Site for Research-related news stories–the latest and also an Archive of past Research stories.
Justin Ortagus, director of the Institute of Higher Education and associate professor of Higher Education Administration & Policy, publishes two studies in top-tier journals while securing nearly $4.3 million in new research funding.
Through a free webinar series spearheaded by clinical assistant professor Katy Chapman, UF’s CEEDAR Center fosters collaboration and provides essential resources to educators nationwide, ensuring continuous improvement in teaching practices and support for diverse learners, particularly in early childhood education.
Professor Wei Li is the principal investigator of the NSF-funded project that aims to help researchers plan long-term studies in STEM education by making statistical advice, software and training materials available to educators and researchers.
Assistant professor of Educational Leadership and Policy Christopher Thomas, Ph.D., shares his passion for the intersection of the law and education as co-host of Chalk and Gavel podcast.
With support from University of Florida President Ben Sasse’s strategic funding initiative, two projects are taking shape in the College of Education: one to accelerate undergraduate research and another to transform mathematics education in Florida.
The ALTER-Math team aims to double math learning progress for middle school students by developing AI-powered teachable agents using large language models (LLMs) through UF’s HiPerGator 3.0.
In the era of merging technology with everyday life, UF colleges of medicine and education partnered to transform health care nationally with a new AI-enabled institute.
Supported by the Institute of Education Sciences, UF is collaborating with the University of Pennsylvania and Digital Promise to teach education researchers how to leverage large-scale data using data science methods.
UF’s record $1.25 billion in research spending is accelerating the groundbreaking research at the College of Education.
Joni Splett, associate professor of school psychology, was awarded $4.8 million from the U.S. Department of Education to expand school-based mental health (SBMH) services and provider retention in Alachua County.
With a decade of marked success, this UF-led effort has received an additional $17.5 million to support technical assistance efforts through 2027. The U.S. Department of Education’s Office of Special Education Programs has already invested $46.5 million in the CEEDAR Center to improve teaching and school leadership for students with disabilities in states across the nation.
Led by Justin Ortagus, associate professor of higher education administration and policy, the institute and its researchers have earned more than $1.5 million in new grants over the past several months.
Faculty and students from the University of Florida College of Education were honored with awards across Association for Educational Communications and Technology (AECT) subdivisions.
Pavlo “Pasha” Antonenko, an associate professor of educational technology and director of the NeurAL Lab, was recently awarded a $600,000 grant from the National Science Foundation (NSF) to design gamified curriculum to teach computing hardware fundamentals.
Following a number of high-profile mass school shootings in recent years, including that in Parkland, FL, in 2018 and recently in Oxford, Michigan, policymakers and educators have increasingly sought ways to ensure schools are safe.
With the goal of recruiting more students to STEM and computer science careers, a cross-University team will partner with the Calvert Marine Museum in Maryland on a three-year, $1.3 million project funded by the National Science Foundation to teach Florida middle school teachers and students how to use artificial intelligence (AI) to identify fossil shark teeth.
By translating research to practice, the Anita Zucker Center is leading the way to a future where every child experiences nurturing, responsive relationships and quality early learning experiences that create a strong foundation for future life success.
Research from members of the UF Counselor Education program featured in four articles in the October 2020 issue of Counseling and Values.
The Institute of Higher Education (IHE) at the University of Florida received $600,000 from the National Science Foundation to enhance access and success among underrepresented students in community college Information Technology (IT) programs.
Justin Ortagus, director of the Institute of Higher Education and assistant professor of Higher Education & Policy, who received $373,590 in co-funding to analyze how variations in performance-based funding policies impact outcomes for underserved students and under-resourced institutions. The grants serves as Phase Two of a two-part project to identify the impact of PBF policy design elements on college access and student success.
The American Educational Research Association (AERA) presented the Best Paper Award in the special interest group category of “Computer and Internet Applications in Education” to a multidisciplinary team of faculty and graduate students.
Cryptography has been used for thousands of years to conceal covert messages, but researchers believe it may serve another purpose — to help children become successful readers and writers.
Patricia Snyder, director of the Anita Zucker Center for Excellence in Early Childhood Studies, and Nicholas Gage, assistant professor of special education, were awarded Reviewer of the Year by Exceptional Children, the nation’s most respected scholarly journal in special education.
The University of Florida is spearheading the search for solutions to society’s most ever-present challenges through its latest initiative.
Bilingual Ed. scholar Maria Coady fills a prestigious endowed Fien professorship that allows her to expand her landmark multilingual studies aimed at helping at-risk English language learners at rural high-poverty schools.
UF has honored Justin Ortagus, a faculty researcher in Higher Ed Administration and Policy, with its 2018 Excellence Award for Assistant Professors. He also is the new director of the UF Institute of HIgher Education.
To 3D or not to 3D? College instructors in chemistry and other science disciplines are debating whether it’s best to use traditional, two-dimensional renderings of basic structures like organic molecules and crystals, or to adopt new technology that can render images of molecular structures in three dimensions.
Graphic courtesy of Kari Weis, Columbia (Mo.) Missourian
Research by education scholars has shown that students with disabilities are generally more likely to be victimized and to perpetrate bullying than other students.
But few studies have examined whether this discrepancy in bullying behavior changed over time as students advanced through grades.
Now a new study co-authored by UF College of Education scholar Nicholas Gage has found that the students with disabilities in the third through 12th grades are consistently more involved in bullying than other students.
“We were not surprised there was a gap in bullying, but our most notable finding was that this gap remained the same over time,” said Gage, UF College of Education assistant professor of special education.
Disproportionate bullying
Generally, as students progress in age, the level of bullying declines across all groups of students. But students with disabilities consistently are more likely involved in bullying.
For example, 44 percent of third-grade students reported some level of bullying, Gage said. In contrast, the rate was 66 percent among third-graders with a disability. In fifth grade, 40 percent of these same students reported bullying while 60 percent of students with disabilities said they were bullied or engaged in bullying. Overall, 21.8 percent of students with disabilities were bullied versus 14.5 percent of students without disabilities.
UF College of Education Assistant Professor Nicholas Gage.
Gage co-authored with Chad A. Rose, professor of education at the University of Missouri, the study, “Exploring the Involvement of Bullying Among Students with Disabilities over Time,” which is published in the academic journal Exceptional Children.
The scholars evaluated the victimization and perpetration rates of 6,531 students in a school district in Connecticut; Gage did post-doctorate work at the University of Connecticut’s Institute of Education Science. Gage and Rose analyzed the responses third through twelfth graders provided in a survey of bullying over a three-year period.
Bullying defined
The scholars used a generally accepted definition of bullying as pervasive peer aggression with the intention to cause physical or emotional harm.
Roughly 16 percent of the students surveyed had a disability. These disabilities included: autism spectrum disorder, emotional disturbance, learning disabilities, attention deficit hyperactivity disorder and other health impairments. These students were integrated into general classrooms.
Previous studies on the victimization of students with disabilities reported increased verbal abuse (e.g., name-calling, mimicking disability characteristics, teasing), social exclusion, and physical aggression when compared with nondisabled peers. Scholars have said one serious concern is that over time victimized students may develop aggressive characteristics as a strategy to combat the victimization.
Gage said that students with disabilities are less likely to have the social and communication skills to avoid bullying.
As a result, Gage says schools need to increase their efforts to build an awareness, increase teacher training and develop ways to combat bullying in the education plans of students with disabilities.
“Kids with disabilities may need some bullying intervention to recognize and also develop social skills to prevent bullying,” Gage said. “And schools and teachers need to develop more proactive approaches around bullying, particularly for kids with disabilities. It’s about working with schools and teachers to develop competency and social skills that can have a positive impact.”
Source: Nicholas Gage, 352-273-4282
Writer: Charles Boisseau, 352-273-4449
UF education technology researcher Pavlo “Pasha” Antonenko adjusts his EEG headwear on a study subject.
UF education technology researcher Pavlo “Pasha” Antonenko has never been afraid to take risks and go against convention. His pioneering spirit emerged in the 1990s in his Ukraine homeland, where personal computers were scarce and there was no internet connection. Fast forward two decades, to today, and you’ll find him leading groundbreaking studies at the College of Education on a radical new approach for advancing and personalizing the still-fledgling field of online learning.
SETTING THE STAGE
Antonenko’s journey to UF started in the late 1990s when he was a high school teacher. He became fascinated with computers at a time when his hometown of Nizhyn, Ukraine had no internet connections and few computers. He began building and selling computers to supplement his income while he earned a master’s in linguistics in English and German languages.
“I was one of the first people in my hometown to get an internet connection, but it wasn’t very good. I started building websites even before I had internet, but they were just sitting on my computer,” he recalls.
His career path changed dramatically in 2002 when he traveled to Orlando to work as an interpreter at a conference on education technology, a discipline that wasn’t even recognized in Ukraine. But Antonenko had found his passion: exploring ways computer technology can improve education.
“Everything I heard there and the people I met, I said ‘wow, this is what I want to do as my graduate education and job,’” he says.
Within a few months, he and his wife, Yuliya, moved a half-world away to settle in Ames, Iowa, where he spent five years at Iowa State University earning a doctorate in curriculum and instructional technology and human-computer interaction.
Along the way, Antonenko worked with Iowa State neuroscientists on one of his personal research interests—the use of electroencephalography (EEG) to monitor brain activity known as “cognitive load,” which is the amount of mental effort expended by the working memory during a learning task. EEG, which records the brain’s electrical activity, is most commonly used in medicine as a first-line, non-invasive method of diagnosing stroke and other brain disorders.
