Research Biography

Dr. Steinberg’s research focuses on postsecondary students with disabilities. She has conducted studies on technology usage of secondary special education teachers, middle schoolers’ persepectives of life in middle school, and using technology to support reading in postsecondary students with disabilities. Dr. Steinberg is also the coordinator for the Postsecondary Learning Support (PLuS) Graduate certificate program.

Degrees

Ph.D. – University of Florida, Special Education

M.Ed. – University of Florida, Elementary Education

B.A. – University of Florida, Elementary Education

Key Professional Appointments

Clinical Assistant Professor, 2013-present

Selected Publications

Steinberg, M. A. & McCray, E D. (2012).  Listening to their voices:  middle schoolers’ perspectives of life in middle school, The Qualitative Report, 17, 1-14.

Steinberg, M. A. & Murphy, K. M. (2012).  an annotated review of current research supporting the use of Kurzweil 3000 in higher education.  (pp.1-13).  Natick, MA:  Kurzweil Educational Systems.  Cambium Learning Group.

Selected Links

Postseondary Learning Support certificate website:  http://education.ufl.edu/plus/

Research Biography

Caitlin Gallingane, Ph.D. is a Clinical Assistant Professor in the School of Teaching and Learning, College of Education, at the University of Florida.  She received her M.Ed. in Early Childhood Education from UF in 2000 and proceeded to teach kindergarten in two high-poverty elementary schools for four years.  In 2004, she returned to the University of Florida to pursue a doctoral degree in Early Childhood Education with a focus on emergent and early literacy.  Upon graduation in 2009, Dr. Gallingane worked as a Post-Doctoral Associate Instructor in the School of Teaching and Learning.  In 2011, she began her role as a Clinical Assistant Professor teaching literacy methods courses for undergraduate and graduate students.  Dr. Gallingane has designed and teaches several courses in the Unified Elementary and Early Childhood Proteach programs, including:

RED 3307:  Teaching Reading in the Primary Grades

RED 3XXX:  Emergent Literacy and Beginning Reading Instruction

RED 4324:  Teaching Reading in the Intermediate Grades

RED 5XXX:  Practices in Beginning Reading Instruction

LAE 4XXX:  Language Arts for Diverse Learners in Early Childhood

In addition to teaching, Dr. Gallingane serves as an advisor and coordinates practica experiences for the Proteach program.  She is a member of several national and international organizations, including the National Association for the Education of Young Children, the International Reading Association, the Council for Exceptional Children, and the American Educational Research Association.  She also serves on the advisory board for Baby Gator Child Development and Research Center.

Dr. Gallingane’s research interests include emergent literacy development and early literacy curriculum, particularly vocabulary, phonological awareness, and reading aloud to children; and also topics in the area of preservice teacher education.

Degrees

Ph.D. – Curriculum and Instruction–University of Florida, 2009

M.Ed. – Early Childhood Education, University of Florida, 2000

B.S. – Special Education, University of Florida, 1999

Activities and Honors

Undergraduate Teacher of the Year, College of Education, University of Florida, 2013

Selected Publications

Articles

Gallingane, C., & Han, H. S. (submitted for review).  Words can help manage emotions:  Using research-based vocabulary instructional strategies to teach the meanings of emotion words to preschoolers. Childhood Education.

Ross, D., Bondy, E., Gallingane, C., & Hambacher, E. (2008). Promoting academic engagement through insistence: Being a warm demander. Childhood Education, 84(3), 142-146.

Bondy, E., Ross, D., Gallingane, C., & Hambacher, E. (2007). Creating environments of success and resilience: Culturally responsive classroom management and more. Urban Education, 42(4), 326-348.

Kemple, K., Stark, V., Blakeslee, L., Ellis, S., Gallingane, C., Han, H. S., & Kim, H. (2007).    Supporting teachers’ use of the Second Step Violence Prevention Program in preschool programs: University of Florida and the Early Learning Coalition of Alachua County.  Florida’s Researcher/Practitioner School Readiness Partnership: Opportunities and Potential: A Report from the Florida Network of School Readiness Hubs. 9-25.

