Category Archives: Psychological Foundations of Education

Minnesota Youth Development Research Group to present 11 times at AERA/NCME

Members of the Minnesota Youth Development Research Group (MYDRG)

Eleven proposals from students and researchers in the Minnesota Youth Development Research Group (MYDRG) have been accepted as presentations at American Educational Research Association (AERA) and the the National Council on Measurement in Education (NCME) annual meetings, April 13-17 in New York City. The presentations reflect the group’s aim to explore methodological and substantive challenges in youth development, relying on the tenets of positive psychology, ecological perspectives of youth development, and the translation of research to practice.

MYDRG presentations accepted for AERA/NCME 2018

  1. Mental distress: Risk and protective factors among American Indian youth. [AERA SIG – Indigenous Peoples of the Americas] Paper Session: Place, Pathways, Persistence, and Protection in Schooling. (Ozge Ersan, Youngsoon Kang, Michael Rodriguez, Tai Do, Rik Lamm)
  2. School and community sports participation and positive youth developmental: A multilevel analysis. [AERA SIG- Research Focus on Education and Sports.] Paper Session: Youth Development through Sport in a K-12 Context. (Kyle Nickodem, Martin Van Boekel, Youngsoon Kang, Rik Lamm, Michael Rodriguez)
  3. Social capital, self-control, and academic achievement in adolescence: A structural equation modeling approach. [AERA SIG – Social and Emotional Learning] Paper Session: Social and Emotional Learning and Academic Achievement. (Wei Song, Kory Vue, Tai Do, Michael Rodriguez)
  4. The role of out-of-school-time positive experiences on risky behaviors. [AERA Division G – Section 1: Micro-analyses of the social context of teaching and learning] Roundtable: Qualitative Research Perspectives on the Roles of Students and Teachers in the Social Contexts of U.S. Public Schools. (Rik Lamm, Kory Vue, Kyle Nickodem, Tai Do, Michael Rodriguez, Martin Van Boekel)
  5. Do LGB students feel safe and why does it matter? [AERA SIG – Research Focus on Education and Sports] Paper Session: Youth Development through Sport in a K-12 Context. (Rik Lamm, Kory Vue, Tai Do, Kyle Nickodem, Michael Rodriguez)
  6. In what ways do health behaviors impact academic performance, educational aspirations, and commitment to learning? [AERA Division H – Section 1: Applied Research in Schools] Paper Session: Examining Non-Cognitive and Behavioral Outcomes. (Julio Cabrera, Michael Rodriguez, Stacy Karl, Carlos Chavez)
  7. A pathway to resilience for students who experience trauma: A structural equation modeling approach. [AERA SIG – Adolescence and Youth Development] Paper Session: Leadership & Social Relationships in Adolescent Development. (Youngsoon Kang, Mireya Smith, Ozge Ersan, Michael Rodriguez)
  8. Investigating socioeconomic status proxies: is one proxy enough? [AERA SIG – Survey Research in Education] Paper Session: Latent Analyses with Surveys in Education Research. (Julio Cabrera, Stacy Karl, Carlos Chavez, Michael Rodriguez)
  9. Response processes in noncognitive measures: Validity evidence from explanatory item response modeling. [NCME]. (Michael Rodriguez, Okan Bulut, Julio Cabrera, Kory Vue)
  10. Measurement invariance in noncognitive measures: Validity approach using explanatory item response modeling. [NCME]. (José Palma, Okan Bulut, Julio Cabrera, Youngsoon Kang)
  11. Comprehensive partitioning of student achievement variance to inform equitable policy design. [NCME]. (Kyle Nickodem, Michael Rodriguez)

About the MYDRG

MYDRG was founded by Campbell Leadership Chair in Education and Human Development Michael Rodriguez in 2007 and is made up of researchers and Department of Educational Psychology quantitative methods in education and psychological foundations of education students and alumni.

Varma receives grant-in-aid to study use of games in middle school STEM education

Keisha Varma

Keisha Varma, associate professor in the Department of Educational Psychology’s psychological foundations of education program, has been awarded a Grant-in-Aid of Research, Artistry, and Scholarship from the University of Minnesota’s Office of the Vice President for Research for her study, “The SciGames Project – Using Games to Support Science and Engineering Practices.”

