Publication and Presentation Roundup: A Look at Scholarly Work from College of Education Researchers from January through March, 2023
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 January through March, 2023, 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.
This study, authored by Professor Florence Martin, focuses on 12 award-winning online instructors who were interviewed for their online teaching practices focused on blending, design, facilitation and assessment of asynchronous and synchronous online modalities. The article was published Jan. 1, 2023, in The Internet and Higher Education.
This study, authored by Assistant Professor Michael Little and alum Austin Gragson, reports findings from a national survey on how state early education leaders think about key issues related to instructional policy supports. Notable findings include broad support from state leaders for using a combination of global and content-specific curricula and for developing consistency in curricula regulations across disparate early childhood programs. The study was published Jan. 1, 2023, in Early Childhood Research Quarterly.
This paper, authored by Assistant Professor Jackie Relyea, aimed to explore the COVID-19 pandemic’s impact on reading achievement growth by grade 3-5 students in a large urban school district in the U.S. and whether the impact differed by students’ demographic characteristics and instructional modality. Findings support the notion that in-person schooling during the pandemic may have served as an equalizer for lower-achieving students, particularly from historically marginalized or vulnerable student populations. The study was published Jan. 31, 2023, in Reading and Writing.
This paper, authored by Assistant Professor Samantha Marshall, uses a frame analysis to examine the ways language ideologies shape teacher sensemaking about translanguaging and investigates the affordances of classroom video for reframing teachers’ conceptualizations of language. Findings show that although teachers initially framed students’ language as a barrier to their success, with the introduction of video clips from mathematics classrooms, teachers began to frame students’ language as a tool for productive disciplinary engagement.The paper was published Feb. 17, 2023, in the International Journal of Qualitative Studies in Education.
This study, co-authored by Assistant Professor Jackie Relyea, examined the role of parents’ early home language use in the English reading development of emergent bilinguals and how their relations are moderated by children’s oral English language proficiency using longitudinal data from kindergarten to eighth grade. Results indicated that emergent bilinguals whose parents used a non-English native language more frequently at home when they were in kindergarten started with lower English reading achievement, but made greater growth compared to children whose parents used their native language less frequently. The study was published Feb. 28, 2023, in the Journal of Educational Psychology.
This study, co-authored by Assistant Professor Jackie Relyea, examines the Model of Reading Engagement (MORE) intervention, which emphasizes thematic lessons that provide an intellectual framework for helping elementary school students connect new learning to a general schema. Results found that students who participated in the MORE intervention experienced smaller summer losses on domain-general measures of reading and outperformed their control group peers on science content reading comprehension and outcomes. The study was published March 1, 2023, in the Journal of Educational Psychology.
This paper, authored by Professor Florence Martin, reviewed 386 articles on K-12 online teaching and learning for research themes, participants, school type, research methodologies and data collection methods. The article provides implications and recommendations for future research for online learning in K-12 settings. The paper was published March 1, 2023, in the Journal of Research on Technology in Education.
This article, co-authored by Professor Meghan Manfra, demonstrates ways that social studies teachers can address the classroom needs of multilingual students with digital primary sources. The paper was published on March 1, 2023, in Social Education.
This study, co-authored by Professor Florence Martin, aims to establish a framework for student evaluation of online teaching and learning through an analysis of instruments implemented by universities and colleges. Findings show that most instruments focus on course and instructor dimensions, while organization and technology dimensions were least included. The study was published March 1, 2023, in Online Learning.
This paper, authored by Assistant Professor Samantha Marshall, describes an intersectional approach to research, highlighting the affordances for research on teachers’ learning to support multilingual students. The paper was published March 7, 2023, in The Educational Forum.
This book chapter, authored by Friday Institute Research Associate Rebekah Davis, aims to increase educators’ effectiveness for using virtual reality (VR) in the classroom by helping them leverage the affordance of presence in learning experiences. The chapter was included in the book Bridging the XR technology-to-practice gap: Methods and strategies for blending extended realities into classroom instruction, which was published on March 31, 2023.
This book chapter, authored by Associate Professor Carl Young, centers on the experiences of a teacher educator and four graduate students connected by and through the teaching of diverse young adult literature. Reflecting upon their experiences implementing literature circles online in the pandemic, the authors offer critical insights and strategies for teaching and facilitating effective discussions surrounding diverse young adult literature and addressing challenging topics in both K-12 and university classrooms. The chapter was published in the Handbook of Research on Race, Culture, and Student Achievement.
This book chapter, authored by Friday Institute Graduate Research Assistant Janell Miller and Associate Professor Carl Young, explores student attitudes toward cooperative learning in two virtual high school English language arts (ELA) courses which occurred as a direct result of the COVID-19 pandemic. The chapter was published in the Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies in 2023.
This presentation by Senior Director of Student Success Alex Kappus discussed the development, administration and outcomes of the 2022 Pack the Polls challenge at NC State as well as opportunities for campuses to collaborate to design their own civic education challenges in the future. The presentation took place on Feb. 17, 2023, at the annual NC Campus Engagement’s Pathways to Achieving Civic Engagement (PACE) Conference.
This presentation by Director of the Friday Institute’s New Literacies Collaborative Marie Himes and Research Scholar Sarah Bausell explored how educational technology can be harnessed to support interpersonal, analytical and cross-cultural student discourse through virtual exchange. The presentation was delivered March 9, 2023, at the NCTIES Conference.
Can Computing Be Diversified on “Principles” Alone? Exploring the Role of AP Computer Science Courses in Students’ Major and Career Intentions
This paper presentation, which was co-delivered by Belk Center Senior Research Associate Kaitlin Newhouse, uses data from more than 120,000 first-year college students in the United States to understand the relationship between taking the Advanced Placement Computer Science Principles and/or the Advanced Placement Computer Science course in high school and students’ aspirations to major in computing or pursue a computing or technology career. The presentation was delivered March 16, 2023, at the ACM Special Interest Group on Computer Science Education’s (SIGCSE) Technical Symposium on Computer Science Education.
This presentation by doctoral student Corrie Dobis, Assistant Professor Jackie Relyea, Associate Professor Dennis Davis and doctoral student Sarah Dawson discusses the development and application of a content-rich literacy curriculum for third-grade students implemented in a virtual after-school tutoring program called iWolfpack Readers program, including what has been learned from the implementation by examining teachers’ perceived successes and challenges in their enactment of the curriculum online. The presentation was delivered March 26, 2023, at the Journal of Literacy Innovation.
This presentation by Friday Institute Research Scholar Sarah Bausell, Director of the Friday Institute’s New Literacies Collaborative Marie Himes and Professor Emerita Hiller Spires focuses on a model called the literacy learning ecosystem — connecting schools and school personnel; pre- and in-service educator learning; local, state and federal policymakers; communities and nonprofits; and families and caregivers — that centers each student becoming a lifelong competent reader. The presentation was delivered March 27, 2023, at the NCRA Conference.
Project-Based Inquiry Global: Centering Student Voices in Inquiry-to-Action
This presentation by Director of the Friday Institute’s New Literacies Collaborative Marie Himes and Research Scholar Sarah Bausell explores how to empower students as readers, writers and changemakers in service of deeper inquiry learning. The presentation was delivered March 27, 2023, at the NCRA Conference.