It would have been intriguing to monitor Antonenko’s own brain activity as he thought to himself, “Hmmm, I wonder if EEG might be a reliable way to study the mental processes underlying learning.” He wrote his dissertation on the topic and became one of the first education researchers to use EEG to measure the cognitive dynamics of learning.
The stars begin to align
After earning his doctorate and serving five years on the education technology faculty at Oklahoma State University, Antonenko joined UF’s ed. tech faculty in 2012. His appointment coincided with the education world’s identification of personalizing online learning as a global challenge and a top research priority of the U.S. Department of Education and the National Science Foundation.
UF administrators also targeted research of personalized e-learning for investment of state “preeminent university” funds, which enabled the College of Education in 2014 to recruit top ed. tech scholar Carole Beal from Arizona State University, where she was conducting her own pioneering neuro-education studies. Beal became the first director of UF’s new campuswide Online Learning Institute.
The College of Education made a priority of integrating neuroscience with education research to improve online learning at all levels. Pivotal developments during the 2015-16 academic year made that push a certainty.
UF Education Technology Professor Kara Dawson
Merging Neuroscience and education research at UF
In 2015, Antonenko, Beal and UF education technology colleague Kara Dawson attracted vital grant funding to lead novel interdisciplinary research projects using wireless EEG brain monitoring and other neuro-technology to study how multimedia learning can be impoved for all students, not just those who test well on academic exams. These studies focus on education in the STEM disciplines—science, technology, engineering and math—areas in which the use of multimedia learning tools “has far outstripped the ability of research to keep pace with,” says Antonenko.
Their focus on custom-tailoring instructional design for individual learner differences, rather than a “one-size-fits-all” approach, is a distinctive feature of their studies.
“Virtually all research on multimedia learning methods has been performed on high-achieving students at elite research-intensive universities, where studies like this usually occur. We are evaluating these methods with more diverse student populations and those with special needs,” Antonenko says.
NSF study focuses on community college students
Antonenko heads a team of highly specialized researchers drawn from multiple institutions on a three-year study, supported by a $765,000 grant from the National Science Foundation. The researchers are gauging how effective technology-assisted learning practices are for a diverse group of community college students, which now constitute nearly half of all U.S. higher education students.
The team, dubbed the Science of Learning Collaborative Network, includes top scholars in education technology, neuroscience, STEM education, neuropsychology, computer science and educational measurement. They hail from UF, the University of Massachusetts-Boston and Washington State University.
Some 120 students from three colleges—Santa Fe College in Gainesville, Bunker Hill Community College in Boston and SUNY Buffalo State in Buffalo, N.Y.—are participating in the study. The students are screened for demographics and learning differences, such as working memory and visual attention levels, to ensure a varied test group.
Team specialists in cognitive neuroscience are employing EEG and other high-tech methods, including functional near infrared spectroscopy (to measure neural changes in blood oxygenation) and eye tracking (to understand visual attention) to assess the students’ attention and mental processes while they learn using multimedia materials that include text, images, videos, animations and audio.
The researchers hope to land follow-up NSF grants by demonstrating the effectiveness of their network’s organization, infrastructure and integration of diverse research strategies, along with their unique approach to personalized learning.
“Working with scholars from other disciplines and other institutions is really exciting but it’s also challenging because each discipline and each person has a different way to work,” Antonenko says. “We have to make sure everyone is invested and feels valued and make sure we pull all of the expertise together in a way that makes sense.”
UF co-researchers are ed. tech faculty members Dawson and Beal, and psychology professor Andreas Keil. Co-principal investigators are computer science and STEM education scholars Matthew Schneps from Massachusetts Institute of Technology and Marc Pomplun from the University of Massachusetts-Boston, and Richard Lamb of SUNY Buffalo State, who focuses on science education and measurement.
Adapting digital media for students with dyslexia
Professor Dawson heads an educational neuroscience study focused on multimedia learning for students with dyslexia, the most common language-based disability. People with dyslexia typically have difficulty reading and processing words.
Dawson was awarded $85,000 for the one-year project from UF’s Office of Research, which awards Research Opportunity Seed Fund grants to UF scholars for the merit and potential of their research proposals. Antonenko is a co-principal investigator.
The study involves 72 college students with dyslexia, each participating in one of four multimedia learning settings while wearing wireless EEG headsets to monitor and record brain activity during the multimedia exercise and comprehension assessment. The student volunteers are drawn from four institutions: Santa Fe Community College and the universities of Central Florida, North Florida and South Florida.
While neuroscience-based methods are central to the study, Dawson is quick to make one thing clear: “In no way am I a neuroscientist.”
“To me, this is not about neuroscience,” she says, “I am interested in what neuroscience techniques can tell us about the learning process. That is what it’s all about for me.”
Dawson and her team will use their findings to evaluate the validity of merging EEG and behavioral measures and, ultimately, to develop new instructional strategies and materials that teachers can personalize for individual students with varied learning traits and backgrounds.
Besides Dawon and Antonenko, the research team includes UF ed. tech colleagues Beal and Albert Ritzhaupt, dyslexia diagnostic specialist Linda Lombardino from UF’s special education program, and UF neuropsychologist Keil. Doctoral students participating are Kendra Saunders from school pyschology and Nihan Dogan, Jiahui Wang, Li Cheng, Wenjing Luo and Robert Davis from the School of Teaching and Learning. Matthew Schneps from the Harvard-Smithsonian Center for Astrophysicists also is collaborating.
“We all share this mutual goal of figuring out how technology can help all types of learners,” Dawson says. “We need to make technology work so everyone feels they can learn and be smart and successful.”
MUCH PROMISE BUT NOT YET READY FOR PRIME TIME
The researchers describe both educational neuroscience studies as exploratory, but Antonenko says he expects them to yield solid preliminary findings that may lead to follow-up NSF research proposals.
“EEG appears to be a great tool for educational research that can produce important implications for teaching and learning in education.” he says. “Our focus is on helping people who need additional support as they learn using 21st century online and multimedia tools in education.”
“That is what I find most rewarding.”
WRITER: Larry Lansford, communications director, UF College of Education; 352-273-4137; llansford@coe.ufl.edu
ACES President Heather Trepal presents research award
to Kristina DePue
After nearly three-and-half years of conducting behind-the-scenes research, Kristina DePue was suddenly overcome with emotions earlier this month when she was thrust into the spotlight in her field of counselor education.
“Honestly, I broke into tears,” DePue said when she received one of the most prestigious awards given annually by the American Association for Counselor Education and Supervision (ACES).
DePue, an assistant professor of counselor education at the University of Florida College of Education, accepted the Research in Counselor Education and Supervision Award at the southern region ACES conference in New Orleans attended by scores of her peers from across the country.
“I was shocked,” DePue said. “It was an honor to be recognized, especially as I’m one of the newer faculty members in our field.”
Lead author on research project
DePue was the lead author of a research project that measured the strength of the relationships between graduate student counselors and their supervisors, as well as the relationships between these students and their clients.
The clients are people who come for therapy because of they are under mental distress, such as depression, anxiety and suicidal ideation. Professors in the studies provided live clinical supervision of graduate students, as is typical in counseling education.
The report, titled “Investigating Supervisory Relationships and Therapeutic Alliances Using Structural Equation Modeling,” is slated to appear in the December issue of ACES’ Counselor Education and Supervision, a leading journal in the counseling field.
Benefits of strong student-supervisor relationships
The study found counseling trainees who reported strong relationships with their supervisors also had the strongest relationships with their clients. In a follow up study, DePue and her co-authors discovered that both the relationship between the client and counselor, and the relationship between the counselor and supervisor predicted client improvements.
Counterintuitively, DePue’s studies show these relationships work independently of each other. While these findings may seem obvious, they are not linear — in contrast what was previously thought. Instead, the two relationships (supervisor-supervisee and client-counselor) work independently, though both directly impact client change.
DePue and her co-authors are submitting this second study to the Journal of Counseling and Development.
Although the importance of supervision is undeniable, few researchers have investigated the influence of the supervisor-supervisee relationship on whether clients’ distress is lessened in therapy, Jacqueline Swank, UF assistant professor of counselor education, wrote in a letter nominating DePue for the award.
DePue came to UF in 2013 after earning a doctorate in counselor education from the University of Central Florida, where data for the study was collected. The project had the participation of 169 master’s-level counseling trainees and 253 clients served by UCF’s community counseling center.
DePue led a team of three other researchers: Ren Liu, a doctoral student in the UF College of Education’s Research and Evaluation Methodology (REM) program, Glenn Lambie, a professor of counselor education at the University of Central Florida, and Jessica Gonzalez, an assistant professor in counseling and career development at Colorado State University.
Sources: Kristina DePue, 352-273-4339, Kathryn Henderson, ACES awards co-chair
Writer: Charles Boisseau, 352-273-4449 (office), 352-431-2269 (cell)
The Lastinger Center’s Coaching Academy has become a national leader in certifying teacher coaches in preschool through high school.
GAINESVILLE, Fla. — NFL quarterback Tom Brady has a coach. So does tennis superstar Serena Williams. Same goes for many of America’s most successful CEOs.
So why not teachers?
Scholars at the University of Florida’s College of Education and two nonprofit educational organizations are recommending just that: all teachers should have a skilled coach as a way to improve the nation’s educational system.
Research has shown that strong coaching can enhance a teacher’s practice and student learning — yet a majority of teachers say they don’t receive regular professional coaching, according to a new report from the UF Lastinger Center for Learning, developed jointly with the groups Learning Forward and Public Impact.
“Coaching is for everyone,” said Don Pemberton, director of the Lastinger Center, which serves as the college’s teaching and learning innovation incubator.
