting your doctoral research in any of these areas, contact him at dhouchins@gsu.edu.

Christopher Tullis is a Board Certified Behavior Analyst-Doctoral (BCBA-D) and an associate professor of Special Education and Educational Psychology in the Department of Learning Sciences. Dr. Tullis’ research focuses on investigating methods of teaching people with Intellectual and Developmental Disorders and Disabilities (IDD), including Autism Spectrum Disorder (ASD), critical skills that may lead to more independence in educational, home and community settings. A primary focus of this work is on instructional methodologies to enhance communication, the emergence of untaught skills (academic and non-academic), and the assessment of preference. If you are interested in doing your doctoral work in these areas, please contact Dr. Tullis at ctullis2@gsu.edu.

Claire Donehower, Ph.D. and Eli Jimenez, Ph.D. focus their research on using an innovative tool called the Interactive Teaching and Learning Lab (ITLL) to enhance teacher preparation practices.  ITLL at Georgia State utilizes a mixed-reality teaching environment called TeachLivE that supports the development of teachers’ classroom management and instructional skills. In the lab, pre-service or in-service teachers walk into a room where everything looks like an elementary, middle or high school classroom. However, unlike a traditional classroom, the lab is a virtual setting and the students in the classroom are avatars. The virtual students may present like students with or without disabilities depending on the goals of the training experience. Teachers can interact with students and review previous work, present new content to students, work on accessing higher-order thinking skills, monitor students while they work independently or engage in one-to-one instructional strategies. In an environment like this, teachers can learn the instructional and classroom management skills needed to become effective teachers or improve their practice.

If you are interested in doing your doctoral work in these areas contact Claire Donehower at cdonehower@gsu.edu.