Education Commons^™

An Exploration Of Factors Influencing Faculty Engagement With Open Practices At The School Of Education: A Pilot Study, Preeti Kamat, Jessica Kirschner, Hillary Miller, Sergio Chaparro, Jose Alcaine, Nina Exner

Graduate Research Posters

Background:

Open practices in academia are emerging as affordable tools in widening research access by removing many barriers in the scholarly research and learning process. While faculty engagement with open practices is increasing, there remain some barriers to widespread participation. Though research to date suggests faculty perceptions about promotion and tenure (P&T) policies influence faculty engagement with open practices, many studies limit their focus on a few influencing factors. Answering calls for more research, this pilot study aims to explore the influence of various factors on faculty engagement with open practices, with a focus on promotion and tenure (P&T) policies …

Processing Equity Consciousness Through Cre Action Research Pd During Times Of Unrest, Uncertainty, And The Amplification Of Crt Disinformation, Robyn Lyn

Graduate Research Posters

Equity initiatives, such as culturally responsive education (CRE), are under attack through local school board demonstrations and state legislatures across the U.S. These public attacks are becoming a barrier to equitable education. This study began before the public outcry against critical race theory and documents a timeline of events during a CRE 2-year action research professional development (PD). Though studies have examined the benefits of CRE, few investigate equity consciousness (EC), an awareness of systemic (in)equity. My study examines EC during a longitudinal CRE action research PD observing how equity consciousness presents in dialogue with veteran in-service teachers as they …

Pathways To Belonging And Engagement: Testing A Tailored Social Belonging Intervention For University Students, Molly L. Taylor, Danielle N. Berry, Kali A. Delay, Viyana Banjade, Jeen Joy, Korinthia D. Nicolai, Erica Ross, Navdeep Sekhon, Tanya Wineland, Sharon K. Zumbrunn Dr.

Graduate Research Posters

Background

Prominent theories of motivation suggest that belonging plays a critical role in student success (Connell & Wellborn, 1991). Social-belonging interventions have been shown to improve student belonging, well-being, engagement, and more—especially those from traditionally disadvantaged backgrounds (Walton & Brady, 2017). The current study aimed to explore the effects of a tailored social-belonging intervention delivered in introductory classes at VCU on students’ belonging, engagement, persistence, and achievement.

Methods

A diverse sample of first-year undergraduate students at VCU participated. To create authentic intervention materials, we collaborated with a diverse group of upper-level undergraduate student researchers who wrote narratives to present vivid …

Universal Design For Learning’S Successful Implementation: What Can Administrators Do?, Monica Grillo

Graduate Research Posters

Administrators have a unique position to influence teacher attitudes by creating an inclusive school culture and providing instructional leadership. Implementing Universal Design for Learning (UDL) is a critical issue for public schools in our country. UDL is an inclusive framework based on the science of learning. It supports and removes barriers to learning for all students while maintaining high expectations. Federal education policies have called for inclusive instruction based on UDL principles. Nevertheless, our educators and administrators are not sure they believe in it and do not know what exactly it is or how to implement it with fidelity. Previous …

Family Learning Culture Assessment: Development Of Metrics Of The Collective Epistemic Orientations And Achievement Motivations In Diverse Families, Catina Venning

Graduate Research Posters

The family, in educational psychology research, is unidimensional. It is either a covariate, a tool for school agenda or narrowly defined by a single person, usually the mother and her college educational attainment. These diminutions of family hamper efforts to fully understand critical contextual factors that impact student learning, like family. Inspired by Cultural Historical Activity Theory (CHAT) and Family Communication Practices (FCP), Family Learning Culture Theory (FLCT) emerged as the conceptual framework for a exploratory research project, which interviewed three middle-class family representatives, of high school students in two school districts in a Southeastern city in the United States. …

Covid-10, Healthcare Interior Design + Provider Experience - How Does Your Space Work For You?, Ruth E.P. Deibler

Graduate Research Posters

The lack of research on healthcare staff experience and interior design of the spaces they work in is evident. A focus on staff perspective is needed, particularly staff who navigated the COVID-19 pandemic. This research seeks to capture those stories to develop further research in order to improve staff experience. The initial phase of this mixed-methods approach is a survey. Hypothetically, by placing providers at the center of qualitative research related to healthcare interior design, we can better understand existing healthcare spaces. Ideally, we can develop additional evidence-based, human-centered solutions to transform interior environments in healthcare.