“There is kind of a stigma in education that coaches are only provided to the weak teachers,” Pemberton said. “In our work, we have reimagined coaching for all teachers. Anyone can gain value from it as they do in sports, and as CEOs do. We believe that should be the case in education. It’s really about human development.”
Only half of teachers receive coaching
Nationwide, just half of teachers reported receiving coaching in a recent 12-month period, and only 12 percent had weekly coaching sessions, according to a 2014 survey funded by the Bill & Melinda Gates Foundation and cited by the researchers.
This new report, “Coaching for Impact: Six Pillars to Create Coaching Roles that Achieve Their Potential to Improve Teaching and Learning,” is aimed at schools and administrators nationwide in hopes of developing a framework and conversation about the importance of teacher coaches. The UF Lastinger Center teamed up on the research, writing and dissemination of the report with Learning Forward, a Dallas-based professional association for kindergarten-to-12th-grade teachers, and Public Impact, a Carrboro, N.C.-based organization working to improve learning for all U.S. children.
UF education professor emerita Dorene Ross served as project leader for the Lastinger Center.
Pemberton said the report comes at a time that schools across the country are spending tens of millions of dollars on implementing some form of coaching for teachers but these programs haven’t been fully conceptualized and developed to have the greatest impact.
“The question is how to get more value? It’s a field that is ready for some innovation,” Pemberton said.
The report serves as a roadmap for schools: It summarizes the findings of academic research, provides effective coaching models and makes recommendations for incorporating high-quality coaching in the daily routine at schools.
Six ‘pillars’ for coaching programs
The authors cite six “pillars” necessary to implement successful coaching programs:
Pemberton and Ross acknowledged more study was needed about ways budget-constrained school districts can provide higher or “differentiated” pay to teacher coaches.
One step toward that goal is professionalizing the coaching field through formal certification programs. The Lastinger Center’s Coaching Academy has become a national leader in certifying teacher coaches in preschool through high school, with more than 1,500 coaches either certified or currently enrolled in the program.
It is working with seven Florida school districts(1), all 30 of Florida’s early learning coalitions, and the Charleston, S.C., school system to develop coaching programs, including specialty ones aimed at early childhood education, literacy and STEM (science, technology, engineering and math). The center also has contracted with the state of Georgia to develop a statewide designation for preschool coaching.
Ross said, “We think the more school districts invest in coaching the more they will realize how valuable coaching is, especially as coaches show they are truly improving the practice of teachers and, ultimately, student achievement.”
(1) NOTE: The seven Florida school districts working with the UF Lastinger Center’s teacher-coaching program are in Alachua, Duval, Indian River, Miami-Dade, Orange, Palm Beach and Seminole counties.
Source: Don Pemberton, 352-273-4100, UF Lastinger Center for Learning
Source: Dorene Ross, 352-538-1920, UF Lastinger Center for Learning
Writer: Charles Boisseau, UF College of Education news & communications office, 352-273-4449
Ann Daunic, Stephen Smith, Nancy Corbett and James Algina
Ever since teachers have taught they have also had to manage the behavior of their students.
But in recent years primary grade teachers are reporting a spike in the number of young children who struggle to handle their emotions and regulate their behaviors – meaning more students have issues such as being unable to follow instructions, resorting to tantrums and arguing with peers.
Now, scholars from the University of Florida College of Education have begun research on a curriculum they hope will provide teachers and schools with new tools to improve the social and emotional “literacy” of the youngest schoolchildren.
The researchers recently received a $3.5 million federal grant to study the effectiveness of the Social-Emotional Learning Foundations (SELF) curriculum they developed through a previous pilot study.
Approximately 1,400 students in kindergarten and first grade at 60 urban and rural elementary schools in Florida will participate in the project following a screening process to select students at risk for emotional and behavioral problems. In this first year, 20 schools in five school districts have signed on – in Baker, Bradford, Levy, Marion and Putnam counties. Twenty more as-yet-identified schools will participate in each of the subsequent two years.
“If these children don’t receive some support during this critical time they could develop more serious and chronic behavioral problems that will interfere with their future school success,” said Ann Daunic, scholar emeritus at the UF College of Education and principal investigator on the project.
“As a matter of fact, researchers have determined that social-emotional development is closely linked to future academic performance,” she said.
Co-principal investigators on the project – also from the UF College of Education – are: Nancy Corbett, assistant scholar in special education, Stephen Smith, professor of special education, and James Algina, professor emeritus of research and evaluation methodology.
The four-year study is funded by the Institute of Education Sciences, the research arm of the U.S. Department of Education.
Daunic said research shows that about 10 percent of students who receive special education services have been diagnosed with emotional and behavioral disorders. But these students are not usually identified until they approach adolescence, particularly those who have internalizing problems such as anxiety and depression – which are more difficult for teachers to spot than externalizing behaviors such as class disruption, aggression or defiance.
The new UF study is designed to identify and help children earlier who may have these problems. The researchers will measure the effectiveness of a curriculum that includes 50 lessons integrated with selected storybooks, given over 16 to 20 weeks.
According to Co-PI Corbett, “These lessons are designed to help students build social-emotional competencies such as learning to identify emotions – their own and others’ – to develop self-management and relationship skills and assume responsibility for their own behavior.”
While about one-third of the lessons will be provided to the entire class, the majority of SELF lessons will be given to small groups of the preselected students who are at risk of developing emotional and behavioral issues, Corbett said.
This approach is one way the UF project differs from previous research, explained Daunic. “The small group setting allows these children more time to develop receptive and expressive language skills that are fundamental to social-emotional growth.”
Students at participating schools will be assessed before and after program delivery and measured against control group students, to see how much of a difference the curriculum makes. The researchers expect to see improvements, based on findings from a previous pilot study.
“We hope to determine whether the curriculum enhances students’ social-emotional development and overall adjustment to school,” Daunic said. “This project will make an important contribution to researchers and practitioners looking to help children at risk for emotional and behavioral problems.”
Source: Ann Daunic, 352-359-1871
Writer: Charles Boisseau, 352-273-4449
UF school psychology Professor John Kranzler has received the 2016 Award for Excellence in Research from Mensa International Ltd.
The UF College of Education is assembling top faculty researchers from multiple fields to seek solutions in two critical areas of 21st century education – personalizing online math instruction and adapting educational technology for students with visual impairments.
The studies are funded by two grants, worth more than $10 million combined, from the Institute of Education Sciences, the research arm of the U.S. Department of Education.
Massive data mining for personalized learning
Nearly $9 million of the grant money supports a new project called Precision Education: Virtual Learning Lab, which bring together top experts in informatics, math education and professional development for teachers. Their charge is to advance a new approach for exploring massive sets of student data to update and personalize virtual instruction for math students.
Carole Beal
“With the increased use of computers in education, the large-scale mining of existing education data represents a big new opportunity for computers to help teachers adapt their practice for today’s digltal world and help their students to improve their virtual learning,” said UF education technology Professor Carole R. Beal, the principal investigator of both studies.
The new Virtual Learning Lab comprises faculty researchers at UF and the University of Notre Dame, and experts from Study Edge, a Gainesville-based online tutoring company.
Over the next five years, the researchers will conduct studies in the emerging discipline known as precision education, which uses education data from prior students—such as standardized test scores, personal traits, teaching methods used and school administrative records—to personalize the learning experience for future students.
No more one-size-fits-all lesson plans geared to some “statistically average” student profile.
The researchers will focus on online or virtual learners, relying on the hot, new education technology of “big data” learning analysis. Their approach has them using powerful “supercomputers” to rapidly scrutinize the massive education data, plus figures from students’ use of interactive or group learning tools.
“Our grand challenge is to improve the achievement of struggling online students,” said Beal, who was recruited from the University of Arizona in 2014 to head the new UF Online Learning Institute. “We will design new teacher development programs on the use of learning analytics and personalizing instruction, and how to track student progress when every student is doing something unique.”
Researchers at the Virtual Learning Lab will develop and test their personalized model of precision education on a popular online tutoring tool called Algebra Nation, which the UF Lastinger Center for Learning launched in 2013 in tandem with Study Edge. Algebra Nation has since been used by more than 3,000 teachers and 200,000 math students from all 67 Florida school districts—mostly ninth graders gearing up for the mandatory end-of-course exam in algebra 1.
The researchers delight at the wealth of revealing learning data the Algebra Nation students and program are generating. Near the end of the study, researchers will compare test results of students using the updated and personalized version of Algebra Nation with the scores of students who used the regular version.
Beal said the Virtual Learning Lab also will serve as a national hub for researchers nationwide—forming a network for sharing findings and collaborating on new efforts to advance the fledgling field of virtual precision education and personalized learning.
“Our findings in the Virtual Learning Lab project will serve as a national model for a new approach to developing online learning systems,” she said.
The project’s co-principal investigator is Walter Leite, UF professor of research and evaluation methodologies (REM) with expertise in big-data mining and learning analysis. Other College of Education faculty researchers involved are: Corrine Huggins-Manley (REM), and Don Pemberton and Philip Poekert from the college’s Lastinger Center for Learning.
Two other participating UF faculty scholars are: George Michailidis, director of the UF Informatics Institute; and Juan Gilbert, chairman of computer and information sciences and engineering, and a pioneer in the field of human-centered computing.
Other key team members are psychology and computer science professor Sidney D’Mello of the University of Notre Dame and online tutoring specialist Ethan Fieldman of Study Edge.
Helping students with sight impairments solve online math problems with graphics
The theme of personalized online learning carries over to Beal’s second federal grant, a three-year, $1.4 million project to help solve the unique challenges that blind and visually impaired students must overcome in learning online.
Think about it: How can students who can’t see the images on their computer screen solve algebra or geometry problems filled with line, bar and circle graphs, figures, geometric shapes and maps?
