Publication and Presentation Roundup: A Look at Scholarly Work from College of Education Researchers from October-December, 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 October through December, 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.
Teaching higher order thinking skills to multilingual students in elementary classrooms
This paper, 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 higher-order thinking skills with emerging multilingual students. Findings show that higher-order thinking skills were framed as sub-skills in instructional practices, teachers used multiple activities to develop these skills, and that teachers differentiated instruction considering students’ language level and background experiences but did not account for additional layers of complexity when interrelating higher-order thinking skills to language. The article was published Oct. 1, 2022, in Language and Education.
How the Pandemic Created Opportunities with Technology
This paper, co-authored by Assistant Teaching Professor Peter Hessling, explores how 46 special educators adapted their teaching methods to best address the needs of their students despite challenging circumstances during the COVID-19 pandemic. The study was published Oct. 3, 2022, in Education Sciences.
Teacher and School Concerns and Actions on Elementary School Children Digital Safety
This study, authored by Professor Florence Martin, identifies themes of concerns and actions of teachers and schools on elementary school children’s digital safety. These concerns included content-related concerns, contact-related concerns, conduct-related concerns, contract-related concerns and home-related concerns. The study was published Oct. 7, 2022 in TechTrends.
Professional Development Strategies and Recommendations for High School Teachers to Teach Computer Science Online
This paper, authored by Professor Florence Martin, explores a research to practice partnership that enabled 10 high school computer science teachers from a virtual school to participate in a summer workshop to collaborate through a participatory action research project regarding design, facilitation and evaluation stratices to be included in effective professional development. The paper was published Oct. 12, 2022, in Computers in the Schools.
When the shoes don’t fit: A critical empathy framework for (young adult) literature instruction
This paper, authored by Associate Professor Michelle Falter, critiques the traditional way in which educators understand empathy while reading young adult literature by discussing several key limitations of empathy. The paper argues for a critical framework to empathy that moves beyond identification with others and perspective-taking to understand that social, cultural and historical elements complicate the ability to feel and think fully with another person. The paper was published Oct. 15, 2022, in The ALAN Review.
Equity and early implementation of the Every Student Succeeds Act in state-designed plans during COVID
This study, authored by Assistant Professor Jenn Ayscue and Distinguished Professor Lance Fusarelli, explores states’ interpretation and early implementation of the Every Student Succeeds Act’s equity-related provisions. Findings highlight the need to build capacity at the state and district levels to better understand the role of state education agencies in implementing the Every Student Succeeds Act. The study was published Nov. 7, 2022, in Educational Policy.
“Even when it was hard, you pushed us to improve”: Emotions and teacher learning in coaching conversations
This paper, co-authored by Assistant Professor Samantha Marshall, investigates the role of teachers’ edge-emotions in coaching conversations by examining an emotional coaching event the authors facilitated with an experienced mathematics teacher and how the teacher was ultimately motivated to transform her practice. The paper was published Nov. 11, 2022, in Teaching and Teacher Education.
“I Didn’t Realize I Could Be President”: The Gendered Experiences of Women Student Body Presidents
This paper, co-authored by W. Dallas Herring Professor and Belk Center Executive Director Audrey Jaeger, examines 20 women student body presidents at multiple four-year institutions to understand their experiences in student leadership. Findings show the women felt extreme responsibility and pressure as president, focused on making positive changes for others and their campus communities, navigated complex gender expectations and environmental pressures and gained significant confidence in their ability to lead. The paper was published Nov. 22, 2022, in the Journal of College Student Development.
Understanding Transfer Credit Efficiency in North Carolina: Connecting Baccalaureate Degree Plans to Transfer Graduation
This study from Belk Center Associate Director of Research and Evaluation Holley Nichols and Senior Research Associate Kaitlin Newhouse found that completing a greater percentage of the baccalaureate degree plan did not increase the likelihood of students’ graduation overall and was not significantly associated with an increase in the likelihood of graduation specifically among students of color.