Ellis, S. M., Gallingane, C., & Kemple, K. M. (2006). Fiction, fables, and fairytales: Children’s books can support friendships. Dimensions of Early Childhood,34(3), 28-35.

Research Biography

I am Professor in Residence for the School of Teaching and Learning and the Lastinger Center for Learning. I teach courses in the Teacher Leadership for School Improvement (TLSI) program, a job-embedded, inquiry focused graduate program for teachers. I work primarily with secondary mathematics and science teachers from 12 partner schools in Pinellas County. My research and teaching interests focus on improving middle and high school students’ mathematics and science achievement, particularly students in low-resourced, high-needs schools, through professional development. Current research projects include examining the impact of different forms of job-embedded professional development on teacher practice and student achievement of mathematics and science. One specific project examines the impact of a professional development program focused on mathematics discourse processes, development of self-regulated learning, and incorporation of classroom connectivity technology (CCT) within secondary mathematics courses on classroom interactions and instructional strategies, student dispositions toward mathematics, and mathematics achievement.

Degrees

• Ph.D. – University of South Florida, Curriculum and Instruction – Mathematics Education, Cognate in Mathematics  Dissertation Title: Examining the Attitudes toward Mathematics of Preservice Elementary School Teachers Enrolled in an Introductory Mathematics Methods Course and the Experiences That Have Influenced the Development of These Attitudes.  Dissertation directed by Denisse R. Thompson, Ph.D.

• M.Ed. – University of South Florida, Mathematics Education
• B.A. – University of Iowa, Elementary Education, minor in Mathematics

Key Professional Appointments

American Educational Research Association (AERA)

Association of Mathematics Teacher Educators (AMTE)

Florida Association of Mathematics Supervisors (FAMS)

Florida Association of Mathematics Teacher Educators (FAMTE)

Florida Council of Teachers of Mathematics (FCTM)

National Council of Teachers of Mathematics (NCTM)

Selected Publications

Schackow, J.B. & Kersaint, G. (2009). Helpful Hints for Mentoring New Teachers. In Empowering the beginning mentor of mathematics. Reston, VA: National Council of Teachers of Mathematics.

Kersaint, G. & Schackow, J.B. (2009). Mentoring Alternant Entrants. In Empowering the beginning mentor of mathematics. Reston, VA: National Council of Teachers of Mathematics.

Schackow, J.B. & O’Connell, S. (2008). Introduction to Problem Solving: Grades 6-8. Portsmouth, NH:  Heinemann.

Schackow, J.B. (2007). Using virtual manipulatives to model computation with fractions. Online Journal of School Mathematics, 5(1).  

Schackow, J.B., & Thompson, D.R. (2005). High school students’ attitudes toward mathematics.  Academic Exchange Quarterly, 9(3), 12-18.

Selected Presentations

Preparing Students for the Algebra EOC: Introducing ALGEBRA NATION. Presented with Michelle Spence,Ethan Fieldman, Ashley Dodds at the Florida Association of Mathematics Supervisors (FAMS) Semiannual Meeting, Orlando, Florida, October 16, 2012.

Preparing Students for the Algebra EOC: Introducing ALGEBRA NATION, a Free Online Student Resource Developed by the University of Florida and Study Edge. Presented with Cyndi Greenberg at the Florida Council of Teachers of Mathematics (FCTM) Annual Conference, Orlando, Florida, October 19, 2012.

Inquiry-Based Activities from PROMiSE Summer Institute Follow-Up Sessions. Presented with Dr. Gladis       Kersaint, Vicki Ewing, Melanie Miller, and Christine Sharpe at the Florida Association of Mathematics Supervisors (FAMS) Semiannual Meeting, Orlando, Florida, September 27, 2010.

Florida PROMiSE: Summer Institute Follow-Up Days. Presented with Vicki Ewing, Christine Sharpe, Raquel Sotolongo, and Tavy Wells at the Florida Association of Mathematics Supervisors (FAMS) Semiannual Meeting, Orlando, Florida, January 13, 2010.

