Posted on: July 24, 2022 Posted by: AKDSEO Comments: 0

Faculty, staff and research associates at the NC State College of Education, including its Belk Center for Community College Leadership and Research and Friday Institute for Educational Innovation, are publishing their research related to pressing educational topics in journals and sharing their work through national and international presentations. 

Take a look at a selection of presentations and publications from our faculty and research associates from April through June, 2022 below.  

Editor’s note: The following list was compiled from information submitted by College of Education faculty and research associates. The list is divided into presentations and publications. Individual submissions are listed by date published or presented.

Publications

An alternative to STEBI-A: validation of the T-STEM science scale

This article, co-authored by Professor Eric Wiebe, explored the development and validation of the T-STEM Science Scale, which addresses critical concerns that emerged in prior research concerning the The Science Teaching Efficacy Belief Instrument A (STEBI-A), resulting in better reliability values. The study was published on April 8, 2022 in the International Journal of STEM Education.

‘That’s my dumb husband’: Wild things, battle bears, and heteronormative responses in an afterschool reading club

This paper, co-authored by Associate Professor Angela Wiseman, analyzes the interactions of six- and seven-year-olds during a literacy event and explores the complexity of their meaning-making following a read aloud of Where the Wild Things Are to gain understanding of how children’s responses to texts are connected to their own identities and lived experiences. The article was published on April 17, 2022, in the Journal of Early Childhood Research

Academic vocabulary volume in elementary grades disciplinary textbooks

This paper, co-authored by Assistant Professor Jackie Relyea, assessed the volume of academic vocabulary in disciplinary textbooks for elementary grades, finding that 31% of all estimated unique word types in the textbooks were academic words. The study was published on April 29, 2022, in the Journal of Educational Psychology

What is community-level environmental literacy and how can we measure it? A report of a convening to conceptualize and operationalize CLEL

This paper, co-authored by Assistant Professor K.C. Busch and Alumni Distinguished Graduate Professor Sarah Carrier, reports on the findings from a convening of 24 researchers to discuss the topic of community-level environmental literacy (CLEL) and presents a series of tensions that emerged in conceptualizing and measuring CLEL. The paper was published on May 4, 2022, in Environmental Researcher.

Assessment of civic learning and democratic engagement

This paper, co-authored by Senior Director of Student Success Alex Kappus, discusses the importance of thoughtful framing and design of civic learning and democratic engagement learning outcomes, methodological pluralism and the opportunities available by sharing assessment findings. The article was published on May 5, 2022, in New Directions for Higher Education.

Developmental trajectories for elementary novice teachers: Teaching efficacy, instructional beliefs, and domain knowledge

This article from Professor Margareta Thomson, Friday Institute Research Associate Erin Huggins, Alumni Distinguished Graduate Professor Sarah Carrier and Associate Professor DeLeon Gray investigates the developmental trajectories of novice elementary school teachers’ self-efficacy science beliefs, science instructional beliefs and science knowledge over the course of their teacher preparation and into their first two years of teaching. The study was published on May 19, 2022, in the International Journal of Science Education.

A longitudinal randomized trial of a sustained content literacy intervention from first to second grade: transfer effects on students’ reading comprehension outcomes

This paper, co-authored by Assistant Professor Jackie Relyea, focuses on the Model of Reading Engagement (MORE) intervention, which emphasizes thematic lessons that provide an intellectual framework to help students connect new learning to general schema. Results showed that sustained content literacy intervention that aligns content and instruction can help students transfer knowledge to novel reading comprehension.  The article was published on May 23, 2022, in the Journal of Educational Psychology.

Perspectives on career and college readiness self-efficacy of Latinx adolescents: A thematic analysis

This paper, co-authored by Professor Stan Baker, interviewed 11 Latinx people who participated in a previous study on a career and college readiness intervention to better understand their career and college readiness experiences. The article was published on May 27, 2022 in the  Journal of Multicultural Counseling and Development

Mathematics Teacher Educator: Looking Forward and Looking Backward

This editorial from Associate Dean Karen Hollebrands looks at new initiatives the Mathematics Teacher Educator editorial team have proposed and looks back on what the team was able to accomplish during the past four years in terms of goals related to communication, interaction, connection and equity. The piece was published on June 1, 2022, in Mathematics Teacher Educator.