Beal sought solutions to help these students for several years while at Arizona, and she is expanding her studies now with her new UF colleagues. She said one of her ongoing research interests is to explore how technology can make online learning more accessible to students with special needs.
“In my investigations, I have found that students who appear disengaged in the traditional classroom are often among the most active learners in the online learning setting,” she said.
Nicholas Gage
Beal has assembled a research team with colleagues from both Arizona and Florida to explore how technology can make online learning more accessible to students with special needs. They are Nicholas Gage from UF’s special education program as co-principal investigator, and, from Arizona, Sunggye Hong and L. Penny Rosenblum, both education researchers in disability and psycho-educational studies.
The researchers will develop and test an iPad-based instructional system to train students with visual impairments to locate and decipher targeted information in math graphics problems. The system includes audio, print and braille cues in accompanying books to point users to targeted graphics and word problems.
Beal said they plan to recruit up to 150 middle and high school students with visual impairments for the project from regular schools and specialized residential programs in Florida, Arizona and other states.
“Some of our students will be from regular schools and receiving special education services, while others attend specialized residential programs such as the Florida School for the Deaf and Blind in St. Augustine,” Beal said.
Dean Glenn Good of the UF College of Education called the federal grants awarded to Beal’s research teams “a major accomplishment in light of how extremely competitive it is to win major awards in education research.”
“The big winners from these projects,” Good said, “will be the struggling students who will benefit from the enhanced learning tools and teaching strategies that will help them succeed in their technology-based learning activities.”
SOURCE: Carole R. Beal, 352-273-4178; crbeal@coe.ufl.edu
WRITER: Larry Lansford, communications director, UF College of Education; 352-273-4137; llansford@coe.ufl.edu
Mary Brownell
The recent addition of five new states rounds out a 20-state roster for a federally funded effort, led by the University of Florida, to help states vastly improve the effectiveness of teachers and public school principals who serve students with disabilities.
Supported by $25 million from the U.S. Department of Education, the UF College of Education has created a national center that is in the midst of a five-year, project to lead major reforms in policy and educator preparation. Their mission: to help states increase academic success for students with disabilities by improving the training and practices of their teachers and school leaders.
A team of faculty scholars from UF’s nationally ranked special education program heads the CEEDAR Center, based at the College of Education. CEEDAR is short for Collaboration for Effective Educator Development, Accountability and Reform.
The CEEDAR Center was charged to partner with education leaders, groups and agencies, and university teacher prep programs from five states each year, from 2013 through 2016.
The latest and final five states to join—the “class of 2016”—are Kentucky, Mississippi, Colorado, Nevada and Rhode Island.
“We are thrilled to be part of the cutting-edge CEEDAR consortium and the technical assistance it offers,” said Ann Elisabeth Larson, dean of education and human development at the University of Kentucky. “Thls is an opportunity for the state of Kentucky to ensure that our teachers and school leaders are well prepared to provide the highest-quality instruction for all learners.”
Florida, the CEEDAR Center’s home state, was one of the first five states to join in the first-year cycle, along with California, Connecticut, Illinois and South Dakota. Year Two in 2014 saw Georgia, Montana, New Hampsire, Ohio and Utah come in. Last year, Arizona, Michigan, Missouri, Oregon and Tennessee were added.
“It is our intention that the 20 partnering state teams will benefit from the successes and lessons learned from each of the five-state cohorts before them,” said CEEDAR Center Director Mary Brownell, a UF special education professor. “The state teams will strengthen and initiate reform efforts to significantly improve the preparation, licensing and evaluation of teachers and administrators who educate students with disabilities, from kindergarten through high school.”
Brownell said between 60 to 80 percent of students with disabilities spend time in general education classrooms, underlying the need to improve teaching and leadership in all schools.
The CEEDAR leadership team (clockwise from bottom left): Erica McCray, Mary Brownell, Paul Sindelar, Meg Kamman (center coordinator)
Brownell’s co-directors of CEEDAR are fellow UF special education professors Paul Sindelar and Erica McCray.
Each state CEEDAR team comprises general and special education faculty experts and administrators from state universities and teacher prep programs, and state education agency leaders and regulatory officials. The teams each have a designated leader and facilitator chosen from one of four participating national groups—the UF CEEDAR Center, the American Institutes for Research, the Council of Chief State School Officers, and the University of Kansas.
CEEDAR faculty and staff used a comprehensive vetting process to select the 20 partnering states, based on their needs and goals, level of commitment and engagement, collaborative spirit, level of support from state education officials, and other factors.
“Each state has their unique needs and solutions for raising the standard of teacher and principal preparation to advance inclusive education for students with disabilities,” Brownell said. “Connections and communication among the network of states and with the CEEDAR team are crucial to developing an effective, comprehensive course of action for each state.”
She said the CEEDAR strategy places heightened emphasis on exposing all students to high-quality instruction in reading, writing and mathematics. Instruction is based on two teaching frameworks that provide increasing levels of academic and behavioral support to any students who need it.
Brownell said educators in the 20 CEEDAR states gain access to a host of resources, including the consulting services of the CEEDAR faculty and staff and the center’s partnering support organizations. Those include the American Association of Colleges for Teacher Education, the Council for Exceptional Children, the Council for the Accreditation for Educator Preparation, the National Association of State Directors of Special Education and the Association for Persons with Severe Handicaps.
CEEDAR also stages webinars and workshops and has created a website with a Facebook-style “wall” for member-networking and sharing ideas. The site also offers numerous multi-media resources to help state teams bolster their knowledge of best teaching practices, teacher prep regulations, program licensure requirements, and other pertinent topics.
Brownell said many states are already developing detailed action plans, strengthening collaborations between state education interests, expanding professional development programs for teachers, redesigning their teacher prep programs, and enacting new standards so all teachers and principals can work successfully with students with special needs.
With 20 states enrolling five at a time at one-year intervals, she said their progress varies from state to state, but “we’re seeing very encouraging results.”
CONTACTS
SOURCE: Mary Brownell, UF College of Education; 352-273-4261
WRITER: Larry Lansford, communications director, UF College of Education; 352-273-4137
GAINESVILLE, Fla. — Globally recognized speakers and researchers are beginning to line up to participate in the University of Florida College of Education’s first international academic conference to explore the crucial role a new generation of “teacher leaders” can have in improving public schools and student achievement.
The International Teacher Leadership Conference, scheduled March 2-3 in Miami, is designed to bring together scholars and practitioners from across Florida, the country and the world to examine the emerging field of teacher leadership.
The conference is being organized by the Lastinger Center for Learning, the College of Education’s R&D arm that spearheads professional development programs to improve teaching and learning in schools and districts across Florida and beyond.
Conference organizers have already begun receiving proposals for research papers and presentations, and they hope to get hundreds by the June 30 submission deadline. They also have confirmed keynote speakers who are widely known for their methods of teaching and scholarship to improve education from the inside out.
Registration for the conference opens Sept. 1. The registration fee is $250. There are 150 scholarships available for teachers who will make presentations at the conference. Scholarships will cover registration fee and lodging.
The formal title of the conference is “Co-constructing a New Vision for Teacher Leadership: A Conversation Among Scholars and Practitioners About Teacher Leadership.”
Among other things, conference goers will discuss what educators mean by teacher leadership, which in the broadest terms refers teachers who lead school improvements in and outside of their classrooms.
“The field still lacks a common conception of the meaning of teacher leaders,” said Philip Poekert, assistant director of the Lastinger Center. “Our hope is the conference will create a framework for conversations and research about effective teacher leadership.”
Many educators increasingly view teacher leadership as a way to drive school improvement and enhance educational outcomes. For many years, scholars have been examining teacher leadership and have explored aspects such as the influence teacher leaders can have and how they can spark student achievement.
“Teacher leadership has become a central part of school reform efforts across the world,” said Tom Dana, associate dean of the UF College of Education. “This is an ideal time to create an exchange of ideas among scholars and practitioners to better understand teacher leadership and to advance the theory and practice in the field.”
The upcoming conference is the latest element of a new UF College of Education program to develop leadership skills among kindergarten-to-high school teachers. In February, the Lastinger Center selected 40 teachers for a new Florida Teacher Leader Fellows program to build a statewide teacher leadership network, improve the quality of classroom teaching and enhance outcomes for students.
The 18-month professional development program will conclude at the Miami conference, where these practicing teacher leaders will interact with education scholars from around the world. Below are confirmed speakers for the conference.
See the conference website to learn more about the event, submission guidelines, and other details.
Writer: Charles Boisseau, 352-273-4449
Media Liaison: Larry Lansford, director of News and Communications, 352-273-4137
Kara Dawson is the College of Education’s newest Irving and Rose Fien Professor.
It was in 1990 when Kara Dawson gained an insight that was to become the central focus of her research career as a professor of educational technology.
Back then she was teaching 5th, 6th and 7th graders in Virginia Beach, Virginia, at a time when personal computers were just catching on and the invention of the first internet browser was three years away. Dawson attended a workshop on authoring software and began experimenting with using technology in her classroom as a way to engage struggling students.
She soon came to see that educational technologies could improve the learning outcomes for virtually all students. She became her school’s technology integration specialist and in 1994 she returned to college to earn a doctorate in the emerging field of instructional technology from the University of Virginia.
In 1999, she came to the University of Florida’s College of Education and has served as coordinator for the educational technology program and co-developed five advanced degree programs, both online and for the classroom. Her many research projects have included:
Last year, the College of Education’s Research Advisory Committee selected Dawson as its Irving and Rose Fien Professor. The three-year post supports veteran faculty members with a track record of successful research aimed at helping at-risk learners in kindergarten-through-high school, mainly at high-poverty schools.