Varma’s three-step project will investigate how board games can support middle school students’ STEM learning and problem solving behaviors by:

  1. Designing and implementing a professional development program to help teachers in a local district effectively incorporate games into their curriculum.
  2. Involving parents in the process by making them aware that the games they play at home can help their kids develop science and engineering thinking skills.
  3. Working with experts in computer and cognitive sciences specify and gather behavioral data from students’ game play for use in future studies.

The goal of the study is to gain a better understanding of how games support learning in formal and informal learning environments by answering specific research questions.

  1. Do students show improved understanding of science and engineering practices after playing various board games?
  2. Do students show improved understanding of science and engineering practices after playing high vs. low strategy games?
  3. How do teachers incorporate games into their science classroom practices?
  4. How do families view games as supports for science learning and family activities in general?

Varma plans build on this initial research with iterative studies leading to the design of digital games to support teachers in their science instruction.

Bart appointed to Education Commission of European Chess Union

Professor William Bart

William Bart, professor in the Department of Educational Psychology’s psychological foundations of education program, has been appointed to the Education Commission of the European Chess Union. Over five million students receive chess instruction in European schools to facilitate mathematics achievement and promote the development of critical and logical thinking skills.

Congratulations to Professor Bart on this important role!

Kendeou briefs congress on educational technology for teaching reasoning, reading skills

Panayiota Kendeou

On November 7, Panayiota (Pani) Kendeou, Guy Bond Chair in Reading and associate professor in the Department of Educational Psychology’s psychological foundations of education program, presented her research on “Educational Technology for Teaching Reasoning and Reading Skills in Education” to the United States Congress.

Kendeou was one of only five  Early Career Impact Award scientists nationwide invited by the Federation of Associations in Behavioral and Brain Science (FABBS) to brief congress on their research—why it’s important, and how federal support has been instrumental in their careers so far.

Learn more about Dr. Kendeou’s research. 

Bart to keynote London Chess Conference 2017

William Bart

William Bart, professor in the psychological foundations of education program in the Department of Educational Psychology, will keynote the London Chess Conference 2017 December 2-3. It is the premier international conference for educators, researchers, and school policy makers interested in scholastic chess.

Bart’s keynote titled, “Making School Chess Research Relevant,”  will make the constructive proposal that there should be international centre for scholastic chess research to improve its quality, push its relevance and pool resources. Chess instruction is used in schools throughout the world because of its positive effects on student mathematical achievement and student thinking skills.

Learn more about Dr. Bart’s work.

Sashank Varma: How we learn: Understanding math patterns

Sashank Varma head shot
Sashank Varma

Math is interesting in that we routinely task young children with learning very sophisticated concepts. We now teach kids in third grade things that took mathematicians centuries to figure out. My research revolves around gaining better insight into how people understand abstract math patterns and concepts, and why some people are better at these skills than others. Hopefully, by better understanding math cognition, teachers will be able to develop better instruction and curricula. Read more. 

Kendeou gives plenary at SciX on science of debunking misconceptions

Panayiota Kendeou, Guy Bond Chair in Reading and associate professor in the Department of Educational Psychology, recently gave a plenary talk at the SciX Conference in Reno, Nevada. Kendeou’s presentation, “The Science of Debunking Misconceptions,” was featured during a session on “The New Vision of Analytical Science by the World.” Kendeou addressed the pervasive problem of misconceptions, misinformation, and fake news in the media and discussed potential approaches to reduce their impact.

SciX is the official conference of the Federation of Analytical Chemistry and Spectroscopy Societies (FACSS) founded as a federation of member organizations for the exchange of ideas at the forefront of “to disseminate technical information dealing with the applied, pure, or natural sciences.”

 

Kendeou, McMaster co-author Psychology Today post on role of inferences in reading comprehension

Panayiota Kendeou, Guy Bond Chair in Reading and associate professor in the Department of Educational Psychology’s psychological foundations of education program, and Kristen McMaster, professor in the Department of Educational Psychology’s special education program,  recently wrote a blog post for Psychology Today.