Democracy’s relationship with the future: Transforming society’s promise

This article from Professor Jayne Fleener introduces a juxtaposition of adult education, futures perspectives, transformative learning theory and democratic engagement to potentially change the way researchers study and support how adults learn, change and grow through shared human experiences. The article was published on June 3, 2022, in The Journal of Transformative Education

The Role of Teachers’ Self-efficacy Beliefs and Habits in Differentiating Types of K–12 Science Teachers

This article, co-authored by Professor Eric Wiebe, investigated types of science teachers based on self-efficacy beliefs, twenty-first century learning attitudes, the frequency of implementation of inquiry-based instruction and the frequency of using technology while teaching. Findings from the study can inform the design of tailored professional development programs that target specific science teacher characteristics. The paper was published on June 14, 2022, in Research in Science Education.

Why Do We Find these Effects? An Examination of Mediating Pathways Explaining the Effects of School Turnaround

This paper from Assistant Professor Lam Pham finds that innovative iZone reforms in Memphis, Tennessee, increased peer collaborations between teachers, resulting in improved student achievement, and that the recruitment of effective teachers led to a more positive learning environment that ultimately improved student achievement. The paper was published on June 14, 2022, in the Journal of Research in Educational Effectiveness

Language, Identity, & Social Equity: Educational Responses to Dialect Hegemony

This paper, co-authored by Associate Professor Chad Hoggan, examines the evolution of educational responses to interrelated issues of disrespect for stigmatized dialects, expectations for standard English in academic and professional settings and students’ developing sense of self and authentic voice. The article was published on June 15, 2022, in the International Journal of Lifelong Education.

Supporting students’ science content knowledge and motivation through Project-Based Inquiry (PBI) Global in a cross-school collaboration

This paper from Friday Institute Executive Director and Professor Emerita Hiller Spires, New Literacies Collaborative Director Marie Himes and Assistant Professor Erin Krupa explores the effects of Project-Based Inquiry (PBI) Global on students’ science content knowledge, motivation and perspectives related to inquiry in a cross-school collaboration. The article was published on June 17, 2022, in Education Sciences.

Preparing Future Faculty to More Inclusively Teach Autistic College Students: Examining an Inclusive Teaching Professional Development Course

This paper, authored by Belk Center Postdoctoral Research Scholar Brett Ranon Nachman, examines how an inclusive teaching course designed for future faculty and utilizing principles of universal design influenced knowledge and readiness to teach autistic college students. The paper was published on June 22, 2022, in the International Journal of Teaching and Learning in Higher Education.

Presentations

Facets of Diabetes Distress with Type 2 Diabetes Mellitus: Findings from In-depth Interviews

This presentation, co-delivered by Associate Professor Sue Barcinas, presented data from a study on veterans’ experiences of diabetes distress to obtain insight into veterans’ experiences with type two diabetes management and diabetes distress. Findings indicate that behavioral scientists and clinicians should consider a veterans’ military experience and pain and comorbidities as influences on diabetes distress in health care delivery and planning. The presentation was delivered on April 9, 2022, at the Society of Behavioral Medicine Meeting.

Generating balance to sustain hybrid work environments while teaching in higher education

This presented paper from Assistant Teaching Professor Carrol Warren and Associate Teaching Professor Michelle Bartlett presents five best practices for maintaining space to generate a balance in hybrid work environments for those who teach online and face-to-face in higher education. The presentation was delivered on April 12, 2022, at the Society for Information Technology and Teacher Education 2022 Conference. 

Creating a virtual space for mentoring at a distance: Community college leadership doctoral students’ workforce education through virtual mentoring.

