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Publication and Presentation Roundup: A Look at Scholarly Work from College of Education Researchers from April-June, 2022

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. 

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