In the blog post, Kendeou and McMaster shared their research on the use of educational technology to help students in grades K-2 make inferences—a skill that helps improve reading comprehension.  The blog post details the two intelligent tutoring system technologies the duo and their team are developing as part of their U.S. Department of Education funded grants.

Read the full blog post in Psychology Today.

Get more information on the Kendeou and McMaster’s intelligent tutoring systems.

Dr. Samuel Odom gives talk, ‘Running with the Wolves of Special Education’

Dr. Samuel L. Odom speaks on special education topics at scholar talk.

On September 1, 2017, educational psychology students, faculty, and staff gathered for a scholar talk featuring Dr. Samuel L. Odom, director of the Frank Porter Graham Child Development Institute and Professor at the University of North Carolina-Chapel Hill School of Education. The talk, “Running with the Wolves in Special Education: Colleagues, Science, and Practice” covered today’s issues in special education and best research and teaching practices.

Dr. Odom has authored or co-authored over one hundred publications, and edited or co-edited over eleven books on early childhood intervention and developmental disabilities. His research addressed topics related to early childhood inclusion and preschool readiness. Currently, his research focuses on autism spectrum disorder (ASD).

From Geoff and Jennifer: A note on these turbulent times

Dear Educational Psychology students, staff, and faculty,

Welcome newcomers and welcome back to those of you who are returning members of our community. As we welcome you back, we feel it is important to recognize the turbulent times in which we live.  These times challenge us all to become better people.

To begin, we affirm University President Kaler’s statement on August 17, 2017: “We support President Teresa Sullivan and the entire University of Virginia community, and we offer our sympathy to the families of those killed and those injured. Let it be perfectly clear that at the University of Minnesota there is no place for hate, we do not tolerate bigotry, and we denounce in the strongest terms the racist and anti-Semitic message of white supremacy.” Further, we denounce any discrimination on the basis of race, color, national origin, religion, sex, sexual identity, disability, or age.

At our faculty retreat earlier this week, we shared a story that we found in a book we were reading, and share it here, for it encourages us to consider what we need to do to be a safe and inspiring place.

“One evening a Native American elder told his grandson about a battle that goes on inside people. He said, “My son, the battle is between two ‘wolves’ inside us all. One is anger, envy, jealousy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, and superiority. The other is joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, and compassion.”

The grandson thought about it for a minute and then asked his grandfather, “Which wolf wins?”

The elder simply replied, “The one you feed.”

It is with a spirit of respect and gratitude that we welcome you and the diverse views, experiences, and backgrounds that we collectively bring to our community. We are happy to have each of you with us this year, and hope that collectively we can feed the right wolf.

The faculty and staff of the Educational Psychology department have spent the past year closely examining our values.  Our top three values are reflected in the College of Education and Human Development’s first three goals:

  1. To provide a transformative student experience for success in a global society.
  2. To intensify efforts to be a diverse, inclusive, and equitable college.
  3. To generate, translate, and disseminate groundbreaking research in areas of high societal need.

Our expectation is that, as members of the Educational Psychology department community, each of us will make every effort to live our values and achieve these goals in our work and in our interactions with others. In particular, we want our culture to be one in which everyone is respectful of others’ views, experiences, and backgrounds, for undoubtedly some will hold views different from our own. Hate speech and related micro-aggressive behaviors have no place amidst respectful exchanges of ideas; they are inconsistent with the Department’s values and contrary to the College’s goals. We expect our community to be a safe harbor from uncivil discourse and behavior.

The recent tragic events in Houston remind us of our common humanity, and provide a model where differing views are irrelevant. If we can remember the common humanity displayed in Houston, perhaps we will be better able to accept and learn from those with whom we disagree.  Our community shares a love for learning. Each of us has something to learn as well as something to share. So let us choose to share our stories, explore varied perspectives, be enriched by our differences, and go forward together to achieve our individual and collective goals.

Warmly,

Geoff Maruyama, Ph.D.                                             Jennifer J. McComas, Ph.D.