Recently, Dawson took time to discuss her research and the ways incorporating technology and digital tools into traditional classrooms can help all types of learners to flourish. Below are excerpts.
Q: Can technology help students who struggle in traditional schools?
A: Yes, particularly if they are bored, not engaged or struggling to learn content. In schools, we are very limited in how we think about success and the way that students can access content and show what they know. We are also limited in the ways we think about how we teach. These limitations are very real and exist for many reasons often outside the direct control of individual teachers and administrators. But we should keep thinking about how to make school better for all students. Technology is not going to be the end-all-be-all solution, but it can help a lot more than it is helping.
Q: These multimedia tools may get them more engaged?
A: Yes, but we need to figure out how to match technologies to students. And how to match students to technologies. More importantly, students have to be empowered to think about what works for them and to seek alternatives to support their learning now and in the future.
Q: Can you provide examples of how technology can be useful in a classroom?
A: Well, there are a lot of ways technology can be useful in the classroom. I have done quite a bit of work with whole class projects that help students become digital communicators, creators and collaborators. But these uses are different from thinking about how technology can meet individual needs. Two simple, readily available tools are: text-to-speech and speech-to-text apps.
Q: With speech-to-text, you mean there is a web page or a textbook that is enabled to read the text to a student?
A: Yes. For example, for a student struggling to get through a 40-page chapter on U.S. history, text-to-speech could be the difference between accessing the content or not. For another student listening to the chapter may simply be a preference rather than a necessity. But, the types and quality of the technologies available to these students as well as the mindset of their teachers determine whether they can use this feature. Unfortunately, many digital resources created for K-12 education are poorly designed (especially some digital textbooks) and some educators still view reading as the only way to access content. So, the apps may be simple but the context in which they need to be used is quite complex.
Two other examples are speech-to-text and word prediction. I once taught a student who was very articulate but with horrible handwriting. Why not let him communicate his ideas through speech-to-text apps? Why not teach students who struggle with spelling (or really all students) how to use word prediction? Once again, these are simple apps, but the challenge is how do you bring them to the complex world of K-12 education.
Q: Let me take a devil’s advocate position. How do you respond to those who say kids need to learn how to spell, that we shouldn’t have a tool to do it for them?
A: Don’t get me wrong, it’s important that students to learn to spell. But not everyone is going to be good at it and this shouldn’t deter students from being able to communicate their ideas. It shouldn’t continually hinder them from succeeding in school, especially when the goal of a particular learning task may not be focused on spelling.
Q: Is this a big debate in education, one with parents and others, that there is work to do to get this message out?
A: There needs to be some empathy and understanding that being smart is not equivalent to being able to read and write. Think about it, students who struggle with reading, writing and spelling are essentially doomed in a school environment if learning every subject is predicated on these three skills.
Imagine if we gauged how smart you were based whether you could communicate through song. And so everyone who had a good voice and was gifted in that way would shine. Or what if we communicated everything through drawing? So it’s just a very limited way we think about things.
If a student cannot read well (or quickly) and all content is provided through a textbook then she will struggle to learn science and history even if she has innate strengths in other areas, such as the visuospatial strengths needed to succeed in science. Technology can level the playing field for these students.
Q: As far as the Fien Professorship, what do you hope to accomplish over these three years?
A: I really hope to make progress on the ways we can use technology to support the needs of all learners.
I am involved with two studies about how nontraditional college students learn in multimedia environments. We hope to find out how multimedia and online environments can be modified to meet the needs of different kinds of learners and extend our work to K-12 students. One of the most exciting things is that these studies require interdisciplinary collaboration. We need the expertise of special educators, psychologists, computer scientists and neuroscientists. And, I get to work with closely the exceptionally smart colleagues in my own program as well — Albert Ritzhaupt, Pasha Antonenko, Carole Beal and Swapna Kumar.
I also want to make an impact people’s awareness about how technology can meet the needs of all learners. In particular, I plan to work with and learn from teachers who are trying to figure out how to use technology to help their students and with preservice teachers. They have the chance to be leaders in their schools after graduation.
And I’m working with a grassroots group of parents led by Blake Beckett (from P.K. Yonge, the College of Education’s developmental research school) to find ways parents can use technology to support their children.
There are several potential funding sources to further this work and I’m looking forward to see where these ideas and conversations go.
Q: Does it feel daunting with such a big subject? There seems so much to learn.
A: I know I’m not going to solve it; there are so many folks from so many areas trying to make a difference for students. I want to do what I can do and try to make things better and connect with other people who are doing interesting work. I don’t consider it daunting because I’m not naïve enough to think it’s going to ever be completely solved but I want to make progress and be part of the solution.
Source: Kara Dawson, 352-273-4177
Writer: Charles Boisseau, 352-273-4449
Kenneth Noble
The bottom line: To move forward, we must look back.
That’s the foundation for UF College of Education doctoral candidate Kenneth Noble’s award-winning dissertation proposal. The UF Center for Humanities and Public Sphere, which promotes and funds research programs of UF humanities scholars, recently awarded Noble the Rothman Doctoral Fellowship based on his dissertation topic choice.
His proposal revolves around the idea that to address modern-day concerns with police presence in urban public schools, educators and society must first understand the history behind officers’ integration into school systems.
The $2,000 monetary award, which comes with the honor, will go toward Noble’s research expenses.
Noble, 33, who plans to graduate in the fall of 2017 with his doctorate in curriculum and instruction, said he is encouraged that other scholars in the field find his dissertation topic significant.
“Understanding how, when and why police began partnering with schools provides an historical context to what many perceive as a critical concern in public education today,” he said.
Noble will have the opportunity to present his findings to the UF Center for Humanities and Public Sphere this fall.
SOURCE: Kenneth Noble, 352-392-0762
WRITER: Katelin Mariner, news and communications intern, UF College of Education
MEDIA LIAISON: Larry Lansford, news and communications director, UF College of Education
Cody Miller, Kate Yurko, Bill Steffens and George Pringle are among Florida’s “teachers of high impact.”
Four teachers at the University of Florida’s developmental research school are among Florida instructors rated as having the highest impact on the academic growth of their students during the past three years.
The teachers at P.K. Yonge Developmental Research School are Cody Miller, a ninth-grade English teacher; George Pringle, seventh-grade math; Bill Steffens, sixth-grade math; and Kate Yurko, 10th-grade English.
The Florida Department of Education recognized them as “teachers of high impact” based on a statewide ranking of Florida’s middle and high school English and mathematics instructors during the past three academic years. FDOE says less than 10 percent of eligible public school teachers receive the high-impact rating, which is derived from detailed measures and equations, called a valued-added model (VAM), and serves as a key factor schools use to evaluate the performance of teachers.
In honor of National Teacher Appreciation Week, we asked these highly ranked teachers why they are succeeding.
Cody Miller, at age 27 the youngest of the four, says he doesn’t “teach to the test,” a reference to the growing controversy of standardized student testing, which is among the ways the state determines teachers’ VAM rating. With the increased emphasis on tests such as the Florida Standards Assessment exam, teachers are feeling so much pressure to get students ready for the exams that they may neglect to teach skills that go beyond the tests.
“For me, when kids are discussing critically the world around them, that’s a success,” Miller says. “It’s important for students to see how their personal experiences have shaped their views, and to look at someone else and see how their experiences shaped their views.”
Miller has taught for four years, including three years at P.K. Yonge. He considers the high-impact rating as a validation to continue his teaching methods. These include setting a high bar and having students write numerous papers, complete projects, and read and critique eight books each year – ranging from Shakespeare to contemporary memoirs from authors around the world, and graphic novels.
When it comes to taking the standardized tests, Miller says: “My hope is that the test is relatively easy because of all the work I’ve asked them to do. It’s just one item to check off the list. I tell students before they take a test, ‘just knock it out.’”
George Pringle, a seventh-grade math teacher, says he starts each school year with the mindset of improving his teaching practice.
“I’ve gotten better and I’ve learned every year.”
A native of Jamaica, Pringle has taught for 16 years, including eight at P.K. Yonge.
“What I do for one student I do for all students. That is, I treat all students as individuals. My philosophy is for my students to show a willingness to succeed at math.
“Growth is measured differently for all students. State measures are only one way to measure growth. There are many others, such as participating in interactions that take place in the classroom. It’s not just whether they can put numbers on a paper.”
He hopes at the end of each school year “each student can say that was a good experience.”
Bill Steffens, a sixth-grade math teacher, is the most experienced of the four. He has taught for 36 years, including 24 years at P.K. Yonge.
Yet despite his veteran status, he says each school year brings new students and new challenges to solve.
Teachers should try to learn about each student and what methods best motivate them to do their best work, no matter if they are struggling learners or high achievers. It’s one of the puzzles of teaching, but there are many factors that make a teacher a success, he says.
“It’s the way you talk to students, how they respond and work for you. And how to get after them if they don’t. It’s like being a parent. It’s everything.”
He and the other teachers say they had very little understanding of how the complicated VAM scores are determined. But Steffens says he is particularly pleased that the rating shows a consistent high level of teaching impact because it covers a three-year period.
Kate Yurko, a 10th grade English teacher, says she doesn’t rely on standardized tests to gauge her success.
“I’ve thought a lot about how and what I teach. If I focus on the classroom environment I don’t have to worry about the standardized testing. It’s one test on one day.
“I measure students’ success in a different way. Do they enjoying reading? Are they thinking critically? Are they reading books? Helping kids fall in love with words and reading and ideas – that is what’s special.”