Systematic Review of Research on Graduate Online Education from 2000 to 2020
This study, authored by Professor Florence Martin, examined 271 studies on broader themes related to online graduate education. Findings show that online engagement was the most researched theme, followed by learner characters in online graduate education while very few studies focused on the organizational level. The study was published Dec. 1, 2022, in Quarterly Review of Distance Education.
Responding to multimodal texts: Middle school students discuss cyberbullying, defriending and exclusion
This paper, authored by Associate Professor Angela Wiseman, describes work with a focus group of middle school students and how they responded to multimodal texts about cyberbullying in an after-school program. Findings reveal that using texts, such as books and videos, can be an important starting point for understanding the contexts of students’ experiences with cyberbullying. The paper was published Dec. 5, 2022, in Fringes: The North Carolina English Teachers’ Association Journal.
“An opportunity to grow our collective consciousness:” Navigating racial tension in a gentrifying elementary school
This case study, authored by Assistant Professor Jenn Ayscue, explores how a school principal navigated tensions associated with supporting his school’s intentionally diverse and anti-racist mission in response to the Jan. 6, 2021 insurrection at the U.S. Capitol. The paper was published Dec. 7, 2022, in the Journal of Cases in Educational Leadership.
Is Teacher Effectiveness Stable Across School Contexts? An Examination of Teachers Who Transfer Into Turnaround Schools
This paper, authored by Assistant Professor Lam Pham, examines teachers who transfer into turnaround schools relative to teachers who transfer into low-performing but non-turnaround schools. Findings show that teacher effectiveness increased after transferring into a turnaround model in Tennessee, which had documented positive effects and either decreased or stayed the same in a turnaround model that produced no effects on student achievement. The paper was published Dec. 10, 2022, in AERA Open.
Promoting equity and justice through integrated schools and communities
This book chapter, authored by Assistant Professor Jenn Ayscue, describes evidence about the benefits of integrated schools and communities as well as the relationship between residential and school integration. The chapter includes local, regional, state and federal policy recommendations to promote integration and positive outcomes for students and communities. The chapter was published Dec. 23, 2022, in Our Children Can’t Wait: The Urgency of Reinventing Education Policy in America.
Novice teachers’ implementation of evidence-based practices in autism education: Examining the roles of preparation and perception
This paper, authored by Assistant Teaching Professor Jordan Lukins, shares 137 teachers’ knowledge, perceptions, perceptions of social validity and use of 12 evidence-based practices in autism education. Results show that the use of evidence-based practices was primarily driven by teachers’ knowledge of the practice and perceptions of its social validity, with teacher preparation experiences shaping both. The study was published Dec. 29, 2022, in Focus on Autism and Other Developmental Disabilities.
Access leading to awareness: Black language and linguistic justice
This presentation, which was co-delivered by Assistant Professor Samantha Marshall, investigates how Black-language speaking teachers support Black-language speaking students in mathematics. Results show that teachers flexibly used Black language to provide access, build community and liberate and that teachers’ attention to students’ emotional responses and flexible use of Black English to foster community exemplified linguistic justice pedagogy. The presentation was delivered Oct. 7, 2022, at the 12th International Conference on Education and Justice.
Lessons from Leaders: Practical Strategies for Engaging Adult Learners in NC Reconnect
This session by Belk Center Senior Research Associate Jordan Dolfi, Senior Research Associate Roshaunda Breeden, and Research Associate Emily VanZoest highlights practical strategies learned from campus leaders who played integral roles in the NC Reconnect pilot program to recruit adult learners at five North Carolina community colleges. The presentation was delivered Oct. 9, 2022, at the North Carolina Community College System Conference.
A Quared, Visual Exploration of Black Queer and Trans Well-being. Association for the Study of Higher Education
This roundtable discussion led by Belk Center Research Associate Dion Harry workshops a preliminary research plan for future studies on the topic of Black LGBTQ+ students’ experiences, their well-being and instances of self-care. The roundtable was held at the Association for the Study of Higher Education (ASHE) Conference held from November 16-20, 2022.