Professor and Chair                                                   Professor and Associate Chair

Ed Psych welcomes visiting scholar, Anna Rafferty

Anne Rafferty

Anna Rafferty, assistant professor of Computer Science at Carleton College, will be joining the Department of Educational Psychology as a visiting scholar. She will work with Dr. Keisha Varma  in the Games and Learning Sciences Lab and Dr. Sashank Varma in the Cognitive Architecture Lab.

Her work at Carleton College combines ideas from computer science, education, and cognitive science. She researches applying and developing machine learning and artificial intelligence techniques to improve educational technologies and better understand human learning.

One of her current projects focuses on developing algorithms to automatically assess learners’ misunderstandings from their actions and using these assessments to provide personalized feedback. She applies the core technologies in this project to several domains, including game-based assessments for experiments about concept learning and interpreting learners’ algebra solving strategies.

Additionally, she explores how reinforcement learning algorithms can be used for experimentation within online courses and materials in a way that meets the goals of both teachers and researchers, and examines how middle school students use and interpret interactive models about science content.

Other general areas of interest include automated scoring and feedback for students, especially about strategies and non-written work; individualizing instruction in educational technologies; and how to draw on the strengths of both human teachers and machine learning to most effectively help students learn.

Welcome to the Department of Educational Psychology, Anna!

Get to know Mary Jane White, Ed Psych research associate

Mary Jane White

At 5 years old, Mary Jane White filled a caregiver role. Her mother had a neurological disability, and lost functioning in her hands and feet. She passed away when White was 18 years old, influencing her future in ways she wouldn’t learn until later.

“I realized I wanted to find out why [neurological disabilities] happen. At the time, I wanted to be a neuroscientist, which, I suppose, sparked an eventual interest in cognition.”

While going to school to learn about composition, rhetoric, and cognition, White came across research articles and was surprised to find how many unanswered questions there were about the ways people comprehend.

“That sparked my interest in science and research with a focus in reading,” White said. “I like finding answers to open-ended questions.” That interest led her to finish her doctoral degree in Educational Psychology in Psychological Foundations with an emphasis in Reading Comprehension.

At a brief postdoc position in Memphis, TN, White conducted research in text analysis while at the same time, Dr. Ted Christ received his first major grant and was looking for a project coordinator. White’s past experiences qualified her for the position, and over the years, they built a working relationship. She continues to support his research as a research associate.

With Dr. Christ and his colleagues, White applies her knowledge about reading to work with K-12 students and educators.

“One thing I appreciate most about Ted’s work is that he wanted to impact education beyond the traditional academic route. He didn’t want his research sitting in a book or journal, but rather used in schools to improve the educational experience for teachers. It’s difficult to make that happen. But if teachers can work better with students, then it’s more likely that students will succeed, and that success will impact their lives beyond the classroom,” she says. “It’s exciting to support people who are doing the kind of research that can impact learning.”

White finds this research to be incredibly important and aims to help students who struggle with reading and math.

“We need to take whatever steps we can for a child to have a successful life and journey in education. It’s painful to see people struggle. I think we’re seeing the effects of some people who feel left behind in our society, and that can be dangerous. The more we can do to catch students who are falling behind, then I think we’re moving in the right direction.”

As a graduate from the Ph.D. program and research associate at the Department of Educational Psychology, White is passionate about the research and education that our department produces. She wants prospective students to appreciate that they are part of the impact and eventual history that defines the College of Education and Human Development.

“There’s a lot happening in this department. Many people have come and gone over the years who have built a strong foundation to help others continue in their respective fields.”

She continues, “Even though it seems like you’re just a student working in your degree program, know there is a bigger purpose beyond that. That’s why there’re people working in these areas. They don’t do it to make lots of money, but to advance knowledge and help people.”

Outside of work, White enjoys gardening and is in the process of learning beekeeping.

Minnesota gathers to address social emotional learning at Educational Equity in Action II

Attendees visit in between sessions at Educational Equity in Action.

On June 20 and 21, roughly 500 of Minnesota’s education leaders, researchers, policy makers, and nonprofit organizations gathered at Educational Equity in Action II. This was the second convening hosted by the University of Minnesota. Its focus: improving educational equity by “Working across schools and communities to enhance social emotional learning.”