Florida PROMiSE: Implementing the Next Generation Sunshine State Standards. Presented with Lisa Culberson, Marge Hayden, Ethel Selwood, and Andrea Valdovinos at the annual meeting of the Florida Association of Science Supervisors (FASS), Orlando, Florida, May 7, 2009.   

Implementing NCTM’s Curriculum Focal Points: The Florida PROMiSE Project. Presented with Dr. Gladis Kersaint at the National Council of Teachers of Mathematics (NCTM) Annual Conference, Washington, D.C., April 24, 2009.   

Supporting Mathematics & Science Education in Florida. Presented with Dr. Gladis Kersaint and Dr. Sandra Berger at the Florida Association of Mathematics Supervisors (FAMS) Semiannual Meeting, Orlando, Florida, January 29, 2009.  

Multiplication and Division of Fractions: Teaching for Understanding. Presented at the Florida Council of Teachers of Mathematics (FCTM) Annual Conference, Jacksonville, Florida, October 16, 2008.

Florida PROMiSE: Implementing the Next Generation Sunshine State Standards. Presented with Dr. Gladis Kersaint and Dr. Stephen Pape at the Florida Council of Teachers of Mathematics (FCTM) Annual Conference, Jacksonville, Florida, October 16, 2008.  

 Using Virtual Manipulatives to Model Computation with Fractions. Presented at the National Council of Teachers of Mathematics (NCTM) Annual Conference, Salt Lake City, Utah, April 12, 2008.

Using Virtual Manipulatives to Model Computation with Fractions. Presented at the Florida Council of Teachers of Mathematics (FCTM) Annual Conference, Orlando, Florida, October 12, 2007.

Project ACE: Achievement through Content Expertise. Presented at the Florida Association of Mathematics Supervisors (FAMS) Semiannual Meeting, October 9, 2007.

Using Technology in K-12 Classrooms. Presented at the Florida Council of Teachers of Mathematics (FCTM) Annual Conference, Orlando, Florida, October 13, 2006.  

The Use of Reflective Journals for Understanding and Improving Elementary Preservice Teachers’  Attitudes Toward Mathematics. Presented at the Association of Mathematics Teacher Educators (AMTE) Annual Conference, Tampa, Florida, January 28, 2006.

Research Biography

I am the Professor in Residence for the Teacher Leadership for School Improvement program in Duval County.  The primary focus of this position is to support the merging of graduate program coursework into ongoing school reform initiatives. I have taught online courses on teacher inquiry, curriculum, coaching, differentiated instruction and an online practicum.  My research interests include the following: undergraduate teacher preparation programs for high poverty schools, teacher attrition and retention, and the impact of school leadership on teacher efficacy.

Degrees

Ed.D. University of North Florida, 2010, Educational Leadership

M.Ed. University of North Florida, 1999, Educational Leadership

B.S. Florida State University, 1993, Elementary Education

Activities and Honors

2002-2002 University of North Florida Student’s Choice/Outstanding Professor Award

2012-2013 Phi Delta Kappa Emerging Leader

Selected Publications

 Preparation for teaching in urban schools:  Perceptions of the impact of traditional preparation programs

Selected Presentations

Adams, A., Boynton, S., Bondy, E., Castaneda, M., Dana, N. F., Dana, T., Elliot, S., Ovalle, R., Packer, C., Ross, D., Thomas, C., Timmons, C., & Wolkenhauer, R. (2011). The Teacher Leadership for School Improvement Program. Special invited Distinguished Program in Teacher Education Finalist Award session presented at the Association on Teacher Educators annual meeting, Orlando, Fl.

Brody, H., Grosland, T., Grubbs, C., Kalakauskis-McGhee, V.,Timmons, C.,& Vescio, V. (2011).  A University/School Partnership for Equity. Presented at the 2011 annual NAME conference, Chicago, Illinois.

Burns, J., Gibbs, L., Timmons, C., & White, C. (2012). Leading for Equity. Presented at the FATE regional meeting, Gainesville, Fl.