This presentation from Assistant Teaching Professor Carrol Warren, Associate Professor James Bartlett and Associate Teaching Professor Michelle Bartlett highlights the value of incorporating virtual mentoring opportunities with graduate-level distance education programs by examining the efforts of the Community College Leadership program to connect students with community college presidents and executive leaders during their time in the program. The presentation was delivered on April 13, 2022, during the Society for Information Technology and Teacher Education 2022 Conference.

Academic vocabulary volume in elementary grades disciplinary textbooks

This presentation, co-delivered by Assistant Professor Jackie Relyea, assessed the volume of academic vocabulary in disciplinary textbooks for elementary grades, finding that 31% of all estimated unique word types in the textbooks were academic words. The presentation was delivered on April 14, 2022, during the AERA Annual Meeting. 

Using virtual reality in online workforce development of staff at a small non-profit organization

This presentation, co-delivered by Associate Teaching Professor Michelle Bartlett, shares a case study that examined the perceptions of implementing virtual reality in online workforce development among nine participants from a small non-profit organization to determine how the use of virtual reality technology affects the quality and effectiveness of an online workforce development program. The presentation was delivered on April 14, 2022, during the Society for Information Technology and Teacher Education 2022 Conference.

Examining the usability of the “building knowledge and language through inquiry” (KLI) intervention for upper elementary emergent bilinguals

This presentation from Associate Professor Dennis Davis, and Assistant Professor Jackie Relyea explores the usability of the core components of the Building Knowledge and Language through Inquiry (KLI) intervention that aims to support upper elementary-grade, emergent bilingual readers’ reading comprehension and content knowledge development. The presentation was delivered on April 15, 2022, during the AERA Annual Meeting. 

First-grade multilingual children’s cognitive and behavioral profiles and English reading: A person-centered latent profile analysis

This presentation, delivered by Assistant Professor Jackie Relyea, explored first-grade, multilingual children’s profiles based on their executive function (EF) abilities and examined the extent to which profile memberships were associated with their English reading achievement. Findings highlight the importance of understanding multilingual children’s individual differences in EF in identifying challenges and tailoring interventions to address their specific needs.The presentation was given on April 15, 2022, during the AERA Annual Meeting. 

Some students were shadows: Understanding teachers’ experiences and professional knowledge of trauma

This presentation from Associate Professor Angela Wiseman explores teachers’ experience with trauma in the classroom to understand how school cultures can shift to support students in traumatic situations and how educators provide services while attending to their own mental health. Findings reflect that teachers lack professional knowledge about trauma, have concerns about students’ learning loss, observed a greater digital divide and need support for developing self-care strategies. The presentation was delivered on April 21, 2022, during the AERA Annual Meeting. 

Evaluating Postsecondary Impacts of a Mathematics/Science Education Network in Urban Secondary Schools

This presentation from Assistant Professor Lam Pham and Friday Institute Program Evaluation and Education Research Director Callie Womble Edwards focuses on an evaluation of postsecondary outcomes for North Carolina Mathematics and Science Education Network Pre-College Program participants. Findings suggest that nearly all program participants enrolled in college and two-thirds declared a STEM major. The presentation was delivered on April 22, 2022, during the AERA Annual Meeting. 

How a School-University Research-Practice Partnership Thrived During COVID-19

This presentation from Friday Institute Program Evaluation and Education Research Director Callie Womble Edwards and Professor Eric Wiebe  discusses the rapid revision of a research-practice partnership with a middle school to support teachers and students in online synchronous and asynchronous learning during the COVID-19 pandemic. The presentation was delivered on April 22, 2022, during the AERA Annual Meeting. 

Literacy Teacher Leaders Address the Broadband Gap through Broadcast Pedagogy

This presentation, delivered by Friday Institute Research Associate Erin Huggins, Friday Institute Research Scholar Sarah Byrne, New Literacies Collaborative Director Marie Himes and Friday Institute Executive Director and Professor Emerita Hiller Spires, explores how literacy teachers perceive the value of innovating with new literacies like broadcast lessons and what pedagogical shifts are required in literacy broadcast lessons. The presentation was delivered on April 23, 2022, during the AERA Annual Meeting. 