Opening keynote

Brokenleg leads a small group discussion following his keynote.

Dr. Martin Brokenleg, Co-author of the book Reclaiming Youth at Risk: Our Hope for the Future and co-developer of the Circle of Courage model, explained that trauma from oppression, like that experienced by the American Indian community, can span generations.

“Our culture is plagued by intergenerational trauma,” said Brokenleg, whose mother’s family was among those imprisoned at Fort Snelling. He cited the incredibly high suicide rate among Native people, especially in the 18-30 age group, and among people in Ireland and Scotland after generations of oppression by the British, whose methods not coincidentally were adopted by the U.S. Bureau of Indian Affairs. “We’ve had a normal human reaction to an abnormal history.”

Brokenleg described his Circle of Courage model which supports character building or “teaching the heart” through generosity, belonging, independence, and mastery. Brokenleg finished his talk with practical strategies from Circle of Courage attendees could take back to their schools and communities to help young people—especially those suffering from intergenerational trauma—learn and grow.

Plenary

Members of Rodriguez’s Minnesota Youth Development (MYDRG)

Dr. Michael Rodriguez, professor of educational psychology at the University of Minnesota, Jim and Carmen Campbell Leadership Chair in Education and Human Development, and co-director of the Educational Equity Resource Center and the covening, led a plenary discussion on the results of the Minnesota Student Survey (MSS).

Rodriguez explained, although  at a high-level the MSS tells a positive story about the developmental skills and supports of Minnesota youth, a closer look at the data demonstrates the reality of the inequities some students experience in Minnesota’s education system. This is particularly apparent for students identifying as lesbian, gay, or bisexual (LGB); students who skip school; students who receive disciplinary action in school; and students who have experienced trauma.

“Ninety-nine percent of our youth say their goal is to graduate from high school—and 65 to 85 percent across demographic groups also want to go to college,” said Rodriguez. “That’s a lot higher than our state’s high school graduation goal for them, which is now about 90 percent by 2020!”

He emphasized that students’ own goals are higher than those we’ve set as a state.

Following the plenary, students in Rodriguez’s Minnesota Youth Development Research Group (MYDRG) led detailed discussions on the MSS results for some of these groups, including: American Indian students, Hmong students, students in special education, LGB students, and students experiencing trauma.

Download presentations from the convening on the MYDRG website.

Breakout sessions

Dr. Clayton Cook leads a discussion on school climate.

Throughout the convening, participants selected from 28 smaller group breakout sessions on social-emotional learning led by University of Minnesota researchers, youth engagement groups, school districts, the Minneapolis Department of Education, and more. Several sessions included youth as presenters and/or  focused on youth participatory action research projects.

Small group discussions

Attendees share their educational equity challenges in small groups.

Before the final keynote, attendees participated in a process called TRIZ. They met in small groups—dividing themselves up based on the different developmental skills and supports students need to be successful (identified in Rodriguez’s work). Participants started with the unusual task of listing actions communities might take to destroy the skill being discussed in youth. Then, they shared opportunities they had to remove some of these destructive activities and developed action plans for their schools, communities, and organizations.

View TRIZ sampling responses for destructive actions and action steps.

Action commitments

At the final session participants responded to the statement “I am committed to” with their commitments to take action on educational equity.

Closing keynote

Khalifa gives the final keynote at Educational Equity in Action.

Dr. Muhammad Khalifa, associate professor in Organizational Leadership, Policy, and Development, closed out the convening by challenging the group to practice culturally responsive school leadership (CRSL). He asked that school leaders promote schooling that addresses the specific cultural and learning needs of students by focusing on the perspectives of parents, students, and community members.

“Change in schools can be promoted and fostered by ‘leaders,’ but culturally responsive school leadership is practiced by all stakeholders,” said Khalifa. “Community-based based knowledge informs good leadership practice.”

In this statement, Khalifa connected his keynote to Rodriguez’ and Brokenleg’s work. Each of the speakers stressed the importance of listening to all members of our community to improve educational equity.

