Publication and Presentation Roundup: A Look at Scholarly Work from College of Education Researchers from July-September, 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 July through September, 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.
Toward More Generalizable CS and CT Instruments: Examining the Interaction of Country and Gender at the Middle Grades Level
This article, authored by College of Education Alumni Arif Rachmatullah ‘21PHD and Jessica Vandenberg ‘21PHD, and Professor Eric Wiebe, compared American and Indonesian middle school students’ computational thinking skills and computer science attitudes, as well as whether the instruments used in the study exhibit country, gender or prior computer science experience measurement biases. The article was published July 7, 2022, in Proceedings of the 27th ACM Conference on Innovation and Technology in Computer Science Education Vol. 1.
“They just go by making their own hate story:” Interrogating stereotypes with refugee students in community-based spaces
This article, authored by doctoral student Jennifer Mann and Assistant Professor Crystal Chen Lee, examines how adolescent refugee girls use critical dialogue in a community-based space to process their experiences and interrogate stereotypes attributed to students from refugee backgrounds. The article was published July 11, 2022, in Language Arts.
Best FACES Forward: Outcomes of an Advocacy Intervention for Black Parents Raising Autistic Youth
This article, authored by Assistant Professor Jamie Pearson, examines the effects of the FACES advocacy program on advocacy capacity for Black parents raising autistic youth, showing intervention participants demonstrated increases in family empowerment, school communication and perceptions of advocacy ability. The study was published July 25, 2022, in Exceptionality.
Language planning, linguistic imperialism, and English language teacher education in post-Soviet Poland
This book chapter, co-authored by Goodnight Distinguished Professor in Educational Equity Maria Coady, provides a review of the literature on language policy, linguistic imperialism and English language teacher education in Poland. The chapter was published July 25, 2022, in English language teaching: Theory and practice across the European Union.
Diversifying neighborhoods, diversifying schools? The relationship between neighborhood racial change and school segregation in New York City
This article, co-authored by Assistant Professor Jenn Ayscue, examines New York City’s gentrifying areas and the changing racial diversity in schools, finding that public schools in these areas have seen a reduction in racial segregation. The article was published July 28, 2022, in Education and Urban Society.
Urban Middle Schoolers’ Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day
This article, authored by Associate Professor DeLeon Gray, addresses the fact that existing measures of belonging in schools do not elevate the contextual and cultural insights of students and educators through the co-creation of an Opportunities to Belong survey measure for urban middle schoolers. The article was published Aug. 8, 2022, in Urban Education.
Fostering Civic Reasoning Through Disciplinary Literacy
This article, co-authored by Assistant Professor Jackie Eunjung Relyea, introduces ways to use disciplinary literacy instructional strategies, including framing, reading, discussion and writing, to foster civic engagement and reasoning for middle-grade multilingual students. The article was published Aug. 12, 2022, in The Reading Teacher.
Collaborative Partnerships: Parents and Families
This book chapter, authored by Assistant Professor Jamie Pearson, contributes to a volume intended to provide resources for the identification, selection, implementation and evaluation of evidence-based practices to promote positive outcomes for learners with autism spectrum disorder across the lifespan and to enhance their quality of life. The chapter was published Aug. 15, 2022, in Guide to Evidence-Based Practices for Practitioners Working with Individuals with Autism Spectrum Disorder.
Analyzing Congressional Research Service reports on education: How is information used at Congress’s think tank?
This study, co-authored by Assistant Professor Jenn Ayscue, uses content analysis to examine the Congressional Research Service’s education-related reports from the 115th Congress to explore what sources are directly and indirectly informing federal policymaking. The article was published Aug. 18, 2022, in AERA Open.
Embodied Social Justice Learning: Considerations for Curriculum Development and Training in Counseling Programs
This article, co-authored by Assistant Professor Brean’a Parker, describes the development of two-course sequence in a mental health counseling program where trainees are introduced to multicultural and social justice content pedagogically organized around liberation and critical history frameworks. The article was published Sept. 8, 2022, in the Journal of Social Action for Counseling and Psychology.
The Scholarly Neglect of Black Autistic Adults in Autism Research
This article, co-authored by Assistant Professor Jamie Pearson, contextualizes the experiences of Black autistic adults and argues that systemic disparities and methodological concerns are contributors to the scholarly neglect of Black autistic adults in autism research. The article was published Sept. 21, 2022, in Autism in Adulthood.
Classroom Management of Students with Autism Spectrum Disorder
This book chapter, authored by Assistant Professor Jamie Pearson, contributes to evidence-based classroom management practices and programs that are essential to enhancing students’ academic, behavioral, social-emotional and motivational outcomes across grade levels. The chapter was published Sept. 22, 2022, in The Handbook of Classroom Management.
Teaching higher order thinking skills to multilingual students in elementary classrooms
This article, co-authored by Goodnight Distinguished Professor in Educational Equity Maria Coady, reports on a qualitative case study that explored how two elementary school teachers developed high-order thinking skills with emerging multilingual students. The article was published Sept. 23, 2022, in Language and Education.