School Priorities in the COVID-19 Pandemic

This presentation, co-delivered by Assistant Professor Lam Pham, uses nationally representative survey data to examine whether schools prioritized academics and instruction, social and emotional well-being, physical health or behavior of students while school buildings were closed during the COVID-19 pandemic, as well as their intentions when schools reopened. The presentation was given on April 23, 2022, during the AERA Annual Meeting. 

“I don’t think she listened or heard”: Teachers’ learning to disrupt racialized patterns of exclusion through video-based coaching

This presentation from Assistant Professor Samantha Marshall examines the use of sociocultural and situative perspectives in a social design experiment to investigate how video-based coaching can shape teachers’ learning to disrupt racialized patterns of exclusion in classrooms. Interaction analysis revealed that as teachers made sense of how to support meaningful inclusion in group work, video clips from the classroom pushed their understanding. The presentation was delivered on April 24, 2022, during the AERA Annual Meeting. 

Interdisciplinary Project-Based Inquiry: Improving content knowledge and increasing empowerment

This presentation, delivered by Assistant Professor Erin Krupa, Graduate Research Assistant Margaret Borden, Friday Institute Executive Director and Professor Emerita Hiller Spires and New Literacies Collaborative Director Marie Himes, explores the effects of an interdisciplinary Project-Based Inquiry (PBI) Global project on ninth grade students’ science content knowledge and engagement. The presentation was delivered on April 24, 2022, during the AERA Annual Meeting. 

Successful partnerships between literacy coaches and novice K-2 teachers: A case study

This presentation, co-delivered by Assistant Professor Jill Grifenhagen and Assistant Teaching Professor Jill Jones, shares a case study that examined how literacy induction coaches and novice teachers characterized and built successful coaching partnerships. The study further develops the field’s understanding of teacher and coach actions and conditions conducive to successful coaching partnerships, including the development of coach expertise and autonomy to adapt to subject and context, an emphasis on teacher agency and buy-in to the coaching process.  The presentation was delivered on April 24, 2022, during the AERA Annual Meeting. 

Inquiry-to-action through Project-Based Inquiry (PBI) Global

This video presentation from New Literacies Collaborative Director Marie Himes, Assistant Professor Erin Krupa and Friday Institute Executive Director and Professor Emerita Hiller Spires, explored the New Literacies Collaborative’s partnership with Person Early College for Innovation and Leadership on a Project-Based Inquiry (PBI) Global project focused on UN Sustainable Development Goal 6: Clean Water and Sanitation. The multi-year project aims to understand how inquiry through the PBI Global cycle supports student science content knowledge, how students’ motivation changes after participating in PBI Global and how students’ perspectives of the PBI Global sycle evolve throughout the project. The video was presented on May 10, 2022, as part of the STEM for All Video Showcase and was the recipient of the event’s Facilitators Choice Award.  

Building an inclusive course community through pandemic insights

This presentation from Assistant Teaching Professor Carrol Warren and Associate Teaching Professor Michelle Bartlett shared survey data from educators from multiple disciplines across higher education who taught postsecondary coursework during the pandemic and provides examples of tools faculty utilized to promote inclusive course spaces for their students. The presentation was delivered on May 11, 2022, at the 2022 Pandemic Pedagogy Research Symposium.

Great Minds Think Differently: Instructional Design with Neurodiversity in Mind

This presentation from Associate Teaching Professor Michelle Bartlett focused on the importance of designing for all learners and activities and discussions around instructional design strategies that incorporate universal design for learning and design thinking for all learners. The presentation was delivered on May 18, 2022, during the Achieving the Dream 2022 International Conference and Exposition. 

