Kinesiology and Health Education Professor Darla Castelli discusses the role children’s physical activity plays in development and cognition throughout the lifespan.
Chair, Department of Educational Administration
Fellow, A.M. Aikin Regents Chair in Junior and Community College Education Leadership
Coordinator, Program in Higher Education Leadership (PHEL)
Educational Psychology Professor Kevin Stark and Clinical Assistant Professor Jane Gray are leaders in psychological assessment and treatment of youth in schools. Stark is co-founder of the Texas Child Study Center at Dell Medical Center in Austin, where Gray is director of psychology training. Stark is recognized internationally as an expert in the treatment of youth depression and is a nationally recognized expert in the application of cognitive-behavioral interventions to behavior problems in schools. Gray is also director of behavioral health at the Texas Center for Prevention and Treatment of Childhood Obesity.
Associate Dean for Research and Graduate Studies
Professor, Department of Special Education
H.E. Hartfelder/The Southland Corporation Regents Chair in Human Resource Development
Marcia Barnes conducts research on the development of reading comprehension and mathematics, and on interventions for children with learning difficulties in these academic domains.
Department of Kinesiology and Health Education
Darla Castelli examines the effects of physical activity and metabolic risk factors on cognitive performance among children and emerging adults through The Kinetic Kidz Lab.
Dissemination-Implementation science has emerged over the past decade replete with conceptual models and studies of barriers to the successful implementation of evidence-based programs. This work has been of limited usefulness to state systems that are undergoing massive changes due to changes in the healthcare system. These changes target accountability, costs, and outcomes of state services. In the rush by state health and behavioral health authorities to accommodate these changes, services for children and adolescents are being largely overlooked. Yet ironically the most direct way to address system problems is through redesign of prevention and intervention services for children. This entails closing the gap between evidence-based care and its implementation in real world settings. A body of research is emerging that identifies system-level, organizational-level, and individual-level (child and family) interventions that can dramatically improve services and outcomes for children and adolescents. Approaches include evidence-based framing, strategic collaborative interventions, quality metrics, and data driven feedback systems. In her talk, Dr. Hoagwood will provide examples of each and recommend a research agenda to accelerate practical progress.
Dr. Kimberly Hoagwood is the Cathy and Stephen Graham Professor of Clinical Psychology in Psychiatry and the Vice Chair for Research in the Department of Child and Adolescent Psychiatry at New York University School of Medicine. Dr. Hoagwood is the Director and Principal Investigator of the IDEAS Center, an Advanced Center on Implementation and Dissemination Science in States for Children and Families, located at New York University and funded by the National Institute of Mental Health (NIMH). She also has a joint position with the division of Children, Youth and Families at the New York State Office of Behavioral health (NYSOMH) as a Research Scientist. Previously, Dr. Hoagwood was Professor of Clinical Psychology and Psychiatry at Columbia University, where she served as the Acting Director of the Division of Services and Health Policy Research. Prior to her appointment at Columbia University, she was the Associate Director for Child and Adolescent Mental Health Research at NIMH, overseeing the portfolio of research on child and adolescent behavioral health, and she served as the Scientific Editor for the Office of the Surgeon General’s National Action Agenda on Children’s Mental Health. She has continuously received federal and state funding over the course of her academic career, has published over 150 peer-reviewed research articles, and is the editor of numerous books on child behavioral health interventions and services research.
-Video by Texas Student Media
Undergraduate elementary education majors transform into teacher leaders through their experience at the College of Education. They leave the program prepared to teach in and partner with diverse, urban communities, where both students and teachers never stop learning.
Explore one such place you can go after graduation.