Khalifa ended his talk by sharing strategies to help attendees to achieve CRSL in their own schools, organizations, and communities.

View an artist’s interpretation of Khalifa’s keynote by Jen Mein.

Thank you to our sponsors

The Educational Equity in Action convening was created by the University of Minnesota’s Educational Equity Resource Center. This year’s event was organized in partnership with the University’s Office for Equity and Diversity and made possible by the Minneapolis Foundation, Youthprise, Jim and Carmen Campbell Leadership Chair in Education & Human Development, College of Education and Human Development, Department of Educational Psychology, and the College Readiness Consortium.

Now accepting applications: Third Annual Diversity in Psychology Program

The Institute of Child Development (ICD) and the Department of Educational Psychology are pleased to support the 3rd Annual Diversity in Psychology Program at the University of Minnesota (UMN).

The program is sponsored by the UMN Department of Psychology and the College of Liberal Arts with support from ICD and the Department of Educational Psychology in the College of Education and Human Development.

The Diversity in Psychology Program is designed for individuals who are historically under-represented in psychology graduate programs and who are interested in learning about graduate training in psychology, child psychology, and educational/school psychology at the University of Minnesota.

The program will feature a coordinated set of formal and informal experiences designed to familiarize participants with strategies for constructing successful graduate school applications, and to provide them with the opportunity to learn more about the experience of graduate education in UMN psychology departments.

To be eligible to apply, individuals must:

  • be enrolled in a college or university as a junior or senior, or who have graduated within the last two years (i.e., 2015 or thereafter). Individuals currently enrolled in a terminal masters-level graduate program in psychology are also eligible.
  • identify as a member of groups underrepresented in graduate training in psychology, including ethnic and racial minority groups, low-income backgrounds, persons with disability, LGBTQ+, military veterans, and first-generation college students or graduates.

Individuals must also meet one of the following criteria:

  • be committed to pursuing doctoral training in either child psychology or educational/school psychology. OR
  • be committed to pursuing doctoral training in psychology in one of the following programs of research offered by the Department of Psychology: clinical science and psychopathology; counseling psychology; cognitive and brain sciences; industrial/organizational psychology; personality, individual differences, and behavior genetics; quantitative psychology/psychometric methods; or social psychology.

Learn more about how to apply.

Psych foundations student receives Outstanding Student Paper Award

Reese Butterfuss

Reese Butterfuss, Ph.D. student in the psychological foundations of education program in the Department of Educational Psychology, has been awarded an Outstanding Student Paper Award (OSPA) from the Society for Text and Discourse.

OSPA recognized Butterfuss’s paper “The Role of Inhibition in Reducing the Interference from Misconceptions During Reading,” co-authored by Dr. Panayiota Kendeou, for its quality in predissertation work that is predominantly that of a graduate student.

Butterfuss will present this paper at the 27th Annual Meeting of the Society held in Philadelphia, PA, July 31 to August 2, 2017.

The Society for Text and Discourse is an international society of researchers who investigate all aspects of discourse processing and text analysis.

The purpose of the Society is to consolidate research in discourse processing and to enhance communication among researchers in different disciplines.  A second objective of the society is to contribute to the education and professional development of those in the field or entering the field.

Elsevier Connect features students’ article on effects of school sport participation on academic, social functioning

Minnesota Youth Development Research Group (MYDRG) members. Top (L-R): Carlos Chavez, Wei Song, Jose Palma, Kory Vue, and Rik Lamm. Bottom (L-R): Mireya Smith, Michael Rodriguez, Youngsoon Kang and Özge Erşan

Recently, Elsevier Connect highlighted research conducted by students in the Department of Educational Psychology at the University of Minnesota. The article, “The effects of participation in school sports on academic and social functioning,” was one of three featured in the piece, “Thriving or surviving? Taking a wide angle on mental health.”1 According to the Elsevier Connect, this free article collection explored what’s behind good mental health for Mental Health Awareness Week.

