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Research Spotlight: Ana Puig

Q & A with Ana Puig, Ph. D., Research Director in the Office of Educational Research and Clinical Professor in the School of Human Development and Organizational Studies in Education

What research are you currently working on?

I am actively involved in a national study with three institutions of higher education in the southeastern United States (led by Oklahoma State University) that explores adverse childhood experiences and academic performance of undergraduate college students. Our aim is to determine factors that hinder or support ACE survivors in their educational journeys.

Additionally, I am engaged in a study that builds on research I have conducted with the Streetlight palliative care program (https://streetlight.ufhealth.org/) that provides psychosocial support to chronically or terminally ill adolescents and young adults. Our research team has explored the experiences of Streetlight volunteer members, treatment providers, and, more recently, its patients. We are in the process of completing a research proposal for the National Institutes of Health (NIH) to support conducting a feasibility study of the program with the goal of manualizing its services and comparing outcomes with other palliative care programs across the United States.

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Research Spotlight: Hakeem Hasan

Q & A with Hakeem Hasan, J. D., Senior Researcher at the P.K. Yonge Developmental Research School

What research are you currently working on?

I am currently looking into COVID-19’s impact on public education grades 9-12. Many have hypothesized that the three-year pandemic is going to have long-term effects on student learning. I am attempting to unpack the extent of this so that educators nationwide can have more to think through when delivering instruction at the high school grade levels.

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Research Spotlight: Yiqin Pan

Q & A with Yiqin Pan, Ph. D., Assistant Professor in the School of Human Development and Organizational Studies in Education

What research are you currently working on?

I leverage quantitative methodologies, including artificial intelligence, statistical modeling, and psychometrics, to address applied issues in educational measurement and to optimize the learning process. Most of my recent research has centered on aspects of test security and personalized learning. My current projects include (i) developing anomaly detection algorithms for identifying potential fraud in tests, (ii) implementing item selection designs by recommendation systems for preventing potential fraud in adaptive testing, (iii) using anomaly detection methods to identify disengagement in learning, and (iv) building recommendation systems to select appropriate learning materials for students. My research has been supported by the Educational Testing Service (ETS) and the Graduate Management Admission Council (GMAC).

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Research Spotlight: David Miller

Q & A with David Miller, Ph. D., Director of and Professor in the School of Human Development and Organizational Studies in Education

What research are you currently working on?

I am currently developing assessments of diversity, equity, and inclusion (DEI) in higher education, including assessment standards for fair and equitable evaluation.

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Research Spotlight: Larisa Olesova

Q & A with Larisa Olesova, Ph. D., Clinical Assistant Professor in the School of Teaching and Learning

What research are you currently working on?

I am working on the effectiveness of a case-based discussions strategy to increase interaction among students. I am also collecting data from various online discussions where different general, role-based, inquiry-based, and debate instructional strategies are used to examine their effectiveness to increase interaction among students. I am studying the levels of students’ interactions by applying social network analysis to understand how to better design online students’ cognitive engagement. In addition, I am currently conducting research on examining engineering students’ cognitive skills in active learning courses using the Community of Inquiry (COI) theoretical framework.

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Research Spotlight: Kathrin Maki

Q & A with Kathrin Maki, Ph.D., Assistant Professor in the School of Special Education, School Psychology, and Early Childhood Studies

What basic questions does your research seek to answer?

My work focuses on the identification of learning needs and development of academic skills for children with learning difficulties and disabilities. Specifically, my work centers on two interconnected lines of research through examination of: (a) methodologies used to identify children with learning difficulties and disabilities, and (b) academic interventions and data-driven decision making to ensure all children receive appropriate academic support in schools.

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Research Spotlight: Mary Bratsch-Hines

Q & A with Mary Bratsch-Hines, Ph.D., Senior Manager for Research and Evaluation in the Lastinger Center for Learning

What research are you currently working on?

I am currently working on several research projects, which generally fall in three overarching buckets. These projects include numerous colleagues with whom I collaborate at UF and at other institutions across the US.

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Research Spotlight: Blake Beckett

Q & A with Blake Beckett, Ed. D., Assistant Professor at the P.K. Yonge Developmental Research School

What research are you currently working on?

I recently completed my dissertation research focused on how teachers and students experience the intersection of Universal Design for Learning and Culturally Sustaining Pedagogy in my own sixth-grade classroom at the P.K. Yonge Developmental Research School here at the University of Florida. I am interested in empowering students and teachers to understand their own assets and variabilities, as well as those of others. This year I am extending this research with a focus on how students understand and engage in critical thinking in different contexts.

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Awarded Projects for October 2022

Congratulations to Mary Bratsch-Hines for her award from Take Stock in Children; Ashley Pennypacker-Hill for her award from the Florida Department of Education ; Paige Pullen and Philip Poekert for their subcontract U.S. Department of Education flow through award from Pinellas County Schools; and Paige Pullen for her awards from the School Board of Sarasota County and Early Learning Coalition of Broward County.

