Home / Articles Posted by Christina S. Murrey (Page 2)

In this Discovery Minute, Director of the STEM Center and Associate Professor in Curriculum and Instruction Victor Sampson discusses how Argument Driven Engineering can introduce more students to engineering through the math courses they already take.

Integrating engineering in the curriculum in this way, Sampson says, can help increase the exposure to and involvement in engineering among those who are currently underrepresented in the field. Similar steps are being taken to increase access to computer science and other areas of STEM education.

Sampson is an Elizabeth Glenadine Gibb Teaching Fellow.

Discovery Minute is a video series that highlights and introduces various topics that are researched by faculty at the College of Education at The University of Texas at Austin. Our faculty explore topics that have a direct impact on education, policy, health, and our community.

“Navigating the quicksand: How postsecondary administrators understand the influence of affirmative action developments on racial diversity work.”

Liliana M. Garces is associate professor at The University of Texas at Austin in the Department of Educational Leadership and Policy and affiliate faculty at the University of Texas School of Law. Her scholarship, focused on the dynamics of law and educational policy, examines access, diversity, and equity policies for underserved populations in higher education and the use and influence of research in law.

Many postsecondary institutions respond to a legal and policy environment that seeks to end the consideration of race in education policies by adopting race-neutral policies and practices in admissions. Meanwhile institutions have remained publicly committed to racial and ethnic diversity and to promoting inclusive learning environments. In this talk, Dr. Garces discusses how their research findings point to the importance of intentional efforts to implement diversity policy through a race- and racism-conscious lens, develop narratives that counter distorted narratives about racial discrimination, and address legal terms and definitions that do not reflect a realistic understanding of inequality or discrimination.

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Scientific Integrity and Developmental Science: Increasing the Power of Our Science

Dr. Davis-Kean is Professor of Psychology at the University of Michigan, where she directs the Human Development and Quantitative Methods Lab. She is both a methodologist and substantive researcher. Her research focuses on the various pathways that the socio-economic status (SES) of parents relates to the cognitive/achievement outcomes of their children. Her primary focus is on parental educational attainment and how it can influence the development of the home environment throughout childhood, adolescence, and the transition to adulthood. Davis-Kean is also a Research Professor at the Institute for Social Research where she is the Program Director of the Population, Neurodevelopment, and Genetics (PNG) program. This collaboration examines the complex transactions of brain, biology, and behavior as children and families develop across time. She is interested in how both the micro (brain and biology) and macro (family and socioeconomic conditions) aspects of development relate to cognitive changes in children across the lifespan.

Secondary data analysis of large longitudinal and national data sets is a standard method used in many social sciences to answer complex questions regarding behavior. In this talk, Dr. Davis-Kean will detail the advantages of using these data sets to study education and health questions across the lifespan. First, she will provide an overview of how using secondary data can increase studies’ scientific integrity. Then, she will detail where and how data sets can be obtained that answer specific questions. Finally, she will discuss methodological issues related to using longitudinal, population data sets. These data sets can enhance science and test theories by increasing the rigor and generalizability of research to the general population, making secondary data analysis an important method to consider.

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Join Educational Psychology Associate Professor Germine Awad as she discusses both the ramifications of classifying people of Middle Eastern or North African (MENA) descent as white on the U.S. Census form and the necessity of giving them their own designation.

Awad’s research focuses on topics related to prejudice and discrimination, identity and acculturation, and body image among women of color. She has focused primarily on Arab/Middle Eastern Americans and African Americans.

Discovery Minute is a video series that highlights and introduces various topics that are researched by faculty at the College of Education at The University of Texas at Austin. Our faculty explore topics that have a direct impact on education, policy, health, and our community.

Join Educational Policy and Planning Assistant Professor Joshua Childs as he discusses chronic absenteeism, a K-12 problem hidden in plain sight. Childs illuminates four zones that affect students’ lives and school attendance and shares what educators can do to address the problems that impact school attendance.

Childs’ research examines collaborative approaches involving community organizations and stakeholders that have the potential to improve academic achievement and reduce opportunity gaps for students in urban and rural schools. He is an RGK Faculty Fellow and a faculty fellow with the Institute for Urban Policy Research & Analysis.

Discovery Minute is a video series that highlights and introduces various topics that are researched by faculty at the College of Education at The University of Texas at Austin. Our faculty explore topics that have a direct impact on education, policy, health, and our community.

 

Sara Bearman and Erin Rodriguez

Sarah Kate Bearman

Assistant Professor, Department of Educational Psychology

Erin M. Rodriguez

Assistant Professor, Department of Educational Psychology

Children need and deserve mental health care that has been tested and found to be effective. Sarah Kate Bearman is nationally recognized for the study of dissemination and implementation of psychosocial interventions for children and families in schools, clinics, and primary care settings. Erin Rodriguez studies family and sociocultural influences on children’s health. Her work focuses on understanding cultural and developmental processes in children’s coping with stress, with the goal of informing culturally relevant interventions to reduce health disparities.

 

 

 

Join Special Education Clinical Assistant Professor Katie Tackett for this Discovery Minute as she describes how applying universal design principles to her classroom benefits all her students, whether or not they have an identified disability.

Tackett is the 2016-17 recipient of the Elizabeth Shatto Massey Award for Excellence in Teacher Education. The Massey Award recognizes a “teacher of teachers,” who inspires and prepares future elementary and secondary teachers.

Discovery Minute is a video series that highlights and introduces various topics that are researched by faculty at the College of Education at The University of Texas at Austin. Our faculty explore topics that have a direct impact on education, policy, health, and our community.

Ed Talk with Sarah Powell – Early Math Predicts Later Math: Implications for Intervention

Across grade levels, early math performance predicts later math performance. For example, math performance in kindergarten predicts end-of-year math performance in grades 1, 3, 5, and 8. What does this mean for educators? Educators need to assess students early and regularly to identify students that may need additional math support. Educators also need to provide intervention support early and regularly. With early assessment and intervention, it is possible to change the math pathways for students.

Successful performance in mathematics (i.e., math) requires an understanding of numbers, the quantities represented by numbers, counting, and comparison of amounts. Math also requires an understanding of the concepts of addition, subtraction, multiplication, and division and algorithms for quickly solving such problems. Students must be able to apply their calculation and computation skills to math problems featuring fractions, decimals, percentages, measurement, and algebra. Additionally, students must be familiar with geometric shapes and concepts, as well as positive and negative numbers. Students begin learning math informally as babies and toddlers, and as students learn more about math as they age, these math skills set the stage for later success with math.

Math performance is directly related to employment opportunities in adulthood (Murnane, Willett, Braatz, & Duhaldeborde, 2001), and math outcomes are as important as reading outcomes for success in school. For these reasons, it is necessary to understand how early in a student’s school career educators can identify students who struggle with math in order to provide proper instruction and support. Without identification and support, students may continue to struggle with math throughout middle school and high school. Additionally, difficulty with math may influence college decisions and workforce placement.

Read Powell’s full summary of Trajectories of Mathematics Performance: From Preschool to Postsecondary

 

Janelle Scott is an associate professor at UC-Berkeley in the Graduate School of Education and the Department of African American Studies. Her research explores the relationship between education, policy, and equality of opportunity. It centers on three related policy strands: the racial politics of public education, the politics of school choice, marketization and privatization, and the role of elite and community-based advocacy in shaping public education.