After nine years of teaching, including five at P.K. Yonge, she says she has become a better teacher because she is more relaxed and better able to respond to students in real-time instead of always strictly adhering to her curriculum. And it helps having matured and not having a one-dimensional life completely centered on her classroom.
“As you grow in your teaching you get more intuitive. It’s like you get special powers.”
Being at P.K. Yonge, where she says teacher inquiry and research are encouraged, provides a nurturing place to be creative and explore ways to improve her practice.
“We emphasize good teaching, and good teaching brings results.”
Writer: Charles Boisseau, 352-273-4449
Media Liaison: Julie Henderson, 352-392-1554
Maureen Conroy
Maureen Conroy, co-director of the University of Florida Anita Zucker Center for Excellence in Early Childhood Studies, has received the 2016 Outstanding Leadership Award from the Council for Children with Behavioral Disorders.
CCBD, a division of the Council for Exceptional Children, presents the award to an individual who has made significant contributions to the field of behavioral disorders in the areas of research, leadership, teacher education and policy. Conroy was recognized April 14 at the CEC’s annual conference in St. Louis.
Conroy, the Anita Zucker Professor in Early Childhood Studies, has advanced research and practice in the field of behavioral disorders through her work in early identification, prevention and intervention. For 35 years, she garnered more than $15 million in research and training grants, produced 90 peer-reviewed publications and trained the next generation of leaders. A member of CCBD since 1981, Conroy has served in a number of leadership roles, including co-editor of its flagship journal, Behavioral Disorders.
Brian Boyd, who received a doctoral degree at UF under Conroy’s mentorship, nominated her for the award, citing her years of research, practice and teaching.
“I can attest to the importance she feels in ensuring her students acquire the ability to conduct sound research that contributes to the field, and importantly, educators, families and children,” said Boyd, now an associate professor at the University of North Carolina at Chapel Hill.
Boyd, also recognized at the conference, received the CEC’s 2016 Distinguished Early Career Research Award. The honor recognizes scholars who have made outstanding scientific contributions in basic or applied research in special education within 10 years after receiving their doctoral degree.
Independent of her award selection, Conroy was invited by the Institute of Education Sciences to present her research at the conference. She and her colleague, Professor Kevin Sutherland of Virginia Commonwealth University, shared findings from their recent investigation of an early childhood classroom-based intervention. Developed to support early childhood teachers’ use of effective practices, the intervention is designed to improve the social, emotional and behavioral competence of young children at risk for behavioral disorders. Their large-scale, four-year study was funded by the institute, which is the research arm of the U.S. Department of Education.
The CEC is an international professional association of educators dedicated to advancing the success of children with exceptionalities through advocacy, standards and professional development. The mission of the CCBD is to improve the educational practices and outcomes for children and youth with emotional and behavior disorders.
Source: Maureen Conroy, 352-273-4382
Writer: Linda Homewood, 352-273-4284
Ross Van Boven
Ross Van Boven received his doctorate in curriculum and instruction, a program designed to prepare practitioner scholars.
What is a practitioner scholar? A professional who brings theoretical, pedagogical and research expertise to help identify, frame and study educational problems as a way to continually improve the learning conditions in their schools and districts.
Middle school teacher Ross Van Boven has received a prestigious national award presented by the American Education Research Association for outstanding research by examining what he does every school day.
Van Boven specializes in working with sixth and seventh graders at P.K. Yonge Developmental Research School who are on the margins — whether because they are struggling or high-achieving. His study at the public school affiliated with the University of Florida’s College of Education examined his experience in teaching a gifted sixth-grade student during the 2014-2015 school year.
The Teacher as Researcher Award recognizes a pre-kindergarten to 12th-grade teacher for research conducted in their schools. Van Boven received the award at the association’s annual meeting, held this year in Washington, D.C., April 8-12. AERA says its teacher-as-researcher special interest group is the only one like it: dedicated to recognizing high quality research done in schools by preK-12 instructors on their own practice.
Van Boven is a “learning community leader” at P.K. Yonge, which is UF’s special school district created to develop innovative solutions to educational challenges.
His training and experience is notable for his teaching as well as his scholarship. He has earned three degrees from UF’s College of Education: a bachelor’s (’06) and master’s (‘07) in elementary education and, in December, a doctorate in curriculum and instruction.
Van Boven’s doctorate was in a program tailor-made by faculty in the Curriculum, Teaching, and Teacher Education program area to focus on the unique needs of practitioners who wish to become scholars of practice, leading change and improvement from within their local districts, schools and classrooms, said Nancy Fichtman Dana, a UF education professor and a leading international authority and researcher on teacher professional development and school improvement. Dana served as the chair of Van Boven’s dissertation committee.
Van Boven’s award-winning project, the capstone for his dissertation, took a close look at how best to teach gifted and talented students.
Ross Van Boven teaches his students at UF’s P.K. Yonge Developmental Research School.
Van Boven’s award-winning project, the capstone for his dissertation, took a close look at how best to teach gifted and talented students at a time P.K. Yonge is transforming its approach to a “push-in” teaching model from a “pull-out.” In the push-in approach, general education and special education teachers work within the regular classrooms to serve all learners; in the pull-out approach, teachers work with these students in separate classrooms.
“It’s a real challenge to provide the time and services to all the students in the program,” Van Boven says. With a caseload of 41 students, he bounces from classroom to classroom to help learners in subjects ranging from math to social studies. Not only does he have to know the content, he must collaborate closely with the content-area teachers, which sometimes is problematic because of contrasting styles and time schedules. He also closely consults with parents to better understand their child’s needs and to personalizes lessons.
Van Boven tracked his experience of teaching one of his students by using a variety of tools, including his cell phone’s voice-to-text feature to capture episodes in near real time and digital recording of interviews so he could transcribe them later for analysis.
He says his research helped to improve his teaching in a variety of ways, such as more closely working with content-area teachers to rework the timing of his push-in to classrooms and planning periods with other teachers. “This allowed for ongoing collaboration and hopefully continues to remove some of the pressures teachers felt for planning to meet student enrichment needs,” he wrote in a report of the study.
He has shared his P.K. Yonge findings with the school’s administration and teachers, including the school’s five other learning community leaders. The study informed their perennial challenge: How best to provide in-classroom lessons to gifted students without disrupting the heterogeneity of classrooms.
Dana says Van Boven’s research “provided a rich accounting of how one middle school child was experiencing the program, and these insights led to specific actions Ross and his colleagues took to improve this new model.”
The school has launched a pilot program to cluster some gifted-and-talented students in the same classes to help learning community leaders and core teachers improve efficiency and coordination.
Despite the challenges, Van Boven says the collaboration required in the push-in model is helping teachers – including him – grow in their own practice. The award highlights the power of practitioner research to improve education for students – and provides Van Boven an opportunity to broaden his impact by sharing his experiences with other teachers.
“I am hopeful that my advocacy for students and collaboration with content-area teachers will result in sustained opportunities to provide content enrichment for students on my caseload,” Van Boven wrote.
Source: Ross Van Boven, P.K. Yonge Developmental Research School; 352-392-1554
Media Relations: Julie Henderson, P.K. Yonge DRS; 352-392-1554
Writer: Charles Boisseau, UF College of Education, news and communications office
Some 55 University of Florida College of Education faculty and graduate students were among the 14,000 scholars from around the world who converged on Washington, D.C., April 8-12 for the 2016 Centennial Annual Meeting of the American Educational Research Association to examine critical issues of education research and public policy.
Pasha Antonenko
The AERA meeting, featuring some 2,600 sessions, is the largest gathering of international scholars in the field of education research. More UF education faculty and graduate students, from multiple disciplines, attend AERA’s annual meeting than any other professional gathering. This year’s UF contingent included 25 faculty members and 30 graduate students in education.
The massive AERA gathering is a showcase for groundbreaking, innovative studies in a diverse array of education issues and trends. This year’s conference theme is “Public Scholarship to Educate Diverse Democracies.”
UF presentations included pertinent topics such as:
Corrine Huggins-Manley
Educating the captive audience: inmates in state correctional facilities
Albert Ritzhaupt
The busiest COE faculty attendees were Pasha Antonenko (education technology), Corinne Huggins-Manley (research and evaluation methods) and Albert Ritzhaupt (ed tech) with each involved in five research presentations. Among doctoral student participants, Zachary Collier (REM) was involved in four presentations, and Stephanie Schroeder (curriculum, teaching, and teacher education) in three.
A complete listing of participating UF education faculty and advanced-degree students, along with their respective presentation topics, is available on the COE website.
HOW LISTING WAS COMPILED: Data was retrieved directly from AERA’s online annual conference schedule and organized alphabetically by participants’ names. Listing does not distinguish between presenters and non-presenting participants and co-investigators. AERA’s complete listing and schedule of conference presentations and participants’ roles is available at www.aera.net. Click on “Events & Meetings” and navigate to the 2016 annual meeting portals.
WRITER: Larry Lansford, director, News & Communications, UF College of Education; 352-273-4137
Pasha Antonenko secures fifth NSF grant
University of Florida educational technology researcher Pasha Antonenko is leading a team of UF scientists from multiple disciplines to create a novel curriculum for the middle and high school grades and assist paleontologists working on projects worldwide.
The three-year, $1.2 million project will help students develop their skills in real-world science technology, engineering and mathematics (STEM), Antonenko said. It is a collaboration with teachers and students in 10 public schools in California and Florida. Among the participating schools is UF’s P.K. Yonge Development Research School. The other schools are yet to be determined.
Workshop participants visit the University of Florida’s Fab Lab to print a model of a fossil horse tooth.