Spillman, C. and Timmons, C. (2011) Teachers Leading for Equity: Building Capacity and Trust. Presented at the 2011 annual FATE conference, St. Petersburg, Florida.

Timmons, C. (2011)  Preparation for Urban Schools: Perceptions of the Impact of Traditional Preparation Programs. Presented at the 2011 annual EERA conference, Sarasota, Florida

Timmons, C. (2012) On the Battlefield: The Role of the Professor in Residence. Presented at the 2012 annual AAUP conference, Washington, D.C.

Research Biography

I am a Clinical Assistant Professor of Early Childhood Studies in the School of Special Education, School Psychology and Early Childhood Studies.  I am currently working with implementation and research of the Florida Master Teacher Initiative, a program building capacity for early childhood educators in Miami-Dade Public Schools.  My current research interests include the construction of knowledge through multiple types of interaction, the relationship between pedagogy and socioeconomic status, the use of elaborated language codes in early childhood, and early childhood programs in urban settings.

Degrees

Ph.D. (2011)  Rutgers University Newark, New Jersey Institute of Technology, University of Medicine and Dentistry of New Jersey–Urban Systems, Educational Policy

MA (2007) Loyola University Chicago–Cultural and Educational Policy Studies, Sociology of Education

BS (2003)  Butler University–Early Childhood Education

Key Professional Appointments

Clinical Assistant Professor, University of Florida, Department of Early Childhood Studies—2011 to present

Research Assistant, University of Chicago, Consortium on Chicago School Research—2010 to 2011

Research Assistant/Instructor,  Rutgers University Newark, Newark Schools Research Collaborative/Urban Teacher Education Program/Department of Sociology and Anthropology—2008 to 2011

Activities and Honors

Graduate Student Excellence Award, Rutgers University 2011

American Educational Research Association

American Sociological Association

Sociology of Education Association

Selected Publications

Articles

Smith, S.C. (2012) Cultural Relay in Early Childhood Education: Methods of Teaching ‘School Behavior’ to Low Income Children. Urban Review, 44(4).

Race, Class, and Early Childhood Education: A Comparison of Two Different Chicago Preschools.  A dissertation submitted to the Graduate School-Newark, Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Urban Systems.  Dissertation Chair Dr. Alan Sadovnik.  May 2011.

Miller, L. J. and Smith, S.C. (2011).  Did the No Child Left Behind Act Miss the Mark?  Assessing the Benefits of an Accountability System for Early Childhood Education. Educational Policy, 25(1), 194-214.

Presentations

Miller, L. J. and Smith, S.C. (2011, April)  Did the No Child Left Behind Act Miss the Mark?  Assessing the Benefits of an Accountability System for Early Childhood Education.  Paper presented at the 2011 Annual Meeting of the American Educational Research Association, New Orleans, Louisiana

Smith, S.C. and Sadovnik, A. R. (2010, July).  Appropriate Pedagogy for Low-Income Children: Considering Influence of Cultural Deprivation and Cultural Difference Theories and the Use Visible and Invisible Pedagogies.  Paper presented at the International Symposium on Basil Bernstein, Brisbane, Australia

Smith, S.C. (2011, February). Defining Invisible Pedagogy in Early Childhood Education: A Bernsteinian Analysis of the Teaching Practices of Two Head Start Programs. Paper presented at the Sociology of Education Annual Conference, Pacific Grove, CA.

Smith, S.C. (2011, April).  Race, Social Class, and Pedagogy: An Analysis of Differing Pedagogical Models in Two Low-Income Minority Preschools. Paper presented at the 2011 Annual Meeting of the American Educational Research Association, New Orleans, Louisiana.

Smith, S.C. (2012, February).  Visible and Invisible Pedagogies in Preschool: Results from a Bernsteinian Analysis of Early Childhood Teaching Practice.  Paper presented at the Sociology of Education Annual Conference, Pacific Grove, CA.

Research Biography

My research interests, defined broadly, are in mathematics education. Three particular areas of interest are the mathematical content of textbooks, statistics education, and mathematics teacher education. My doctoral dissertation was an examination of the probability content of middle-grades mathematics textbooks from a historical perspective. I am currently involved in a number of research projects, such as examining the statistical content of textbooks for prospective elementary teachers, exploring the role and use of technology in preparing prospective teachers to teach probability and statistics, and developing assessments for levels of conceptual understanding in statistics.

