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.
Kristen McMaster, professor in the Department of Educational Psychology’s special education program, keynoted the 50th anniversary conference of the Korean Educational Psychology Association (KEPA) on October 20. McMaster presented her research on “Using Peer-Assisted Learning Strategies to Promote Reading Achievement for Students at Risk.”
Congratulations to Dr. McMaster on this great honor!
Kristen McMaster, professor in the Department of Educational Psychology’s special education program, Jaehyun Shin, a postdoctoral fellow working with McMaster, and Pyung-Gang Jung, an alumna of the special education Ph.D. program now working at EWHA Womans University, presented at the International Conference for Learning Research (ICER) in Seoul, South Korea on October 19.
The three scholars shared their research around data-based instruction. McMaster presented her work “Using Data-Based Instruction (DBI) to Support Students’ Early Writing Development.” Shin shared his meta-analysis on “Relations between CRM (Oral Reading and Maze) and Reading Comprehension on State Achievement Tests.” Finally, Jung discussed the results of her meta-analysis on the “Effects of Data-Based Instruction for Students with Intensive Learning Needs.”
The ICER is an international conference, organized by Education Research Institute at Seoul National University, held annually for the purpose of disseminating and supporting research in education as well as of building academic networks within the Asia-Pacific region. ICER has become a special venue for international academics to share educational research outcomes and to discuss core educational issues in the region. Since the year of 2000, more than 4,000 people from more than twenty countries have attended the event.
Clayton Cook, John W. and Nancy E. Peyton Faculty Fellow in Child and Adolescent Wellbeing and associate professor in the Department of Educational Psychology’s school psychology program, and his colleagues from the University of Washington have recently been awarded two grants by the Institute of Education Sciences (IES).
The first, led by Cook, is a three-year, $1.4 million project entitled Development and Evaluation of the Beliefs and Attitudes for Successful Implementation in Schools for Teachers (BASIS-T). The goal of BASIS-T is to revise and refine a feasible and effective implementation enhancement intervention that helps motivate elementary school teachers to adopt and deliver evidence-based classroom practices (EBPs) with fidelity to better meet the social, emotional, and behavioral needs of students.
The second, Cook is a co-project investigator on with a colleague from the University of Washington. The four-year, $1.4 million project, Development of RELATE (Relationships to Enhance Learners’ Adjustment to Transitions and Engagement), focuses on developing and testing an intervention that builds off Cook’s research on the Establish-Maintain-Restore approach to promote teacher-student relationships. Specifically, RELATE will be developed and pilot tested as a dropout prevention strategy for 9th grade students as they transition into high school—a critical transitional period that is associated with the greatest amount of students dropping out of school.
Congratulations to Dr. Cook and his colleagues on the recognition and support of this important work!
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.”
Jennifer McComas, associate chair and professor in the Department of Educational Psychology and Rodney S. Wallace Professor for the Advancement of Teaching and Learning, was invited to present at this year’s Berkshire Association for Behavior Analysis (BABAT) Conference on October 13.
McComas will present research she conducted with Department of Educational Psychology Ph.D. student Brittany Pennington and alumni Jessica Simacek and Adele Dimian on “Functional Communication Training for Individuals with Neurodevelopmental Disabilities: Breaking Down Geographic Barriers with Videoconferencing Technology.”
McComas’ research is primarily focused on the influence of behavioral mechanisms and social context on severe problem behavior and academic difficulties and the acquisition and persistence of pro-social behavior. She is head of the special education emotional and behavioral disorders licensure and M.Ed. and is launching a new M.A. in special education with an emphasis in applied behavior analysis (A.B.A.) now open for applications for fall 2018.
The Berkshire Association for Behavior Analysis (BABAT) Conference has been hosted at UMass (Amherst) every year for 30 years. The conference brings together professionals, teachers, students, and persons interested in the areas of behavior analysis, autism, developmental disabilities, ethics, behavioral medicine, staff development, and more. BABAT is an affiliated chapter of the Association for Behavior Analysis International and of the Association of Professional Behavior Analysts serve as a resource for behavior analysts and those interested in behavior analysis in the northeast region.
Michael Rodriguez, Campbell Leadership Chair in Education and Human Development and professor in the Department of Educational Psychology’s quantitative methods in education program, was recently appointed chair of the Department of Defense’s Advisory Committee for Military Personnel Testing. Rodriguez has been a member of the committee since 2012.
The Advisory Committee for Military Personnel Testing exists within the Office of the Under Secretary for Personnel and Readiness. The committee’s duties vary over time, but the primary focus is on the design, development, and validation research of the Armed Services Vocational Aptitude Battery and related tests, including non-cognitive assessments addressing readiness for military life.
According to Rodriguez, “These assessments serve important roles in the identification, selection, and placement of individuals interested in serving in any of the six branches of the military or seeking military careers.”
In addition to its work developing and evaluating tests for the armed services, the committee reviews the efforts of the ASVAB Career Exploration Program used by many high schools across the nation. The program provides free access to many resources for students, parents, and educators—including the aptitude test, interest assessment, and career exploration tools.
Rose Vukovic, director of undergraduate studies and associate professor in the Department of Educational Psychology’s special education program, was invited by the National Science Foundation (NSF) to present her research on “Math Skills and Attitudes of Children with Reading Difficulties” at the STEM Education, Learning Disabilities, and the Science of Dyslexia conference in Washington, D.C. on September 26.
Following the conference, Vukovic was quoted in two articles by Education Week, “Reading and Math: Two Sides of the Same Coin” and “Researchers Probe Connections between Math, Reading Research” on her research.
“When we say ‘learning disabilities’, we are mostly talking about reading,” Vukovic told Education Week. “We have to pay attention to other facets as well. We can’t do reading to the exclusion of everything else.”