Researching Transformative Learning

This presentation from Associate Professor Chad Hoggan explores three distinct ways that transformation can be approached: as an immediate outcome, as a process likely to lead to long-term changes and as a certain type of learning challenges with transformative potential. The presentation was delivered on May 18, 2022, at the Klagenfurt Research Retreat. 

Investigating teachers’ learning to support multilingual students through an intersectional lens

This poster presentation from Assistant Professor Samantha Marshall describes an intersectional approach to research, highlighting its affordances for research on teachers learning to support multilingual students. The intersectional lens opens urgent new research questions, invites different types of data, and offers informative analytic approaches to improve both research and practice. This presentation was delivered on June 4, 2022, during the International Conference of the Learning Sciences.

Lean on me: Creating student networking opportunities through site visits

This presentation, which was co-delivered by New Literacies Collaborative Director Marie Himes, shares how Person Early College for Innovation and Leadership and Wake Early College of Health and Sciences provided students with a face-to-face networking opportunity through site visits in 2022. The presentation was delivered on June 7, 2022, at the RTI International 2022 Early College Summit.

Using problem (re)framing and teachers’ pedagogical responsibility to facilitate teacher learning opportunities

This presentation from Assistant Professor Samantha Marshall finds that teachers’ learning opportunities were facilitated by coaching strategies that include a co-inquiry approach, deliberate and persistent problem reframing, grounding interpretations in student sensemaking and building on the teachers’ pedagogical responsibility. The presentation was delivered on June 7, 2022, at the International Society of the Learning Sciences. 

Veterans with Type 2 Diabetes: An Explanatory Sequential Mixed-Methods Approach to Understanding Diabetes Distress 

This presentation, co-delivered by Associate Professor Sue Barcinas, presented data from the TARDIS study and interview data on the Diabetes Distress Severity and Aligned Adult Learning Intervention Implication. The presentation was delivered on June 7, 2022, during the Diabetes Association Scientific Sessions.

Embodied cognition in virtual reality to support learning of scale

This presentation, co-delivered by Associate Professor Cesar Delgado, reports on the development process of a virtual environment to support embodied cognition about the scale of scientific entities from subatomic particles to galaxies. The presentation was delivered on June 8, 2022, at the International Conference of the Learning Sciences. 

Using YA literature text sets to build lifelines and promote advocacy and agency for/with youth

This presentation from Associate Professor Michelle Falter explored how teachers can use young adult text sets to build lifelines that celebrate a diversity of voices and perspectives and take readers beyond their comfortable experiences by providing potential counternarratives. The presentation was delivered on June 10, 2022, during the 2022 Summit on the Research and Teaching of YA Literature.

Class and Race in The College Classroom: Faculty Interactions and Student Learning among Racially Diverse Poor and Working-class Collegians

This presentation from Belk Center Senior Research Associate Kaitlin Newhouse explores the extent to which student-faculty interaction mediates the relationship between demographic and academic background characteristics and self-reported cognitive skills among students at large research institutions who identify as poor and working class. The presentation was delivered on June 15, 2022, during the Student Experience in the Research University (SERU) 2022 Symposium.

Future Proof Tech Use, Learning Design and Technology Forum

This presentation from Friday Institute Friday Institute Research Associate Rebekah Davis explores the idea of true innovation regarding instructional technology and ways to adapt and manage technology use for any current or future device or program. The presentation was delivered on June 16, 2022, during the Learning Design and Technology Forum.

BIM: A bridge to promote industry-academic partnership in construction engineering

This presentation, co-delivered by Associate Professor Cesar Delgado, reports on student perceptions of an innovative graduate construction engineering course using BIM and industry-academic collaboration with extensive construction site internships. The presentation was delivered on June 27, 2022, at the American Society of Engineering Education.

Use of Communities of Practice to analyze and improve graduate engineering education

This presentation, co-delivered by Associate Professor Cesar Delgado, reports on a pilot testing of instruments for a National Science Foundation-funded research project that aims to bridge the gap between professional engineering work and engineering graduate education. The presentation was delivered on June 27, 2022, at the American Society of Engineering Education.