Student News

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Winter 2014

  • Ph.D. student Elizabeth Miller is lead author on the article "Head Start Found More Beneficial for Children Whose Parents Provide Less Early Academic Stimulation." The article will appear in the next issue of Child Development, a publication of the Society for Research in Child Development (SRCD). Professors George FarkasDeborah Lowe Vandell, and Greg Duncan are co-authors. In drawing her conclusions, Ms. Miller analyzed data from the Head Start Impact Study, a nationally representative sample of nearly 5,000 newly entering eligible 3- and 4-year olds. Ms. Miller, a third year doctoral student advised by Professor George Farkas, is specializing in Educational Policy and Social Context (EPSC). Her research interests include socio-emotional development, parent-child interactions, early childhood care and education. SRCD Press Release

  • Ph.D. student Sarah Gilliland was presented with the Education Section “Adopt a Doc” Scholarship at the Combined Sections Meeting of the American Physical Therapy Association (APTA), held February 3-6 in Las Vegas. The APTA program awards one $2,500 scholarship per year to increase the number of doctorally prepared faculty teaching in Physical Therapy (PT) and Physical Therapy Assistant (PTA) education programs. The award provides financial support to current or former PT or PTA faculty members who are in the dissertation phase of their doctoral programs. Ms. Gilliland, who holds a Doctorate in Physical Therapy, has been an adjunct faculty member at Chapman University teaching human anatomy, biomechanics, kinesiology, complementary medicine and wellness, neurology, and assisting in a variety of laboratory courses since 2008.

  • Ph.D. student Marcela Martinez has been invited to present at the first annual Associated Graduate Students (AGS) Symposium to be held on April 18 at UC Irvine. The title of her talk is "Motivational Predictors of Math Course Persistence." The AGS Symposium provides a venue for outstanding graduate and professional student researchers to showcase how they are utilizing collaborative or innovative methods to tackle important problems in their field. AGS, a student-administered organization open to all UCI graduate students, advocates on behalf of graduate students interests at local, state, and national levels; funds graduate-student initiated events and projects; and provides conference support opportunities. Ms. Martinez, a Eugene Cota Robles Scholar, studies macro- and micro-level factors contributing to individual academic success. Abstract 

  • Ph.D. student Alma Zaragoza-Petty shared findings from her dissertation research during the Chican@ Studies Alliance conference at California State University, Fullerton's on March 1. The title of her presentation was “(De)Colonizing Futures: ‘At Risk’ Students.” In her research Ms. Zaragoza-Petty examined how the notion of "at risk" informs the practices and policies in a charter school environment. Ms. Zaragoza-Petty, a Eugene Cota Robles scholar, is a fourth year doctoral student specializing in Educational Policy and Social Context (EPSC). Her research interests include race/ethnicity, gender, class, and educational achievement, higher education access and equity. She is advised by Assistant Professor Tesha Sengupta-Irving.
    Abstract  

  • Ph.D. student Alex Lin is sole-author on the article "Examining Students’ Perceptions of Classroom Openness as a Predictor of Civic Knowledge: A Cross-National Analysis of 38 Countries," published in the February edition of Applied Developmental Science. Mr. Lin is entering his fifth year of the UCI doctoral program specializing in Educational Policy and Social Context (EPSC). His research interests include positive youth development, civic education, and comparative education. Prior to joining the UC Irvine Ph.D. program, Mr. Lin was a researcher for an international relief program called Equal Access that produces educational media programming for women and children living in rural and remote areas of Afghanistan, Nepal, India, Laos, and Cambodia. Mr. Lin also completed the UCI credential program and taught in public schools across Japan. Abstract

  • Ph.D. student Alejandra Albarran has published with Associate Professor Stephanie Reich in Infant and Child Development: "Using Baby Books to Improve New Mothers' Self-Efficacy (MSE) and Improve Toddler Language Development." Their article explores whether educational books, embedded with information about typical child development and optimal parenting, increase MSE for women over the first year and a half of motherhood and whether these increases result in better language skills for children at 18 months of age. In their findings, hierarchical linear model analyses show that (a) MSE starts high and remains high, (b) that providing educational books further increases the development of MSE, and (c) that increases in MSE have a positive impact on children's language skills, as does providing books, irrespective of educational content. 