Becoming together: Interrogating anti-racism in teacher education through critical self-study
This book chapter, authored by Assistant Professor Robin Anderson, is part of a volume that invited teacher educators to provide their stories from the field of education, related to antiracist instruction in teacher education. The chapter was published in Sept. 2022 in Antiracist Teacher Education Counternarratives and Storytelling, Volume 2
Online teaching in K-12 education: A systematic review
This paper, authored by Professor Carla Johnson, revealed a set of contextual conditions that are foundational to student learning in K-12 online settings as well as pointed to seven pillars of instructional practice that support student learning in online settings. The paper was published in Review of Educational Research.
STEM Road Map Series
This series of books, edited by Professor Carla Johnson, is designed to help teachers steer their students toward authentic problem solving while grounding them in integrated STEM disciplines. Titles in the series include, Our Changing Environment: STEM Road Map for Elementary School, Genetically Modified Organisms: Grade 7 STEM Road Map for Middle School, Mineral Resources: STEM Road Map for High School, Formation of the Earth: STEM Road Map for High School and Rebuilding the Natural Environment: STEM Road Map for High School. The books were published by Routledge.
Academic vocabulary in first-grade children’s compositions: an exploration
This presentation from Assistant Professor Jackie Eunjung Relyea examines the extent to which first-grade students incorporate academic vocabulary when writing an academically-oriented composition and, when used, if the phonological and orthographic uniqueness or semantic challenge of words in the composition tended to increase. The presentation was delivered on July 19, 2022, at the Society for Scientific Studies of Reading in Newport, California.
U.S. multilingual children’s executive functioning and reading achievement
This presentation from Assistant Professor Jackie Eunjung Relyea explores a nationally representative sample of first-grade multilingual children’s profiles based on their executive function abilities and examines the extent to which the profile memberships were associated with their English reading achievement. The presentation was delivered on July 19, 2022, at the Society for Scientific Studies of Reading in Newport, California.
Cultivating global competence
This presentation from Marie Himes, director of the New Literacies Collaborative at the Friday Institute, and Research Scholar Sarah Byrne Bausell engaged with high school students in the WakeEd Partnership’s Career Accelerator as they considered what it means to be globally competent and why it is important in a rapidly changing, complex, and increasingly interconnected and interdependent world. The presentation was delivered July 26, 2022, as an invented presentation for the WakeEd Partnership’s Career Accelerator in Raleigh, North Carolina.
National trends in local school board dynamics
This presentation from Distinguished Professor Lance Fusarelli presented national trends in school board politics and governance to North Carolina chief academic officers and superintendents. The presentation was delivered July 28, 2022, during the Chief Academic Officer Retreat and Superintendent Retreat in Pittsboro, North Carolina.
Development, Implementation, and Preliminary Outcomes from the Connecting Students with Autism to Geographic Information Science & Technology (CSA-GIST) Program
This presentation from Assistant Professor Jamie Pearson discusses the development of GIST and highlights preliminary findings after the first year of the project. The presentation was delivered Sept. 17, 2022, at the virtual 2022 Inclusion in Science: Learning a New Direction Conference on Disability and STEM.
Effectiveness of structured teacher adaptations to an online science content literacy intervention to improve third-graders’ reading comprehension: a randomized controlled trial during the COVID-19 pandemic
This presentation, co-delivered by Assistant Professor Jackie Eunjung Relyea, reports the findings of an effectiveness study focused on empowering teachers to make structured adaptations to support the reading outcomes of third grade students while schools provided remote instruction during the COVID-19 pandemic. The presentation was delivered Sept. 23, 2022, at the Society for Research on Educational Effectiveness 2022 conference in Arlington, Virginia.
Diving into the Data: What Families Raising Black Autistic Children Need
This poster presentation from Assistant Professor Jamie Pearson explored the extent to which community-based disability organizations are supporting Black families of children with autism in North Carolina, identified the families served by the organizations and described the types of services and supports requested by families. The presentation was delivered Sept. 28, 2022, at the 2022 Joint Conference from the Division for Early Childhood and the International Society on Early Intervention in Chicago, Illinois.
Hungry for Resources: Community Based Services for Black Autistic Children
This lecture from Assistant Professor Jamie Pearson shared findings from a qualitative focus group study designed to explore community-based parent educators’ experiences in providing strategies and resources for Black autistic children and their families. The lecture was delivered Sept. 29, 2022, at the 2022 Joint Conference from the Division for Early Childhood and the International Society on Early Intervention in Chicago, Illinois.
Leading Premier Learning with Purpose
This presentation from Assistant Professor Michael Little focused on advancing systemic change and alignment within the Pre-K mixed delivery system, highlighting lessons learned from his research that can help inform states as they move toward improving coherence of their early childhood education systems. The presentation was delivered for the Council of Chief State School Officers Early Childhood Education Collaborative.