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Submitted Projects for October 2022

Best wishes to Pavlo “Pasha” Antonenko for his subcontract NSF flow through proposal to the University of Kansas; Anthony Botelho, Nigel Newbutt, and Catherine Cavanaugh for their proposal to the National Science Foundation; Anthony Botelho and Catherine Paolucci for their proposal to the National Science Foundation; Mary Bratsch-Hines for her proposal to Childcare Resources of Indian River; Kent Crippen and Julie Brown for their proposal to the National Science Foundation; Maya Israel, Catherine Paolucci, and Anne Corinne Manley for their proposal to the National Science Foundation; Maya Israel and Joanne Barrett for their proposal to the National Science Foundation; Kristy Boyer and Maya Israel for their proposal to the National Science Foundation; Maya Israel and her proposal to the National Science Foundation; Megan Ennes, Maya Israel, Bruce MacFadden, and Mariela Pajuelo Rubina for their proposal to the National Science Foundation; Kathrin Maki, Pavlo “Pasha” Antonenko, and Do Koh for their proposal to the National Science Foundation; Philip Poekert and Zandra de Araujo for their proposal to the Kansas Department of Administration; Philip Poekert, Taryrn Brown, Chonika Coleman King, and Hyunyi Jung for their proposal to the Bill and Melinda Gates Foundation; Paige Pullen for her proposals to the Early Learning Coalitions of Palm Beach County and Hillsborough County; Seyedahmad Rahimi, Pavlo “Pasha” Antonenko, Anthony Botelho, and Kristy Boyer for their three proposals to the National Science Foundation; Kristy Boyer and Seyedahmad Rahimi for their proposal to the National Science Foundation; Eunjin “Jinnie” Shin, Wei Li, Pavlo “Pasha” Antonenko, Zandra de Araujo, and Paige Pullen for their proposal to the National Science Foundation; and Wanli Xing, Anthony Botelho, and Eunjin “Jinnie” Shin for their proposal to the ASSISTments Foundation.
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National Academy of Education (NAEd)/Spencer Foundation Postdoctoral Fellowships

The NAEd/Spencer Foundation is accepting applications for their non-residential Postdoctoral Fellowship Program, which supports early career researchers working to address critical areas of educational research. For the 2023-2024 academic year, the NAEd/Spencer Postdoctoral Fellowship Program will fund 25 individual fellows, each receiving $70,000 for one academic year of research, or $35,000 for two contiguous years, working half-time. Professional development retreats will also be held, along with mentorship from current NAEd members or senior scholars in their fields. To be eligible, candidates must have earned their PhD, EdD, or equivalent research degree between January 1, 2017, and December 31, 2021, and should have experience in educational research. The deadline to apply is Wednesday, November 16, 2022. 

 

New Automated Determination Tools for UF Researchers

On October 18th, 2022, Dr. David Norton, the Vice President for Research at UF, announced the launch of the new online automated determination tools for nonhuman research, exempt research, and non-medical quality improvement (QI) projects. These tools work by asking yes/no or multiple-selection questions to determine if an activity meets nonhuman, exempt, or QI requirements. If the activity meets these requirements, researchers can submit the form and receive immediate determination approval rather than submitting these projects through UF IRB for review or approval.

IES Announces New Research and Development Center Competition

The National Center for Special Education Research (NCSER) released a funding announcement for the 2023 fiscal year inviting applicants to submit research proposals to the new Research and Development Center (R&D) Center on Supporting Students with Disabilities in Postsecondary Education – the Postsecondary Center. The competition is working to establish the Postsecondary Center as a program of exploratory research and conducting national leadership and capacity-building activities, seeking to provide an evidence base and the research capacity capable of addressing the most pressing needs of postsecondary students with disabilities. More information regarding the IES programs, application process, and deadlines can be found here.

 

  • Applications are available Friday, September 30, 2022
  • Letters of intent are due Friday, October 21, 2022
  • The application deadline is Thursday, January 12, 2023

 

UF Research Promotion Initiative

UF’s Office of Strategic Communications and Marketing (SCM) is accepting submissions for its Research Promotion Initiative (RPI). The RPI supports researchers by sharing works that have been accepted but not yet published to be featured on UF news and social media platform, as well as pitched to external media organizations. Additionally, winners of the RPI will receive a funding award of $1,000 for research-related activities. Research from all areas is invited to apply, and research related to artificial intelligence is strongly encouraged to enter. Every two weeks, the RPI committee selects a winner to be highlighted on UF news and marketing channels. Entries that are not selected for the funding award may still be considered to be promoted by SCM and/or the applicant’s college or unit communications office.

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Research Spotlight: Elizabeth Washington

Q & A with Elizabeth Washington, Ph. D., Professor in the School of Teaching and Learning

What research are you currently working on?

The overarching theme of my research lies at the intersection of democratic citizenship education, controversial issues teaching, the teaching of difficult/traumatic history, and social justice teaching in a democratic society, mainly for grades 6-12 social studies curriculum and teaching. This is also where my research, curriculum development, and teaching coalesce.

Drawing from a rich body of research that includes the work of Diana Hess, Paula McAvoy, Wayne Journell, Li-ching Ho, Steven Camicia, Judy Pace, and others, I am driven by such questions as What do “traumatic” and “difficult” history mean? How can preservice teachers best be prepared to teach difficult history and controversial issues? How do we make sense of what issues/topics should be treated as controversial in the classroom? What can we learn from content analysis of specific curriculum materials for teaching controversy–especially in terms of the range of perspectives they provide? What controversial topics might help students gain the skills and attitudes necessary to tackle even tougher topics? What is the nature of the arguments about these topics/issues in the larger society? How might we facilitate more inclusive discussions of controversial issues? What factors complicate teachers’ efforts to conduct inclusive discussions? What identity risks and attacks are likely to come up as students consider certain topics, and how do we help students deal with possible risks? What are some issues related to teacher political disclosure that help us sort through the larger issues of how disclosure can be done responsibly, professionally, and ethically? What can we learn from international and cross-cultural settings about teachers’ decision-making regarding their rationales, chosen topics, instructional practices, and perceived obstacles and pathways to teaching about issues that carry implications for democracy and social justice?

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