An Intersectional Assessment of STEM Departmental Climate & Sense of Belonging
This roundtable discussion, co-led by Belk Center Research Associate Dion Harry, introduces research that contributes to the gap in the need to address the climate and perceptions of belonging for marginalized students majoring in STEM. The roundtable was held at the Association for the Study of Higher Education (ASHE) Conference held from November 16-20, 2022.
Interrogating Concepts of Pluralism Orientation and Appreciative Attitudes
This presentation by Research Associate Ece Yilmaz and Alumni Distinguished Graduate Professor Alyssa Rockenbach draws on data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) and offers a more nuanced perspective on multiple realities in students’ pluralism development by testing a conceptual pluralism orientation development model among women and men. The roundtable was held at the Association for the Study of Higher Education (ASHE) Conference held from November 16-20, 2022.
Mothers on a Mission: Graduate Student Mother Experiences During the COVID-19 Pandemic. Association for the Study of Higher Education
This session by Belk Center Research Associate Emily VanZoest, Research Associate Ece Yilmaz and Senior Research Associate Kaitlin Newhouse explores the experience of graduate student mothers during the pandemic, including the support systems and barriers that help or hinder their progress. The presentation was delivered at the Association for the Study of Higher Education (ASHE) Conference held from November 16-20, 2022.
Building Promising Pathways: The North Carolina Career Coach Program
This roundtable discussion by Belk Center Research Affiliate Catherine Hartman, Senior Research Associate Laura Maldonado, Postdoctoral Research Scholar Brett Nachman and Research Affiliate Sarah Deal offered participants the chance to gain new insights on how they can more saliently support career coaches across their unique roles, including leveraging relationships with industry professionals and building high school students’ postsecondary and employment-related pursuits. The session was held Oct. 10, 2022, at the North Carolina Community College System Conference.
Inclusive Leadership Pathways for Community College Educators
This panel discussion featuring Assistant Teaching Professor Carrol Warren, Associate Professor James Bartlett and Associate Teaching Professor Michelle Bartlett addresses the NC Community College System’s strategic goal to “enhance and support workplace environments that value and engage employees and provide opportunities for growth and development,” with a focus on building leaders who embrace diversity and inclusion through mentoring partnerships. The session was held Oct. 10, 2022, at the North Carolina Community College System Conference.
Measures of Success Conversations: A Community College Student and Graduate Panel
This panel discussion led by Assistant Teaching Professor Carrol Warren featured first-generation community college graduates and current students who have achieved success in their academic and professional experiences. The session was held Oct. 10, 2022, at the North Carolina Community College System Conference.
Teaching and Learning Through Collaborative Partnerships
This session by Associate Teaching Professor Michelle Bartlett and Assistant Teaching Professor Carrol Warren focuses on designing experiences that promote partnerships between the North Carolina Community College System and NC State by sharing a project for training advising leaders across the state. The session was held Oct. 10, 2022, at the North Carolina Community College System Conference.
Vertical Transfer: Engaging the Recent Research in North Carolina
This session by Belk Center Associate Director of Research and Evaluation Holley Nichols, Faculty Affiliate Mark D’Amico engaged participants in a discussion on recent transfer research in North Carolina by sharing findings based on interviews with pre- and post-transfer students at 15 colleges and universities, a study of outcomes related to dimensions on the Community College Survey of Student Engagement and an exploration of equitable transfer in STEM fields considering economic, geographic and programmatic implications. The session was held Oct. 10, 2022, at the North Carolina Community College System Conference.
Following the Curricular Path? Insights on Baccalaureate Degree Plans from Community
This session by Associate Director of Research and Evaluation Holley Nichols, Faculty Affiliate Mark D’Amico and W. Dallas Herring Professor and Belk Center Executive Director Audrey Jaeger featured a discussion about how baccalaureate degree plans are being accessed and used by transfer students. The session was held Oct. 11, 2022, at the North Carolina Community College System Conference.
