Leah Jarvis
NC State Education Researchers Receive $1.5 Million NSF Grant to Implement Science Game-Based Learning Environments
NC State Education Professor and Principal Investigator John Nietfeld will receive a $1.5 million National Science Foundation grant for a three-year project entitled A Learning Environment to Support Comprehension Monitoring with Informational Science Text. Education Associate Professor James Minogue serves as a Research Associate and Design Associate Professor Marc Russo serves as a co-PI on this project.
PRISM: Head Start
Wake STEM Early College High School is the highlighted example of how high school-college collaborations are helping engineering school reimagine the student pipeline in this article published originally in the American Society for Engineering Education's PRISM magazine.
Fordham Institute Flypaper: Steps Towards Examining the Academic Impact of North Carolina’s Opportunity Scholarship Program
In this Fordham Institute blog post, NC State Education researchers Anna Egalite and Trip Stallings discuss how they, along with colleague Stephen Porter, coordinated with a diverse set of public and private school partners to conduct a pilot evaluation on North Carolina's Opportunity Scholarship Program despite significant barriers.
WUNC: Researchers Say N.C. Voucher Program Needs Closer Look Than They Can Give
Researchers at the NC State College of Education and the Friday Institute this week released the results of an unpublished evaluation of the Opportunity Scholarship, a state-funded voucher that helps low-income students attend private schools. The research came out with positive results for the voucher recipients who participated in the study – but the authors say those results come with many caveats.
WRAL: School Voucher Study Shows Positive But Questionable Results
Three researchers in the NC State College of Education released a working paper on the impact of North Carolina's Opportunity Scholarship Program. "From a policy perspective, the biggest takeaway from this paper is just how many limitations there are to conducting a high-quality evaluation of the program's academic impact, given current statutes," said Assistant Professor Anna Egalite.
The Charlotte Observer: Good Test Scores But Too Much Bible: Two Views from Research on N.C. School Vouchers
The study, released by NC State Education Assistant Professor Anna Egalite, Professor Stephen Porter and Director of Policy Research Trip Stallings, found that students getting Opportunity Scholarships showed a "positive, large and statistically significant" edge on the exams, based on about 500 public and private school students who voluntarily took the same nationally-normed exam.
EdNC: Researchers Release “An Impact Analysis of North Carolina’s Opportunity Scholarship Program on Student Achievement”
Assistant Professor Anna Egalite, Professor Stephen Porter and Director of Policy Research Tripp Stallings released an evaluation of the North Carolina Opportunity Scholarship Program that shows "large positive impacts associated with voucher usage in North Carolina."
Five Questions With . . . Jessica DeCuir-Gunby on Race and Education
Jessica DeCuir-Gunby, a professor of educational psychology at the NC State College of Education, studies how racial identity impacts the educational experiences of African American students and the relationships between race and emotions within education. Her purpose: to help professional educators shape a more inclusive world.
NC State Education Receives $7.5+ Million in Research Grants Between April-May 2018
NC State College of Education faculty were awarded $7,749,144 to support five research projects in April and May. In FY 2018, faculty have received $13,276,765 in awards so far.
The Conversation: Lab Coats Help Students See Themselves As Future Scientists
Dressing the part is the key finding of a study Graduate Research Assistant Megan Ennes and Professor Gail Jones conducted recently to determine what kind of effect a simple article of clothing – in this case, white lab coats – have on students’ confidence in their ability to do science.