Degrees

Ph.D – University of Missouri, 2004, Curriculum and Instruction – Mathematics Education

M.S. – Texas A&M University, 1999, Mathematics

B.S. – Southwest Baptist University, 1997, Mathematics

Key Professional Appointments

Visiting Clinical Assistant Professor, University of Florida, 2012 – Present

Associate Professor, Sam Houston State University, 2011-2012

Assistant Professor, Sam Houston State University, 2006-2011

Assistant Professor, Central Missouri State University, 2005-2006

Selected Publications

Jones, D. L. & Tarr, J. E. (2010). Recommendations for statistics and probability in school mathematics over the past century. In R. Reys & B. Reys (Eds.), The K-12 mathematics curriculum: Issues, trends, and future directions – 72nd NCTM yearbook (pp. 65-76). Reston, VA: National Council of Teachers of Mathematics.

Arbaugh, F., Lannin. J. K., Jones, D. L., & Barker, D. (2010). Textbook-specific professional development: Impacting teachers’ knowledge and views. In J. W. Lott & J. Luebeck (Eds.), AMTE Monograph 7 – Mathematics teaching: Putting research into practice at all levels (pp. 91-108). San Diego, CA: Association of Mathematics Teacher Educators.

Selected Articles

Jones, D. L., & Scariano, S. M. (2012 Spring). A classroom note on strengthening statistical reasoning with loaded dice. Mathematics and Computer Education, 46(2), 86-97.

Jones, D. L. & Coleman, M. (2012). Tapering timbers: Conical frusta volume formulas. Mathematics Teacher, 105(7), 500-505.

Jones, D. L. (2012). The birthday problem, empirically. Mathematics Teacher, 105(6), 480.

Klespis, M., & Jones, D. (2011, Spring). Exploring irrational numbers with the TI-Nspire. Ohio Journal of School Mathematics, 63, 17-21.

Jones, D. L. (2011). Exploring volumetrically indexed cups. International Journal of Mathematical Education in Science and Technology, 42(2), 272-275.

Swarthout, M., Jones, D., Klespis, M., & Cory, B. (2009, Fall). Sneaking a peek at students’ understanding of functions: Why not concept maps? Ohio Journal of School Mathematics, 60, 24-28.

Jones, D. L. (2009). Examining cylindrical dice. Mathematics Teacher, 102, 420-424.

Jones, D. L. (2008). Probability topics addressed in U.S. middle-grades textbooks, 1957-2004. International Journal for the History of Mathematics Education, 3(1), 1-18.

Jones, D. L., & Tarr, J. E. (2007). An examination of the levels of cognitive demand required by probability tasks in middle grades mathematics textbooks. Statistics Education Research Journal, 6(2), 4-27.

Selected Links

National Council of Teachers of Mathematics  http://www.nctm.org

Association of Mathematics Teacher Educators  http://www.amte.net

Research Biography

My research interests include educational measurement, applied issues in measurement, and fairness in measurement and score reporting for large scale testing. My publications are focused on equating and linking of educational tests, and in particular the assumption of population invariance when equating two or more test forms. I am currently focused on connecting issues of population invariance in equating to other issues of fairness in measurement, such as differential item functioning, anchor test properties, and multidimensionality of items and tests. My research applies to educational policy contexts, particularly mandates for reporting test scores aggregated at the subpopulation level.

Degrees

Ph.D.- Educational Research, Measurement and Evaluation, University of Miami, Department of Educational and Psychological Studies

MSW- Social Work with a Research Specialization, Washington University in St. Louis, George Warren Brown School of Social Work

B.S.-  Child and Family Development, University of Georgia, College of Family and Consumer Sciences

Key Professional Appointments

Assistant Professor of Research and Evaluation Methodology, School of Human Development and Organizational Studies in Education, College of Education, University of Florida (2012-present)

Activities and Honors

Institute of Education Sciences Pre-Doctoral Fellowship (2007-2011)

Doctoral Award: Scholarship in Research, Measurement & Evaluation, University of Miami (2010)

Nominated for Distinguished Paper Award, Florida Educational Research Association (2010)

Selected Publications

Huggins, A.C., & Penfield, R.D. (2012). An NCME instructional module on population invariance in linking and equating. Educational Measurement: Issues and Practices, 31, 27-40.

