Ph.D. student Alma Zaragoza-Petty has been awarded an inaugural College Board Professional Fellowship. "The fellowship is designed to recognize, support, and reward rising leaders from African American, Latino, and Native American background who are working effectively to close achievement and attainment gaps in their schools, colleges, and communities across the country." Ms. Zaragoza Petty will receive $5,000 in support of her efforts to advance educational achievement among African American and Latino American students and promote higher education access and equity for underrepresented populations. Ms. Zaragoza-Petty, a Eugene Cota Robles Scholar, is a fifth year doctoral student specializing in Educational Policy and Social Context (EPSC). She is advised by Assistant Professor Tesha Sengupta-Irving.
Ph.D. Student Anamarie Auger (left) is lead author on a new publication in Journal of Applied Developmental Psychology (July-August 2014): "The Effects of Baby Books on Mothers' Reading Beliefs and Reading Practices." Co-authors are Associate Professor Stephanie Reich and doctoral student Emily Penner. Ms. Auger and Ms. Penner (Educational Policy and Social Context specialization) will receive their degrees this September. Ms. Auger is joining the Rand Corporation as a Research Scientist. After a two-year post-doctoral position at Stanford University, Ms. Penner will return to UC Irvine as an Assistant Professor of Education. Abstract
Ph.D. Student Elizabeth Miller is lead author on a new publication in Child Development (July/August 2014): "Do the Effects of Head Start Vary by Parental Preacademic Stimulation?" Co-authors are Professor George Farkas, Deborah Lowe Vandell, and Greg Duncan. Ms. Miller studied data gathered from 3,185 three to four-year-old children in Head Start (Head Start Impact Study) to determine whether one year of Head Start differentially benefited children from homes with high, middle, and low levels of parental preacademic stimulation on three academic outcome domains—early math, early literacy, and receptive vocabulary. Ms. Miller, a fourth year doctoral student specializing in Educational Policy and Social Context (EPSC), studies socio-emotional development, parent-child interactions, and early childhood care and education. Abstract
Ph.D. student student Jacky Au has been notified that his article ""Improving Fluid Intelligence with Training on Working Memory: a Meta-Analysis" has been accepted for publication in the journal Psychonomic Bulletin & Review. Mr. Au is a second year doctoral student specializing in Learning, Cognition, and Development (LCD). His research interests include cognitive training, working memory training, executive function, and neuroimaging. Prior to joining the doctoral program, Ms. Au spent five years engaged in research at UC Davis Medical Center and the UC Davis MIND Institute. During his first year at UC Irvine, Mr. Au joined Assistant Professor Susanne Jaeggi's Working Memory and Plasticity Lab, where he currently is working on the grant "Training Cognitive Control to Improve Self-Regularoy Behavior and Mental Health in Adolescents." Abstract
Ph.D. student Huy Chung and Associate Professor Elizabeth van Es presented at the 11th International Conference of the Learning Sciences (ICLS) in Boulder, Colorado, June 23-27: "Varied Appropriations of Tools from Professional Development: Moving Beyond Levels." The conference theme, "Learning and Becoming in Practice," focused on ways that learning processes are situated within different kinds of practices. Context and process practices include engaging in the epistemic practices of disciplines, participating in sociocultural practices, and engaging in design. Two additional practices, analyzing and modeling learning across settings and time and designing for scale and sustainability, highlight how learning scientists organize their work. Mr. Chung, a GATES Millenium Scholar, is specializing in Learning, Cognition, and Development (LCD). Abstract
Ph.D. student Christa Mulker Greenfader presented with Assistant Professor Jeannette Mancilla-Martinez at the annual conference of the Society for the Scientific Study of Reading (SSSR). Their presentation, "Language Skills Among Children from Spanish-Speaking Homes in Early Childhood: A Pilot Study," was delivered during the session "Spanish-Speaking Preschoolers’ Vocabulary: Tracking Progress and Facilitating Development." Ms. Greenfader is a fourth year doctoral student specializing in Learning, Cognition, and Development (LCD). Her research interests include learning through the arts; cognitive, social, and emotional development; learning and motivational methods; learning in and out-of-school, and educational equity. She is advised by Associate Professor Liane Brouillette. Abstract