A comparison of the fossil tooth (top) with the scaled printed version (center).The printed 3D model was enlarged to twice the size of the original fossil to demonstrate how scan data can be manipulated to facilitate specific lesson plans. In this case, the differences in the teeth of two fossil horses (another shown at bottom) of very different sizes could be compared after scaling the small horse to the size of the larger horse, potentially serving as a lesson in critical observation skills.
The NSF grant is one of five that the Ukraine-born Antonenko has won in recent months.
Called “iDigFossils,” the project will allow middle- and high-school students who are studying bones to scan them in three dimensions and upload them to virtual collections that paleontologists and others can access worldwide and reproduce using 3-D printers.
Antonenko is an associate professor of educational technology in UF’s College of Education.
He said the team is seeking to address an ongoing problem in 21st century education: how to integrate STEM lessons across multiple disciplines. For example, how do you take what lessons students are learning in math classes and apply them to other fields of study, such as biology?
“The problem that we are addressing is to integrate STEM in the classroom in effective ways without overloading the mathematics teacher or the science teacher,” he said.
More specifically the project will use 3-D scanning and printing activities in the context of paleontology as an integrative STEM discipline, he said. “It will provide a good way to integrate STEM in K-12 education. It’s a very meaningful way to also contribute to actual science, that’s the other angle of it.”
About $100,000 of the funding will pay for 3-D scanning and printing carts and five laptops for each of 10 participating school districts.
Antonenko is serving as principal investigator on the project. Co-principal investigators are: Bruce McFadden, curator and professor at UF’s Florida Museum of Natural History; Aaron Wood, research assistant at the museum; and Corey Toler-Franklin, an assistant professor in UF’s Computer & Information Science & Engineering Department and director of its Graphics, Imaging & Light Measurement Laboratory.
More information can be found on the NSF website: http://www.nsf.gov/awardsearch/showAward?AWD_ID=1510410&HistoricalAwards=false.
Source: Pasha Antonenko, (352) 273-4176
Writer: Charles Boisseau, (352) 273-4449
Media Liaison: Larry Lansford, (352) 273-4137
Inspired by the early impact of P.K. Yonge Developmental Research School’s new, state-of-the-art elementary wing, faculty researchers from PKY and the University of Florida are teaming up on pioneering studies into how school building design can influence and improve schooling for both teachers and students.
P.K. Yonge faculty researchers, led by school Director Lynda Hayes, are partnering with UF’s College of Design, Construction and Planning on a two-year study funded by Steelcase, Inc., the world’s largest office furniture manufacturer. The team also includes UF education technology Professor Kara Dawson.
Steelcase has refurbished and furnished a designated “active learning classroom” in the school’s older high school building with up to $50,000 worth of furniture and integrated technology and is training school instructors in the use of the active-learning tools.
“This project will provide a better understanding of how learning best takes place and how smarter, active learning spaces can help,” Hayes said. “Our intent is to create the most effective, engaging and inspiring learning environments to meet the evolving needs of students and teachers in the 21st century.”
P.K. Yonge has been the UF College of Education’s laboratory school since 1934, serving as a center of innovative educational program development and dissemination for kindergarten-through-high-school students throughout Florida and beyond.
SOURCE: Lynda Hayes, P.K. Yonge Developmental Research School, lhayes@pky.ufl.edu, 352-392-1554, ext. 223
MEDIA RELATIONS: Julie Henderson, communications coordinator, P.K. Yonge Developmental Research School, jhenderson@pky.ufl.edu, 352-392-1554
WRITER: Larry Lansford, communications director, UF College of Education,llansford@coe.ufl.edu, 352-273-4137
UF College of Education researchers found that the in-year rate of teacher attrition is substantially higher at Florida charter schools than traditional public schools.
Teachers at state charter schools have more than twice the within-year attrition rate of those at traditional public schools, which could have a negative impact on student academic achievement, a new University of Florida College of Education study finds.
Florida charter schools on average lost roughly 10 percent of their teachers each school year from 2011-2012 to 2014-2015, the study shows. In contrast, the teacher turnover rate at traditional public schools was about 4 percent during the same period.
“We think that over the long-term high attrition rates negatively impact student learning at the charter schools,” said M. David Miller, director of the college’s Collaborative Assessment and Program Evaluation Services. CAPES is a unit of the COE that provides consulting services and collaborates with researchers across UF’s campus and outside organizations on projects with an educational component.
College of Education Professor M. David Miller leads the research team.
Charter school principals and administrators interviewed as part of the study cited teacher turnover as among their biggest challenges. High teacher within-year attrition – meaning during the school year – typically results in the hiring of less experienced teachers, which can negatively impede student academic achievement. Also, recruiting and hiring replacements costs valuable academic time and money.
Specifically, the state’s charter schools lost 3,406 teachers between 2011-12 and 2014-2015. There were 9,409 teachers at charter schools in the most recent school year studied. In contrast, traditional public schools lost a total of 24,581 teachers during the same period out of the far larger pool of roughly 150,000 teachers.
The UF researchers found that school administrators commonly cited three likely contributing factors for the high turnover rates at charter schools:
The scholars said more research is necessary to determine definitive reasons for the high attrition rates.
In addition to Miller, the UF research project team includes Tom Dana, associate dean for the college; educational leadership researcher and project manager Nancy Thornqvist; and research methods graduate student Wei Xu. Miller also directs the college’s School of Human Development and Organizational Studies in Education.
State education officials said the report’s findings raise concerns.
“The high attrition is worrisome to me as a teacher educator,” said Chris Muire, education policy director at the Florida Department of Education. He said state education officials are reviewing the report.
The scholars’ findings are included in a semi-annual report to the Florida Department of Education, which contracted with UF to assess the effect charter schools have on student achievement as part of a federal grant.
This ongoing research project is the first independent look at Florida’s charter schools since the U.S. Department of Education awarded the state a five-year, $104 million grant in 2011 to support the creation of charter schools, especially in high-need neighborhoods and rural and low-income school districts.
In recent years, the number of charter schools statewide has more than doubled from roughly 300 to about 700, Muire said. The UF study showed 582 in 2014-2015, up 33 percent from 436 at the start of the 2011-2012 school year. Charter schools are publicly funded and privately run schools created through agreements or “charters” with local district school boards. They are designed to increase parental options and provide schools more freedom to create innovative learning opportunities.
For the evaluation, the UF researchers studied a number of variables, including: data on charter and traditional schools collected by the state, a comparison of academic achievements at comparable charter and traditional schools, and surveys of hundreds of teachers, administrators, school board members and parents. Plus, Thornqvist conducted 25 visits each year to charter schools across the state and interviewed administrators.
The study comes at a time of increased scrutiny of Florida charter schools, which some observers have criticized for siphoning off precious state funds and high-demand teachers. A recent analysis by the Associated Press of Florida Department of Education records found that charter schools in 30 districts have closed after receiving as much as $70 million in state funding since 2000.
The numbers in the UF study excluded teacher attrition caused by the closing of schools, whether charter or traditional, Thornqvist said.
In terms of academics, UF researchers found generally only small differences in the achievement of students at a sample of comparable traditional schools vs. charter schools, though there was a slight drop in reading achievement among students at charter schools in grades 6.
For this part of the study, the scholars compared the statewide reading and math assessment scores of students in grades 3-8 and in high schools at 10 charter schools and 10 comparable traditional schools, Thornqvist said.
While the differences in assessment scores are small they run counter to annual Florida Department of Education reports that show students who attend charter schools generally outpace their traditional public school counterparts on state assessments.
Importantly, UF researchers looked at schools with similar socioeconomic characteristics, for example ones with similar percentages of students by ethnicities and those qualifying for the federal free- and reduced-price lunch program.
Previous state surveys did not account for these differences, which could affect overall results, Thornqvist said.
See the full study.
Sources: Dr. M David Miller, (352) 273-4306; Dr. Nancy Thornqvist, (352) 273-4352
Writer: Charles Boisseau, (352) 273-4449 (office), (512) 431-2269 (mobile)
Jan. 26 Update: NSF announces fifth grant, $1.2 million, for Dr. Pasha Antonenko to lead UF team on 3-D paleontology technology project.
Dr. Pasha Antonenko in his Norman Hall office.
GAINESVILLE, Fla. — Pasha Antonenko, an associate professor of educational technology, has set a new standard at the University of Florida College of Education, scoring five research grants from the National Science Foundation — all in the same 2015 funding cycle.
“You don’t expect all of them to hit,” Antonenko said. “You are lucky if one grant proposal is funded because acceptance rates are so low.”
Thomasenia Adams, associate dean of educational research, said five NSF awards sets a single season record for grants awarded to a College of Education faculty researcher.
“Dr. Antonenko has blazed the trail we have not seen before,” Adams said.
The National Science Foundation is an independent federal agency, created by Congress in 1950, that funds nearly one-fourth of all basic research conducted by America’s colleges and universities. It’s the only federal agency that supports all fields of fundamental science and engineering, except for the medical sciences.
Even more impressive than the number of NSF grants Antonenko received may be the variety and importance of the topics to be addressed in the resulting studies.
Antonenko’s five NSF awards total $4.1 million and will fund novel research projects using a wide-range of technologies in learning applications, including 3-D scanners and printers to study prehistoric bones, drones to study construction projects, and computerized simulations to study the human body’s reactions to a wide-range of stimuli.
He specializes in exploring the promise and problems of educational technology, including human-computer interaction and the design of learning environments.
The Ukrainian-born scholar will work with dozens of collaborators across the country, including researchers from fields as varied as construction engineering and paleontology and from institutions from Arizona to Massachusetts, as well as the University of Florida.
Antonenko is principal investigator on three of the NSF grants and co-principal investigator on two, one of which is led by UF’s David Julian, associate professor of biology, and the other by Emily Sessa, UF assistant professor of biology.
