Parents and educators might know the challenges of gaining and holding the interest of children with diagnosed impulsivity conditions (e.g. ADHD). An OSU College of Education researcher has published research in PLOS ONE that shows that impulsivity actually affects more students than just those officially diagnosed with it, and that impulsivity across secondary students is associated with lower interest and self-efficacy in STEM subjects. Dr. Jana Bouwma-Gearhart, working as part of an interdisciplinary team of researchers from OHSU and PSU, found that this effect can be counteracted with mindset interventions through which students learn the importance of effort when learning is difficult. Overall, the data suggests that impulsivity and mindset are interconnected in terms of influence on students’ STEM success.
Dr. Soria Colomer, Assistant Professor in Cultural & Linguistic Diversity in the College of Education, has a new article published in the Journal of Race Ethnicity and Education. This study analyzes the storytelling of six Latinx teachers to reveal the challenges and tensions that arise when Latinx teachers try to define their identity in social spaces. It also encourages the use of storytelling as a pedagogical tool to develop racial literacy skills.
Assistant professor of Adult Education and High Education Leadership, Dr. Lucy Arellano’s research examines Latinx success through qualitative and quantitative methods. Her research focuses on the influence of the institutional environment, college capital, peers, and public discourse in perpetuating racial violence. For Dr. Arellano, a focus on student success is the undergirding to her research.
Dr. Arellano has multiple publications, including in the Journal of Hispanic Higher Education, the Journal of Diversity in Higher Education in, and another coming out in Fall 2019 in the Journal of Higher Education.
Dr. Rachael Schuetz, Senior Instructor of Education at the OSU-Cascades campus, has written about her experience in supporting student success in the edTPA assessment required for teacher candidates who want to be licensed in Oregon. Her chapter in A Practical Guide for edTPA Implementation; Lessons From the Field outlines a ten-step plan to help teacher education programs support their candidates in the three literacy tasks that are part of the Elementary Education Literacy handbook. You can find the book and her chapter titled edTPA Steps to Success: Elementary Education Literacy Tasks 1-3, through Information Age Publishing.
LatinX student enrollments in community colleges in the United States are rapidly growing, yet LatinX student success rates have not matched this growth. Drs. Rachael Cate, an alumna of the Education PhD program, and Darlene Russ-Eft, Professor Emeritus of the College of Education, published the results of their study of community learning testimonios written by Latin American movement leaders in Power and Education (August 27, 2019). Their analysis identified recurrent themes across the testimonios that can assist community colleges to develop synergy through the cultivation of partnerships and by coordinating national and community resources to facilitate pragmatic solutions to social issues.
Dr. Deborah Rubel receives prestigious publication award
Dr. Rubel, Associate Professor of Counseling, along with her co-editor Dr. Jane Atieno Okech, received the 2019 Publication in Counselor Education and Supervision Award from the Association for Counselor Education and Supervision for their book Counselor Education in the 21st Century: Issues and Experiences. Please join us in congratulating them on this achievement!
This new publication: Transforming campus racial climates: Examining discourses around student experiences of racial violence and institutional (in)action, will appear in the Journal of Diversity in Higher Education; the advance publication is currently online.
Dr. Amanda Kibler's new book, Longitudinal Interactional Histories: Bilingual and Biliterate Journeys of Mexican Immigrant-origin Youth, discusses bilingualism, multilingualism and bi-literacy among immigrant-origin youth using the qualitative case studies of five multilingual immigrant youth.
Sophie Pierszalowski, Doctoral Student in Education, highlights three guiding strategies for "structuring institutional diversity action plans that will help ensure equitable access to undergraduate research experiences" in a recent publication in the Journal of STEM Education.
CoE Associate Dean Randy Bell co-authored a research article on the impacts of professional development for school district science coordinators. The article, which recently appeared in Science Education, reports the outcomes of one aspect of Dr. Bell’s $28 million U.S. Department of Education Investing in Innovation (i3) grant: the Virginia Initiative for Science Teaching and Achievement.
Amanda Kibler, Associate Professor in Education, discusses how adolescents' peer networks affect linguistic integration in middle school classrooms in a new article in the American Educational Research journal. Dr. Kibler and her associates seek to answer two questions: "(a) How do demographics differ in classrooms with more or less academic peer network linguistic integration? and (b) How do teachers’ classroom practices relate to differences in the linguistic integration of students’ academic peer networks?"