Moving Forward Together: Community Partnerships for NC Reconnect
This session by Belk Center Senior Research Associate Jordan Dolfi highlights the importance of effective collaboration, providing participants with tangible insights and collaborative ideas to increase attainment and close attainment gaps in their communities. The session was held Oct. 11, 2022, at the North Carolina Community College System Conference.
Language assessments for multilingual students: Connecting the WIDA framework to instructional practices
This presentation by Goodnight Distinguished Professor in Educational Equity Maria Coady describes the use of multilingual assessments for language minoritized students as well as presented data on student achievement and how the WIDA English Language Standards Development framework can be used to align assessment and instructional practices for multilingual student learning. The presentation was delivered Oct. 26, 2022, at the North East Florida Educational Consortium.
Harnessing the power of free, high-quality, online resources for professional development
This guided session by Assistant Teaching Professor Jordan Lukins introduced online resources provided by technical assistance centers, helping participants learn how to combine these resources to support professional development pathways and coaching plans for beginning teachers, residency teachers and paraeducators. The presentation was delivered Nov. 4, 2022, during the N.C. Department of Public Instruction Conference on Exceptional Children.
Engaging linguistically-diverse families for multilingual student success
This presentation by Goodnight Distinguished Professor in Educational Equity Maria Coady and doctoral student Jennifer Mann describes five key research-based elements of effective family engagement for multilingual families, providing resources for rural and non-rural schools. The presentation was delivered Nov. 4, 2022, at the Carolina TESOL 37th annual conference.
Factors of success for college-going immigrant/refugee-background students
This presentation by Goodnight Distinguished Professor in Educational Equity Maria Coady and doctoral student Jennifer Mann draws on qualitative research with refugee-background students to share factors of success — including personal determination, family aspiration, support from teachers and role models — that helped propel them to higher education. The presentation was delivered Nov. 4, 2022, at the Carolina TESOL 37th annual conference.
Mentoring in counselor education: Practical support for students and junior faculty
This presentation by Assistant Teaching Professor Rolanda Mitchell provides practical strategies that counselor educators can use in their efforts to cultivate a supportive environment with a specific focus on the needs of graduate-level students as they learn to be scholars and counseling professionals. The presentation was delivered on Nov. 4, 2022, at the Southern Association for Counselor Education and Supervision Conference.
Course planning using IRIS Center resources
This presentation, which was co-delivered by Assistant Teaching Professor Jordan Lukins, enables doctoral candidates to identify IRIS resources that support course content and to learn how to use resources in face-to-face, hybrid and virtual instruction. The presentation was delivered Nov. 9, 2022, at the CEC Teacher Education Division Conference.
Strategies for diversifying the educator workforce in special education
This presentation, co-delivered by Assistant Teaching Professor Jordan Lukins, shares recruitment and retention strategies for special educators as identified by a diverse group of current and future teachers. The presentation was delivered Nov. 9, 2022, at the CEC Teacher Education Division Conference.
This think tank session by Friday Institute Research Associate Rebekah Davis and Research Associate and Acting Association Director of Program Evaluation and Educational Research Erin Huggins enabled participants to connect their personal definitions of failure and examples of failure in their evaluation experiences, considering possible biases, before discussing how different factors may affect how failure is interpreted. The session took place Nov. 10, 2022, at the American Evaluation Association National Conference.
Refocusing inclusive teacher preparation through a critical lens
This presentation by Assistant Teaching Professor Jordan Lukins shares how four instructors train pre-service teachers to think, talk and teach about disability and provides resources for critically refocusing introductory special education courses. The presentation was delivered Nov. 10, 2022, at the CEC Teacher Education Division Conference.
The intersectionality of African American women: Implications for clinical practice and client retention
This presentation, co-delivered by Assistant Teaching Professor Rolanda Mitchell, explores the intersections of race, gender and class for African American women, and the impact multiple forms of oppression have on lived experiences, identity and wellness. The presentation was given on Nov. 12, 2022, at the Virginia Counselors Association.