Huggins, A.C. (2012). The effect of differential item functioning on population invariance of item response theory true score equating. Open Access Dissertations, Paper 724. http://scholarlyrepository.miami.edu/oa_dissertations/724.

Goodwin, A., Huggins, A.C., Carlo, M., Malabonga, V., Kenyon, D., Louguit, M. & August, D. (2012). Development and validation of Extract the Base: An English derivational morphology test for third through fifth grade monolingual students and Spanish-speaking English language learners. Language Testing Journal, 29, 261-285.

Santau, A., Maerten-Rivera, J., & Huggins, A.C. (2011). Science achievement of English language learners in urban elementary schools: Fourth grade results of a professional development program. Science Education, 95, 771-793.

Goodwin, A., Huggins, A.C., Carlo, M.S., Augus, D., & Calderon, M. (in press). Minding morphology: How morphological awareness relates to reading for English Language Learners. Reading and Writing: An Interdisciplinary Journal.

Evans, S., Prilleltensky, O., McKenzie, A., Prilleltensky, I., Nogueras, D., Huggins, A.C., & Mescia, N. (2011). Mudança Organizacional para o bem-estar da Comunidade. In E. Saforcada (Ed.), Saúde Comunitária: conhecimentos e experiências na América Latina. Porto Alegre, Brasil: Editora Sulina.

Evans, S., Prilleltensky, O., McKenzie, A., Prilleltensky, I., Nogueras, D., Huggins, A.C., & Mescia, N. (2011). Promoting strengths, prevention, empowerment, and community change through organizational development: lessons for research, theory, and practice. Journal of Prevention & Intervention in the Community, 39, 50-64.

Selected Links

http://ufl.academia.edu/CorinneHuggins

http://www.linkedin.com/pub/anne-corinne-huggins/15/636/b67

Research Biography

Pavlo (Pasha) Antonenko is an Assistant Professor of Educational Technology in the School of Teaching and Learning. He received his BS degree in teaching English and German language and literature and his MS in Linguistics from Nizhyn Gogol State University in Ukraine. Pasha moved to the United States in 2002 to pursue a PhD in two majors: a) Curriculum and Instructional Technology, and b) Human-Computer Interaction. His dissertation focused on the use of link comments to optimize cognitive load and improve declarative and structural knowledge acquisition in a conceptually rich hypertext environment. In 2007 Pasha joined the Educational Technology faculty at Oklahoma State University where he received tenure in 2012. Pasha teaches graduate and undergraduate courses in the trends and issues in educational technology, psychological foundations of educational technology, and design of learner and instructor-friendly learning environments.

Pasha’s research has been funded by state and federal agencies and focuses on developing, implementing, and studying web-based technologies to scaffold collaborative problem solving for students and teachers. His most recent project, “Engaging Native Americans in NASA-centered STEM Cyberlearning and Career Awareness Activities”, is a K-12 Cooperative Agreement with the Oklahoma Consortium for Indian Education Excellence led by Seminole Public Schools. This work focuses on developing an innovative online learning environment entitled ECLIPSE: Environment for Collaborative Learning Integrating Problem Solving Experiences and implementing this environment in several rural Oklahoma schools that serve underrepresented populations. Content activities are well- and ill-structured (i.e., complex) problems that cover NASA’s unique contributions to science, technology, engineering, and mathematics and integrate career exploration and awareness activities with the process of collaborative problem solving.