Dr. Alecia Youngblood Jackson is Professor of Educational Research at Appalachian State University in Boone, NC – where she is also affiliated faculty in the Gender, Women’s, and Sexuality Studies program at ASU. Dr. Jackson’s research interests bring feminist, poststructural, and posthuman theories of power/knowledge, language, materiality, and subjectivity to bear on a range of overlapping topics: deconstructions of narrative and voice; conceptual analyses of resistance, freedom, and agency in girls’ and women’s lives; and qualitative analysis in the “posts.” Her work, particularly in collaboration with Lisa Mazzei, seeks to animate philosophical frameworks in the production of the new. She was a keynote speaker at the Summer Institute for Qualitative Research at Manchester Metropolitan University in July 2013, and she was the invited speaker for Louisiana State University’s Curriculum Camp in February 2015. She has publications in The International Journal of Qualitative Studies in Education, Qualitative Inquiry, The International Review of Qualitative Research, Qualitative Research, Gender and Education, and numerous book chapters. She is the author, with Lisa Mazzei, of Thinking with Theory in Qualitative Research (2012), and editor, with Lisa Mazzei, of Voice in Qualitative Inquiry (2009).
In my talk, I situate my collaborate work with Lisa Mazzei, which we call thinking with theory, not as a method with a script, but as a new analytic for qualitative inquiry. This new analytic works within and against the truths of humanist, conventional, and interpretive forms of inquiry and analysis that have centered and dominated qualitative research texts and practices. I will discuss how there is no formula for thinking with theory: it is something that is to come; something that happens, paradoxically, in a moment that has already happened; something emergent, unpredictable, and always re-thinkable and re-doable. Discussing his power/knowledge analysis, Foucault (2000) explained, “What I’ve written is never prescriptive either for me or for others — at most it’s instrumental and tentative” (p. 240). Following Foucault, I will argue that thinking with theory does not follow a particular method; rather it relies on a willingness to borrow and reconfigure concepts, invent approaches, and create new assemblages that demonstrate a range of analytic practices of thought, creativity, and intervention.
-Video by Texas Student Media
Terra Ziporyn Snider, PhD is the Executive Director and Co-Founder of Start School Later, a nonprofit dedicated to increasing public awareness about the relationship between sleep and school hours and to ensuring school start times compatible with health, safety, education, and equity. An award-winning author of numerous popular health and medical books including The New Harvard Guide to Women’s Health, The Women’s Concise Guide to Emotional Well-Being, Alternative Medicine for Dummies, and Nameless Diseases and former associate editor at The Journal of the American Medical Association (JAMA), she has written extensively on a wide range of health and medical issues in The Harvard Health Letter, JAMA, The Huffington Post, Consumer Reports, Weight Watchers Magazine, and Business Week, among others. Terra is a graduate of Yale College and a former Searle Fellow at the University of Chicago, where she earned a doctorate in the history of science and medicine. She has been awarded science-writing fellowships by the American Association for the Advancement of Science, the American Chemical Society, and the Marine Biological Laboratory at Woods Hole.
Adolescents are a sleep-deprived group, with an estimated 87% of high schoolers getting insufficient sleep on school nights and 40% reporting six or fewer hours. This “teen sleep crisis” is believed to have many causes, including a delay in the circadian rhythm at puberty coupled with school start times requiring early awakening. A compelling body of research shows that these latter two factors account for a significant portion of chronic sleep deprivation in adolescents; in fact, of all the contributing factors proposed, only early school start times have been proven to play a major, and remediable, role. These findings have led to a growing number of calls from health, education, and civic leaders for later school start times, including recommendations from the American Academy of Pediatrics and the Centers for Disease Control and Prevention that middle and high schools start class no earlier than 8:30 a.m. Nonetheless, an estimated 85% of U.S. middle and high schools still start class at times out-of-sync with typical adolescent circadian patterns; many start in the 7 a.m. hour or even earlier, with students in some districts required to be at bus stops before 5:30 a.m. After briefly reviewing the history of school bell time changes and recent research about the impact of early bell times on health, safety, school performance, equity, and economics, this talk considers perceived and real obstacles to change, as well as recent lessons from communities that have successfully returned to more developmentally appropriate school hours.
-Video by Texas Student Media
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