Equity and access in education for multilingual learners
This presentation by Goodnight Distinguished Professor in Educational Equity Maria Coady provides members of North Carolina school boards with learning and outcome data on multilingual learners in the state with an emphasis on models of effectiveness for North Carolina’s 137,000 multilingual students. The presentation was delivered Nov. 15, 2022, at the North Carolina Schools Boards Association Annual Conference.
Facilitating equity through diverse, integrated schools
This presentation by Assistant Professor Jenn Ayscue explores how school boards can support diverse, integrated schools as districts nationwide are becoming more segregated even though student populations are becoming increasingly diverse. The presentation was delivered Nov. 15, 2022, at the North Carolina Schools Boards Association Annual Conference.
Rebuilding the Box: School Principals Navigating New Reform Environment
This presentation by doctoral student Gage Matthews, Assistant Professor Lam Pham, doctoral student Mario Jackson and Belk Center Research Associate Dre’Sha Singleton examines principals’ and institutional characteristics as they relate to principals’ experiences in implementing a novel reform policy in low-performing schools. The presentation was delivered Nov. 17, 2022, at the annual convention of the University Council for Educational Administration.
Do School Improvement Plans Matter? Evidence from North Carolina
This presentation by doctoral student Gage Matthews, Assistant Professor Lam Pham and Associate Professor Tim Drake provides early evidence of the theory of action under the Every Student Succeeds Act, examines multiple dimensions of school improvement plans to uncover the aspects most closely linked to improved student achievement and examines variation in proposed interventions to explore whether the policy approach achieves its goal of allowing school leaders to tailor reforms to specific school needs. The presentation was delivered Nov. 19, 2022, at the annual conference of the Association for Public Policy Analysis and Management.
School segregation: A mixed methods examination in Charlottesville City and Albemarle County Schools
This presentation, co-delivered by Assistant Professor Jenn Ayscue, shares a study that attempts to understand racial gaps that persist as a result of school and district segregation. Preliminary findings suggest that disparities are ongoing and educational leaders should consider opportunities to mitigate continued segregation. The paper was presented Nov. 19, 2022, at the annual convention of the University Council for Educational Administration.
Shining a light on inequities through the Every Student Succeeds Act in North Carolina
This presentation by doctoral student Elizabeth Uzzell, Assistant Professor Jenn Ayscue, Distinguished Professor Lance Fusarelli and doctoral student Mario Jackson examines the design and implementation of equity efforts by the SEA in North Carolina, suggesting that competing initiatives, staff turnover and political ideology may limit SEA’s capacity to promote greater equity in the educational system. The paper was presented Nov. 19, 2022, at the annual convention of the University Council for Educational Administration.
Design, Implementation, and Impacts of Early-Literacy Induction
This presentation by Associate Professor Jill Grifenhagen and Assistant Teaching Professor Jill Jones examines an early literacy induction program for primary-grade teachers in high-need school districts. Findings show that, overall, the early-literacy induction program demonstrated high perceived value and impacts on some desired teacher and student outcomes, informing future supports for novice teacher development in early literacy. The presentation was delivered Dec. 1, 2022, at the Literacy Research Association Annual Meeting.
Parenting from afar: Representation of trauma and family diversity in children’s picturebooks
This presentation by Associate Professor Angela Wiseman shares a three-step approach used to develop a text set of 68 picture books that depict family trauma, particularly related to substance-use disorders and incarceration. Findings reveal that the picture books reflect three main themes: family separation, family diversity and acceptance, and emotional trauma. The presentation was delivered Dec. 2, 2022, at the Literacy Research Association.
Trauma-Informed Approaches to Family Literacy
This keynote speech by Associate Professor Angela Wiseman discusses how literacy can be an important bridge between children and adults, especially for those that are separated from one another for reasons including incarceration, homelessness or rehabilitation, and includes examples of children’s picture books that address separation from trauma and opportunities for participants to discuss meanings of and reactions to texts. The presentation was delivered Dec. 11, 2022, at the University of Patras in Greece.