Degrees

BS – Teaching of English and German Language and Literature, Nizhyn Gogol State University, 1998

MS – Linguistics, Nizhyn Gogol State University, 1999, Thesis: Rhetorical Aspects of News Text Structure in British Broadsheet Newspapers, Advisor: Dr. Serhiy Potapenko

PhD – a) Curriculum and Instructional Technology, b) Human-Computer Interaction, Iowa State University, 2007, Dissertation: The Effect of Leads on Cognitive Load and Learning in Conceptually Rich Hypertext,  Advisors: Dr. Ann Thompson (Instructional Technology) and Dr. Dale Niederhauser (Human-Computer Interaction)

Key Professional Appointments

Assistant Professor of Educational Technology, 2012-present, University of Florida

Assistant/Associate Professor of Educational Technology, 2007-2012, Oklahoma State University

Research and Teaching Associate, 2002 – 2007, Iowa State University Colleges of Education and Engineering, Office of the Vice-Provost for Research

Assistant Professor of English Philology, 1999 – 2002, Nizhyn Gogol State University, Ukraine

Activities and Honors

Professional counterpart for a media professional from Uganda, US Department of State grant “Improving Food Security by Catalyzing Communication Networks between Key Stakeholders: Linking Media, Policies, and Communities in Kenya and Uganda”

Visiting Professor, Eduardo Mondlane University, Maputo, Mozambique (Fall, 2011)

Grant Reviewer, National Science Foundation, National Aeronautics and Space Administration, Hewlett Packard Philanthropy, and International Society for Technology in Education

Consultant, NASA INSPIRE and NASA Digital Learning Network

Web designer/developer http://www.aksfoundation.com, http://www.myagfoundation.org

Research Excellence Award: Antonenko, P. (2007). The effect of leads on cognitive load and learning in a conceptually rich hypertext environment. Ames, IA.

Best Conference Paper Award: Ryan, S., Jackman, J., Antonenko, P., Kumsaikaew, P., Marathe, R., Niederhauser, D., & Ogilvie, C. (2007). Student selection of information relevant to solving ill-structured engineering economic decision problems. Proceedings of the 114^th Annual Conference of the American Society for Engineering Education. Honolulu, HI.

Best Poster Award: Antonenko P. (May, 2003). Modern computing and modern education: Teachers using open source technologies. Presented at the International Symposium on Modern Computing in Celebration of John Atanasoff’s 100^th Birthday, Ames, IA.

Teaching Excellence Award Nominee (2003). Iowa State University, Ames, IA.

Grants

Principal Investigator. Engaging Native Americans in NASA-centered STEM Cyberlearning and Career Awareness Activities. NASA K-12 Cooperative Agreements Notice (CAN), NNG09Z13001. Funded for $399,903. Project start date: 8/1/2011.

Principal Investigator. ECLIPSE: Environment for Collaborative Learning Integrating Problem Solving Experiences. Oklahoma State University’s Interdisciplinary Planning Grant Program. Funded for $20,926. Project start date: 9/1/2011.

Co-Principal Investigator. An Interdisciplinary Information Centric Program in Nano and Micro Systems. Oklahoma State University’s Interdisciplinary Planning Grant Program. Funded for $36,926. Project start date: 9/1/2011.

Co-Principal Investigator, Improving Teacher Quality: Sustainability Engineering through Math, Science, Literacy, Technology and Problem-Based Learning (with New Lima Public Schools, OSU College of Arts & Sciences, OSU College of Engineering, Langston University, and the OTAC/OU K20 ALT project). Oklahoma State Regents for Higher Education: No Child Left Behind, Part B, 2007. Funded for $149,557.

Co-Principal Investigator. Northeast Oklahoma Science, Technology, Engineering, and Mathematics (NEOK STEM) Partnership (with Keys Public Schools and the OSU College of Engineering). Oklahoma State Department of Education: Math and Science Partnership Program 2007. Funded for $87,238.

Co-Principal Investigator. “Moodle: Open Source Course Management System Exploration.” Computation Advisory Committee, Iowa State University, Ames, IA. Funded for $80,000.

Selected Publications

Antonenko, P., van Gog, T., & Paas, F. (in press). Implications of neuroimaging for educational research. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th Ed.). New York: Lawrence Erlbaum Associates.