Below is a rundown of the NSF projects Antonenko will be working on.
• Creating an evolutionary history of earth’s oldest plants: a $1.8 million, four-year project. With Sessa as principal investigator, the research team is developing a history of the evolution of flagellate plants — the oldest known land-based fauna to ever have existed, such as ferns. Other co-principal investigators are UF biology scholars Gordon Burleigh, Stuart McDaniel and Christine Davis. Antonenko’s role is to lead the development of an online application, named Voyager, to allow university students to explore a massive database in classrooms and promote evidence-based teaching practices. Antonenko will measure the effectiveness of the learning by conducting tests, including using electroencephalograms (EEGs), which measure the electrical activity in the brain of students to determine how well they are learning.
• STEM teaching using 3-D scanners and printers: This three-year, $1.2 million project will allow middle- and high-school students to study and scan bones in three dimensions, and upload them to virtual collections that scientists can access worldwide and reproduce using 3-D printers. Antonenko said the team is seeking to address an ongoing problem in 21st century education: how to integrate STEM (science, technology, engineering and math) lessons across multiple disciplines.
• How community college students learn using multimedia: a three-year,$765,000 effort. The use of multimedia resources in STEM education has undergone remarkable growth in recent years. The problem: Most all research on the effectiveness of these tools has been performed on high-achieving students at elite universities. This study will look at how effective these tools are among more diverse community college students, which now constitute nearly 50 percent of the population of higher education students. Co-principal investigators from UF are education technology faculty researchers Carole Beal (who also heads UF’s new Online Learning Institute) and Kara Dawson, and Andreas Keil, associate professor of psychology.
• Creating an application to teach human physiology: a two-year, $247,129 project. Pre-med and other university students studying human physiology will use a new computer-based tool, called HumMod, to find out how a particular variable will affect a person’s health. For example, if a 50-year-old man were exposed to a certain level of carbon monoxide, how would that affect his cardiovascular, respiratory, neural and other processes? This study, led by UF’s Julian, allows for research of more than 6,000 variables to predict physiological responses.
• Using drones to study construction and engineering projects: This one-year, $58,148, pilot trial will use drones equipped with video cameras so students can view structures that are under construction. It seeks to address the problem in construction engineering and management courses of how to show students the myriad ways to build increasingly complex projects in a variety of scenarios, such as on all manner of construction sites. It’s not practical for students to take field trips to see these projects. “Cyber-Eye” will allow them to view drone-shot videos and establish a case library to see how to tackle real-world construction issues.
With this, as with as all his projects, Antonenko is looking to solve problems by using new ways of teaching and learning.
“In essence, all of the projects are about my core research, which really is understanding learning from different perspectives,” he said.
CONTACTS
SOURCE: Pasha Antonenko, UF College of Education; 352-273-4176; p.antonenko@coe.ufl.edu
WRITER: Charles Boisseau, UF College of Education; 352-273-4449; cboisseau@coe.ufl.edu
MEDIA LIAISON: Larry Lansford, communications director, UF College of Education; 352-273-4137; llansford@coe.ufl.edu
MOST OF THE TIME they are the teachers.
Not this time.
Dozens of high school teachers from across Florida returned to the classroom as part of an innovative University of Florida program to teach teachers the latest biomedical science and technologies, and to spark interest in bioscience careers among high schoolers.
Kathy Savage participates in a laboratory exercise during the summer program with Houda Darwiche, a post doctoral fellow with the Center for Precollegiate Education and Training.
Secondary science teachers Wendy Vidor and Carlene Rogers get first-hand training in UF laboratories. Vidor, a UF doctoral student in horticulture science, teaches agricultural biotechnology and marine science at Matanzas High in Palm Coast; Rogers teaches AP biology and honors anatomy and physiology at Wekiva High in Apopka.
More than 100 high school teachers have participated in the program since it was launched in 2010.
The idea: You can’t teach what you don’t know, and you know best when you learn firsthand.
“It is the best thing that ever happened to me as a teacher,” said Kathy Savage, a bioscience teacher at Oviedo High School in Oviedo who created a bioscience curriculum working with researchers on UF’s campus.
CPET is the University of Florida’s “umbrella” program and conduit for the transfer of science and technology to public school and community college teachers, students and the public-at-large.
“Our ultimate goal is to improve the teachers’ content knowledge,” said Julie Bokor, assistant director of CPET and a doctoral candidate in curriculum and instruction at UF’s College of Education.
Known as Biomedical Explorations: Bench to Bedside, the program includes four key elements.
To sum it up: UF professors transfer research and techniques to secondary teachers and these teachers translate this knowledge into lessons that students can best understand.
“It’s a professional learning cycle,” said Kent Crippen, an associate professor of STEM education in COE’s School of Teaching and Learning.
Importantly, participating teachers aren’t set adrift after the initial summer camp: They receive continued support from CPET staff and professors.
A good example is Savage, who had taught chemistry for 17 years when she was tapped to create a bioscience program at her school. She was a fish out of water.
“The equipment and procedures and lab techniques weren’t around when I was in school,” Savage said. “It’s a little intimidating doing those kinds of experiments yourself when you have to teach your students.”
After participating in the inaugural cohort in 2010, she has since returned to campus for three weeks every summer to work closely with UF professors and post-doctorate scholars in UF labs. They have helped her design lesson plans, taught her to use science equipment that had been gathering dust at her school, corresponded to answer her questions via email and even visited her classroom to help conduct experiments.
“You never feel afraid to try something new and jump in because you know someone has your back,” she said.
Another example: Orlando Edgewater High biology teacher Jessica Mahoney and fellow CPET alumna Jennifer Broo worked with UF Associate Professor of Entomology Daniel Hahn to create lessons on the interrelated concepts of climate change and evolution.
Students conducted experiments on live fruit flies provided by the university’s Department of Entomology to determine which strains were most vulnerable to climate change based on their recovery from a chill-induced coma.
In previous summers, these teachers teamed to develop two other curricula: one involving the cell cycle and cancer and another exploring the evolution of horses.
All told, 105 high school teachers who have participated in the program are now bringing their new skills to their own classrooms, including 22 in the 2015-2016 school year as part of a second phase of the program.
The UF Bench to Bedside program recently received a two-year $522,698 follow-up grant from the National Institutes of Health to expand the dissemination of the new high school science curricula.
Crippen, a co-principal investigator of this phase-two project, is helping to widely circulate the lessons by training teachers to use a powerful open-source portal funded by National Science Foundation. This online repository is part of the NSF Digital Library and allows instructors to submit, download, collaborate, and manage the copyright of lesson plans and other teaching resources they have created for the program.
CPET, which is housed in the Office of the Provost, has a long history of close collaboration with the College of Education. Education Associate Dean Tom Dana initiated a course offering for the Bench to Bedside program so teachers completing the work receive three hours of graduate credit. In another program, CPET is supporting Rose Pringle, associate professor of science education, and P.K. Yonge Developmental Research School Director Lynda Hayes on a $5 million National Science Foundation grant known as U-FUTuRES (University of Florida Unites Teachers to Reform Education in Science) to train middle school science teacher-leaders to transform science teaching and learning. CPET Director Mary Jo Koroly is co-principal investigator on the project to facilitate science enrichment activities on campus.
Sharing lessons – and the lessons learned – is a key element of all this professional development work.
“Ultimately, what we want is for our teachers to get regional, state and even national recognition so they can develop professionally,” Bokor said. “By moving to the next level they get to share this great research.”
Contacts
Source: Julie Bokor, CPET, 352-392-2310
Source: Kent Crippen, College of Education associate professor of STEM Education, 352-273-4222
Writer: Charles Boisseau, UF COE News & Communications, 352-392-4449
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| Walter Leite | Brian Reichow |
Two College of Education scholars are among 10 University of Florida faculty members selected for a new program designed to enhance the university’s international research excellence.
Associate professors Walter Leite and Brian Reichow were recently named Global Fellows by UF’s International Center.
Each fellow will receive $4,000 for travel and expenses to collaborate with researchers abroad on an international research project. They also will work with a faculty mentor who will receive a $1,000 honoria to provide guidance and feedback, and participate in a series of workshops hosted by the Office for Global Research Engagement about working internationally.
The International Center created the Global Fellows program to increase the number of faculty who participate in global activities, promote faculty investigators’ international research and build a cohort of scholars to serve as campus leaders in international activities.
Leite’s specialty is working with extremely large data sets with lots of variables to find the evidence of whether educational programs are effective.
He is an associate professor in the college’s research and evaluation methodology program. A native of Brazil, Leite intends to use the Global Fellows resources to create a National Science Foundation grant proposal and collaborate with scholars at Brazil’s National Institute of Educational Research to create a method of analyzing student achievement data on samples from Brazil and the United States.
“My medium- to long-term goal is to engage in multiple projects with educational statisticians in Brazil that will involve research grants as well as exchange of scholars and doctoral students between the University of Florida and Brazilian universities,” Leite said.
Reichow, who joined the Anita Zucker Center for Excellence in Early Childhood Studies last year through UF’s state-backed preeminence initiative, has extensive experience on international projects. An associate professor of special education and early childhood studies, he serves as a technical advisor for the World Health Organization. He has worked with WHO colleagues around the world to develop guidelines and training materials to assist children with developmental disabilities and their families, with an emphasis on helping children and families in low-resource settings.
Reichow intends to use the support of the Global Fellows Program to expand his work at the WHO.
“The parent skills training program I have been developing with the WHO continues to expand. Recently, we began training across eight provinces in China,” said Reichow, “and, early next year, we are launching pilot trials in other countries across Africa and Asia.”
Contacts