The study

The students examined 2010 Minnesota Student Survey data and found 12th graders who participated in sports had higher GPAs, more favorable perceptions of school safety, and increased perceptions of family and teacher/community support. Psychological foundations of education student (now alumni), Martin Van Boekel, led the project. Quantitative methods in education students, Luke Stanke, Jose R. Palma Zamora, Yoojeong Jang, Youngsoon Kang, and Kyle Nickodem collaborated with Van Boekel on the study. Okan Bulut, assistant professor in the Department of Educational Psychology and member of the Centre for Research in Applied Measurement and Evaluation (CRAME) at the University of Alberta, helped guide the students’ work. 

The Minnesota Youth Development Research Group

The researchers met and began work on the project through the Minnesota Youth Development Research Group (MYDRG) which is led by Michael Rodriguez, Campbell Leadership Chair in Education and Human Development and professor in the Department of Educational Psychology at the University of Minnesota. MYDRG explores methodological and substantive challenges in youth development through positive psychology, ecological perspectives of youth development, and the translation of research to practice.

More information

Read the Elsevier Connect piece.

Read the full study, “The effects of participation in school sports on academic and social functioning.”

  1. Van Boekel, Martin, Bulut, Okan, Stanke, Luke, Palma Zamora, Jose R., Jang, Yoojeong, Kang, Youngsoon, Nickodem, Kyle. (2017). The effects of participation in school sports on academic and social functioning. Journal of Applied Developmental Psychology, Volume 46, September–October 2016, 31–40. doi: /10.1016/j.appdev.2016.05.002

Psych foundations, QME students recognized for their contributions

L-R: Yadira Peralta Torres, Jonathan Brown, Kyle Nickodem, Kelsey Will (not pictured: Nic VanMeerten and Reese Butterfuss)

On May 4, 2017, psychological foundations of education students: Reese Butterfuss, Nic VanMeerten, and Kelsey Will,  along with quantitative methods in education students: Jonathan Brown, Kyle Nickodem, and Yadira Peralta Torres were awarded for their contributions to each program at the annual Psych Foundations and QME Awards and Recognition Ceremony.

Psychological foundations of education awards:

Reese Butterfuss has been awarded the 2016-17 Research Award for the psych foundations program. He is gradually developing a research program on the role of higher-order cognition in knowledge revision, with a current focus on the role of executive functions. Since joining the graduate program in 2015, Reese has co-authored three journal papers, has one more under review, and is preparing another two for submission. He has already presented 17 papers at professional conferences and will be presenting another three later this year.

Nic VanMeerten is 2016-17 Leadership Award recipient. As a third year graduate student in the Department of Educational Psychology, Nic continually shows leadership in his efforts to better the department, university, and Twin Cities community. He is the elected student representative for the psych foundations program and is an advocate for graduate students’ perspectives and ideas. Additionally, Nic co-founded GLITCH, a non-profit organization to support game designers and individuals interested in game based learning.

Kelsey Will received the 2016-17 Teaching Award for her work on developing a new undergraduate course, EPSY 1281 – Applied Psychological Science. She taught one lab section in both fall and spring semesters this year. Kelsey introduced many creative ways to engage and motivate students while working with a team of teaching assistants and the course instructor.

Quantitative methods in education awards:

Jonathan Brown has been awarded the 2016-17 Teaching Award.  Since beginning the QME program, Jonathan has taught and developed curricular material for both the Introductory and Intermediate Statistical Methods courses for Master’s-level students. Students appreciate Jonathan’s teaching as he earns average course evaluation ratings of 5.6 or higher on a 6-point scale.  In the summer of 2016, Jonathan developed and taught a section of the Introductory Statistical Methods course for the OLPD Executive Ph.D. cohort.

For a second time, Kyle Nickodem was awarded the  Leadership Award for his leadership in the program and department.  Through his work with the Educational Equity Resource Center and the Campbell Leadership Chair, he has made important contributions to schools, school leaders, and education communities regarding data and assessment literacy. In addition, he has contributed to presentations and presented to the University of Minnesota Principals’ Academy, Generation Next, the Minnesota Assessment Group, and a number of school districts across the state.