Antonenko, P., Toy, S., & Niederhauser, D. (2012). Using cluster analysis for data mining in educational technology research. Educational Technology Research and Development, 60(3), 383-398.  DOI: 10.1007/s11423-012-9235-8.

Antonenko, P., Jackman, J., Kumsaikaew, P., Marathe, R., Niederhauser, D., Ogilvie, C., & Ryan, S. (2011). Understanding student pathways in context-rich problems. Education and Information Technologies, 16(4), 323-342.

Antonenko, P., Paas, F., Grabner, R. & van Gog, T. (2010). Using Electroencephalography (EEG) to measure cognitive load. Educational Psychology Review, 22, 425-438.

Antonenko, P. & Niederhauser, D. (2010). The influence of leads on cognitive load and learning in a hypertext-assisted learning environment. Computers in Human Behavior, 26(2), 140-150.

Phone: (352) 219-4604
Fax: (352) 392-5148
petev3@coe.ufl.edu

Research Biography

Pedro Villarreal III teaches courses for the higher education administration, student personnel in higher education, and the research and evaluation methodology programs.  He has taught an average of 6 to 7 courses each year he has served as a faculty member in the academy while maintaining a vibrant program of research.  Pete’s research interests are in the areas of higher education finance and policy with a focus on student access of and attainment in postsecondary education, particularly among underrepresented populations.  Pete is interested in the evaluation of federal and state policies, and their effects on a number of higher education outcomes including enrollments, persistence, affordability, graduation rates, etc.  In addition, he uses rigorous statistical applications such as propensity score analysis, longitudinal data analysis (hazard modeling), and multilevel modeling to study educational phenomena of research and policy interest.

Degrees

Ph.D., Pennsylvania State University, 2008,
Higher Education

Ed.S., Baylor University, 2004,
Higher Education Administration

M.S.,  University of Texas-Pan American, 2001,
Rehabilitation Counseling

B.A.,   University of Texas-Pan American, 1999,
Psychology

Key Professional Appointments

2008-2010  Visiting Assistant Professor, Higher Education Administration and Educational Research Methods, Graduate School of Education and Human Development, The George Washington University

Grants

Pedro Villarreal III has been the PI or co-PI on three previously funded grants, each from an institutional (Baylor Faculty Horizons Grant), national (AERA Grants Program), and international (BACCHUS and GAMMA Peer Education Network) organizations for research purposes.  In addition, he has served on the editorial board of Higher Education in Review.  He has served as a reviewer of journals and book publishers such as SAGE Publications (division of Research Methods, Statistics, and Evaluation), Economics of Education Review, Educational Policy, Higher Education in Review, and the Journal of General Education.

Selected Publications

Villarreal, P. (2011). Financing Pennsylvania’s distance learning postsecondary education initiatives: Time to toll the bell for change. Policy analysis brief prepared for the Pennsylvania Higher Education Assistance Agency.

Teklesselasie, A. A., & Villarreal, P. (2011). Career mobility and departure intentions among school principals in the United States: A multilevel analysis of incentives and the disincentives. Leadership and Policy in Schools, 10(3), 251-293.

Villarreal, P. (2008). High school-to-college transitions: Examining the importance of time and financial aid information on college enrollments. Policy analysis brief prepared for the American Educational Research Association.

Villarreal, P. (2005). Texas top 10% admissions law: Paragons for policy change. Education Law and Policy Forum.

Glanzer, P. L., Ream, T. C., Villarreal, P., & Davis, E. (2004). The teaching of ethics in Christian higher education: An examination of general education requirements. The Journal of General Education, 53(3-4), 184-200.

Refereed and Invited Presentations

Pete has had 14 peer-reviewed papers accepted for presentation at conferences including at the American Educational Research Association (AERA), Association for the Study of Higher Education (ASHE), and American Educational Finance Association (AEFA).  In addition, he has been invited to present his work at research and policy think tanks such as the American Institutes for Research, Chapin Hall Center at the University of Chicago, and a select conference by invitation of the American Educational Research Association directed to the application of advance research methods in educational policy.