  • Ph.D. student Jennifer Sun is presenting with Associate Professor Elizabeth van Es at the 2014 Annual Conference of Association for Mathematics Teacher Educators (AMTE) Symposium: Teacher-Capture Video: Tools, Opportunities, and Challenges. Ms. Sun and Dr. van Es draw on their experiences using video for teacher education to demonstrate assorted tools for video capture and video analysis, including  Edthena, a video annotation tool in one of the CalTeach courses. Additionally, they discuss opportunities and challenges for use of video in teacher education, present research findings related to teacher-captured video as a focus for teacher education and professional development, and identify issues for future research. Ms. Sun is a third year doctoral student specializing in Learning, Cognition, and Development (LCD).

  • Ph.D. student Janet Mercado and Associate Professor Elizabeth van Es are presenting at the 2014 Annual Conference of Association for Mathematics Teacher Educators Conference in Irvine. During their presentation, titled "Noticing for Equitable Mathematics Teaching," Ms. Mercado and Dr. van Es invite teacher participants of a research study on noticing for equitable mathematics to share with the attendees how they notice equity in teaching and how their noticing reflects their commitments and dispositions to equitable mathematics instruction. Following exploration of preliminary findings from their study of teacher noticing during instruction, the researchers discuss how their diverse ways of noticing are reflected in the existing framework and how their noticing challenges existing notions of noticing for equitable teaching to expand understanding of this construct for teaching.

  • Ph.D. student Cathey Yeh, who is specializing in Learning, Cognition, and Devleopment (LCD), is presenting with Lecturers Valerie Henry and Jody Guarino at the 2014 Annual Conference of Association for Mathematics Teacher Educators (AMTE) Conference in Irvine. The title of their presentation is "Designs, Tools, and Implications for Developing Teachers' Noticing of Student Thinking." During their session the presenters will discuss three technology-enhanced environments for helping pre-service elementary and secondary mathematics teachers learn to notice student thinking: video-based instructional tasks for elementary and secondary pre-service mathematics teachers to develop noticing skills and a week-long instructional unit with the course blog highlighting the teacher's attention to student thinking. Abstract

  • Fourth year Ph.D. student Cathery Yeh is one of eight recipients selected from a nation-wide pool of 225 highly-qualified applicants for the 2014 K. Patricia Cross Future Leaders AwardThe Award recognizes graduate students who show exemplary promise as future leaders of higher education, who demonstrate a commitment to developing academic and civic responsibility in themselves and others, and whose work reflects a strong emphasis on teaching and learning. As stated by Carol Geary Schneider, Association of American Colleges and Universities (AAC&U) President, “They represent the finest in the new generation of faculty who will teach and lead higher education in the next decades." Ms. Yeh's research interests include diversity and equity in education, teacher learning, pre-service mathematics teacher development, and teacher professional development. 

  • Ph.D. student Daniel Flynn is the sole author on the article “Baccalaureate Attainment of College Students at 4-Year Institutions as a Function of Student Engagement Behaviors: Social and Academic Engagement Behaviors Matter.” The article, currently published online at Research in Higher Education’s Online First, is in press for publication in Research in Higher Education. Mr. Flynn, a fifth year doctoral student specializing in Educational Policy and Social Context (EPSC), is advised by Associate Professor Thad Domina. Mr. Flynn’s research interests include student engagement, STEM pedagogy, postsecondary instructional and faculty development and Technological-Pedagogical-Content- Knowledge. Abstract

  • Ph.D. students Bianca Cung and Suhang Jiang presented with Professor Mark Warshauer at the MOOC (Mass Open Online Courses) Research Initiative Conference in Arlington, Texas, on December 6, 2013. Their presentation was titled "Peer Assessment and Academic Achievement in a Gateway MOOC.” The conference brought together researchers from around the world investigating MOOCs, including the grantees of the MOOC Research Initiative funded by the Bill and Melinda Gates Foundation. Ms. Cung and Ms. Jiang, first year doctoral students specializing in Language, Literacy, and Technology (LLT), are advised by Professor Warschauer. Ms. Cung’s research interests include media and technology for education, international education, diversity and equity, STEM, and second language acquisition. Abstract

  • Ph.D. student Elizabeth Miller has published with Professor Mark Warshauer in Learning, Media, and Technology: "Young Children and e-Reading: Research to Date and Questions for the Future." Their paper reviews research on e-reading, in both the pre-tablet and tablet eras, within the context of what is known more generally about literacy development. By proposing topics for future research and discussing methodological issues related to the investigation of these topics, the researchers' goal is to spark further discussion about how to study young children's literacy development in the emerging e-reading era. Ms. Miller, a third year doctoral student specializing in Educational Policy and Social Context (EPSC), is advised by Professor George Farkas. Her research interests include socio-emotional development, parent-child interactions, and early childhood care and education.