Yadira Peralta Torres received the 2016-17 Research Award.  She has made numerous contributions to the field. Since 2016, she  published or has in press four papers, including The American Statistician and  Journal of Modern Applied Statistical Methods. Also, she has three papers under review (two of which she is first author for), is preparing two others for submission to a journal, and has presented or co-presented eight papers (three as first author) at national and regional conferences. Yadira has also developed a research program focusing on improving analyses of student growth, which is the basis of her dissertation.

 

 

Undergrads research with psych foundations faculty, present at symposium

On April 20, eight undergraduates conducting research with faculty in the Department of Educational Psychology’s psychological foundations of education program presented their research at the 2017 Undergraduate Research Symposium.

The Relationship Between Executive Functions and Science Achievement
Student: Drake Bauer
Mentor: Sashank Varma

Bauer is also a participant in the Undergraduate Research Opportunities Program (UROP) and is getting his minor in Applied Psychology in Educational and Community Settings (APECS). 

Influence of using technology on culturally responsive science teaching
Students: Ju Ae Kim, Juno Park
Mentor: Keisha Varma, Julie Brown (C&I)

Supporting Parental Involvement and Increasing Engagement in Science Learning through SLE Activities among Middle School Students with Diverse Cultural Backgrounds
Students: Jiyeon Lee, Wing Tung Chan
Mentors: Keisha Varma, Julie Brown (C&I)

Exploring the Use of Board Games to Support Cognitive Mechanisms Related to Science AchievementStudent: Lindsay Jerome
Mentor: Keisha Varma

Expanded Study: A Novel Extension of the Spacing Effect on Learning
Student: Kaitlin Mork
Mentor: Sashank Varma

Mork is also a participant in UROP and working toward an APECS minor.

Literature Review: Immigration Research in the Past Decade
(Not pictured)
Student: Selena Wang
Mentor: Geoffrey Maruyama

The Undergraduate Research Symposium is an annual poster fair that gives all undergraduate researchers a chance to share their research, scholarly and creative projects with the University community.

Ed Psych faculty, staff, student honored with CEHD awards

On April 24, CEHD hosted the annual Spring Assembly and Recognition Ceremony to recognize members of the university for their distinguished service and leadership. This year, the Department of Educational Psychology’s Annie Hansen-Burke, Sarah Jergenson, and Nicolaas VanMeerten were award recipients.

Annie Hansen-Burke, senior lecturer and field placement coordinator in the school psychology program was recognized with the Distinguished Teaching Award. The award recognizes outstanding contributions by a college faculty member who enhances learning through classroom and/or field-based teaching, student advising, and academic innovations.

The Civil Service/Bargaining Unit Innovative Ideas Award was given to Sarah Jergenson, communications associate and content strategist for the department. The award recognizes civil service/bargaining unit employees who have made an impact in CEHD by creating, suggesting and implementing an innovative change strategy which resulted in a measurable benefit to the college.

Psychological foundations of education Ph.D. student, Nicolaas VanMeerten was awarded the Outstanding Student Leadership Graduate Award. This award recognizes undergraduate and graduate students for exceptional leadership and/or service contributions to the CEHD, the University community, and the surrounding community.

Congratulations to all of our award-winning department members!

Ed Psych research on debunking misinformation around autism featured in Connect

Panayiota Kendeou, associate professor in the Department of Educational Psychology’s psychological foundations of education program, Veronica Fleury, assistant professor in the special education program, and postdoctoral fellow Gregory Trevors were recently featured in a CE+HD Connect article, “Debunking Misinformation.”

The article summarizes findings from the Global Signature program and how Department of Educational Psychology researchers are working to cut through misconceptions about the causes and treatments of autism spectrum disorder.  

In the article, Fleury explains that autism was a prime topic to research because there is so much misinformation about what causes it and about the best treatments for families, schools, and communities.

“Autism tends to be a fad magnet. People use a variety of strategies that don’t have a strong research base—in fact, we have research to refute their effectiveness—yet they still have a strong hold,” says Fleury.

According to Connect in an age of misinformation and fake news, Fleury, Kendeou, and Trevors’ work has gained urgency.

“You cannot really erase and replace misconceptions that people have acquired. That’s the sad story about misinformation,” Kendeou told Connect. “We want to reduce its impact, not change people’s beliefs.”
Read the full article.