The 20-year Women’s Health …

When Whiteness Is Invisible To Those Who Teach: Teacher Training, Critical Professional Development, And The Intersection Of Equitable Education Opportunities, Robyn Lyn

Graduate Research Posters

Background

Non-White teachers comprise 18% of the teaching force with faster burnout rates than White teachers. Teachers of Color (ToC) are exhausted. Institutionally, pre-service teacher education (TE) and inservice teacher professional development (PD) neglect the experiences and perspectives of non-White teachers. Critical Professional Development (CPD) “frames teachers as politically-aware individuals who have a stake in teaching and transforming society; dialogical; honors relationality/collectivity; strengthens racial literacy; recognizes critical consciousness & transformation as an ongoing process” (Mosely, 2018, p. 271).

Q1: What type of critical TE and PD is needed to transform the racialized education system?

Q2: What are the benefits of …

Family Perception, Levels Of Us Acculturation And School Contextual Effects On Achievement Of Second-Generation Immigrants: Multi-Level Modeling, Beatrice Lele

Graduate Research Posters

Background: Students’ academic achievement is influenced by several factors from individual characteristics to contextual factors. In addition to these factors, second-generation immigrant children are faced with acculturation effects that impact on their achievement. Purpose: The purpose of this study was to examine the individual, family, and contextual effects on the academic achievement of second-generation immigrant children.

Methods: This was a quantitative research where a two-level Hierarchical Linear Modeling (HLM) was used. The data used in the study comes from Children of Immigrants Longitudinal Study (CILS) which was done with 5,262 respondents. This data was collected through interviews and surveys. The …

Deafness: Disability Or Culture? Best Practices Regarding Controversial Interventions For Deaf And Hard Of Hearing Students, Jacob Ziemba

Graduate Research Posters

Background: Many people in the deaf community view deafness as a distinct culture, with its own unique language and history. They reject the use of assistive technologies which can restore hearing for themselves and their children. However, some members of the medical and legal communities consider it unethical to deprive a child of these interventions. Learn more about this emerging conflict, as well as best practices for working with deaf and hard of hearing students in a school environment.

Methods: Peer-reviewed journals and popular publications were consulted to gather information about attitudes towards interventions such as the cochlear implant from …

From Invisible To Visible: Exploring Invisibility Syndrome And Coping Among African American Men, Jesha Jones, Stacey Lawson

Graduate Research Posters

INTRODUCTION: African American men may experience feelings of invisibility when maneuvering throughout the public education system. Encounters with alienation, discrimination, and prejudice play a major role in influencing one’s decision to remain in school or dropout. Examining the extent to which the invisibility syndrome manifests in African American men during their K-12 experiences can expand knowledge in understanding their feelings of worthlessness and insignificance in the classroom. METHOD: This research investigated the degree to which invisibility syndrome manifested in retrospective accounts in the K-12 experiences of African American collegiate men. Analysis aim to identify how coping mechanisms can …

The Tools That Matter: Assessing Online Resources, Valeriana Colon

Graduate Research Posters

In the age of technology, educators are encouraged to incorporate online resources into their teaching, but the impact of these resources on learning is rarely considered. To create a foundation for assessment, this poster reviews theories and research on how students learn across oral, written, and online modes of communication. It then reviews methods of assessing various elements of online resources. Lastly, this poster suggests an implementation approach to enhance the use of resources.

An Implementation Evaluation Of The Let Me Learn® Process: Leadership Practices And Cultural Conditions That Support Implementation And Sustainability, Lisa Webb, Anna Hebb, Sarah Morris

Graduate Research Posters

In the 20 years since its development, the Let Me Learn Process^® has been implemented in over 75 grade pre-Kindergarten through 12 schools in the United States. The Let Me Learn Process^® is based on research in the field of neuroscience which explores the interface between the brain and the mind as it relates to learning (Bruer, 1997; Johnston, 2013). Throughout the twenty-year history of implementation, however, there has been no established approach to achieving implementation and sustainability of the Let Me Learn Process^®. The client for this implementation evaluation was interested in better understanding the …