This was the first ever STEM Education, Learning Disabilities, and the Science of Dyslexia conference. Hosted by the Instructional Research Group and supported by National Science Foundation researchers, the conference was started to help support the READ Act (Research Excellence and Advancements for Dyslexia Act) which passed in February 2016 to facilitate research on dyslexia. The aim of the conference is to encourage collaborations among researchers involved in dyslexia and learning disability research, especially those connected with science, engineering, mathematics, and technology.
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.
- Early Language Comprehension Individualized Instruction (ELCII) is a tablet-based tutoring system designed to support reading comprehension by helping all students in kindergarten develop inference making skills.
- Technology-Based Early Language Comprehension Intervention (TeLCI) is a similar tutoring system designed for students who are already experiencing comprehension difficulties in grades 1-2.
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).
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!
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.
While prostate cancer treatment can make sex more difficult for straight men, almost nothing is known about its effects on gay and bisexual men. Nidhi Kohli, associate professor in the Department of Educational Psychology’s quantitative methods in education program, is part of an interdisciplinary team that has received a $3.7 million grant from the National Cancer Institute to study the effects of prostate cancer on the sex lives of gay and bisexual men. The goal of the project is to develop a rehabilitation program to help such men overcome these challenges and improve quality of life.
Kohli is co-investigator on the grant and will lead the quantitative methodology for the study, Restore. Specifically, she will be in charge of all data management, including analyses of research hypotheses. The group includes colleagues from the School of Public Health, Medical School, School of Nursing, College of Liberal Arts, and College of Science and Engineering.
“Prostate cancer is the second-most common cancer among all men including homosexual men. I am very excited to contribute and learn from this large-scale study that will involve developing and evaluating the effects of a rehabilitation program via randomized clinical trial,” Kohli says. “The study has the potential to make a difference in the quality of life of gay and bisexual men who have been treated for prostate cancer, and this gives me a lot of satisfaction.”
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.”
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.
- Visit Brokenleg’s website for resources on intergenerational trauma and the Circle of Courage.
- View an artist’s interpretation of Brokenleg’s keynote by Jen Mein.
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.
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
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.
At the final session participants responded to the statement “I am committed to” with their commitments to take action on educational equity.
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.
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.
Two researchers in the Department of Educational Psychology, Alisha Wackerle-Hollman, senior research associate in school psychology, and Scott McConnell, professor of special education—along with Lori Erickson, assistant director in St. Paul Public Schools (SPPS) Office of Early Learning, and colleagues—recently received a $400,000, two-year grant from the Institute for Education Sciences (IES). Their grant, “Addressing the Growing Diversity of Preschool Populations through Low Incidence Language Barriers: Hmong Language Development to Improve Assessment Approaches,” aims to explore, understand, and document Hmong language development.
“Our IGDILab team is pleased to partner with SPPS on such an important venture. We jointly recognize the importance of Hmong language development to the local community and look forward to learning how early language development affects young Hmong-English bilingual students’ language and literacy development,” said McConnell.
Wackerle-Hollman and Erickson will co-lead the project, focusing on the community’s expertise in Hmong language to understand how the language develops. St Paul is home to the largest urban Hmong population in the nation and nearly a quarter of enrolled SPPS students are Hmong. They’ll use these findings to develop a Hmong language version of the Individual Growth and Development Indicators (IGDIs)—brief, easy to use measures of early language and literacy designed for use with preschool children. The new measures will be used by educators to assess Hmong preschool children’s early language and literacy skills.
“IGDILab continues to pursue the development of meaningful measures for communities that are underserved, including bilingual students,” said Wackerle-Hollman. “This began with early language and literacy measures for Spanish-speaking students and continues through our partnership with St. Paul public schools to develop high quality measures for Hmong students.”
IGDILab is a research lab at the University of Minnesota led by Wackerle-Hollman and McConnell. The lab researches, designs, and tests IGDI measures to support data-based decision making by teachers, early childhood professionals, parents, and others to help improve early childhood outcomes. IGDILab has secured over $5 million in funding in the past decade to pursue complementary research including the assessment of English and Spanish language and early literacy development for children three, four, and five years of age as well as supporting resources to facilitate data-based decisions using scores derived from IGDIs.
An article by Thomas Stoffregen, Ph.D., professor and director of the Affordance Perception-Action Laboratory (APAL) in the School of Kinesiology, is among the 10% most-cited articles published in PLOS ONE.
The article, “Getting Your Sea Legs,” was published in 2013. It has been viewed 6,901 times and cited 30 times as of June 2017.
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.
The National Institutes of Health (NIH) Director’s Blog recently referenced a study Jason Wolff, assistant professor in the Department of Educational Psychology’s special education program and Jed Elison from the University of Minnesota’s Institute of Child Development worked on with colleagues across the country. The NIH post, “Autism spectrum disorder: progress toward earlier diagnosis,” discusses the groups’ research using functional connectivity magnetic resonance imaging (fcMRI) to monitor brain activity in infants less than six months old. Their study suggests certain biomarkers may help us predict which high-risk infants will develop autism by age two.
“For those parents who still find themselves worrying about a possible connection between ASD and vaccines, despite study after study showing there’s no link, these new findings come as further reassurance,” NIH director, Francis S. Collins, M.D., Ph.D. writes in his post. “The biological foundations for ASD are present in the brains of children who will develop ASD-related behaviors from very early in life,” he continues. “The best way to keep all kids healthy and protected is to have them vaccinated on schedule.”
College of Education and Human Development researchers contributed to a new study that suggests that patterns of brain activity in high-risk, 6-month-old babies may accurately predict which of them will develop autism spectrum disorder (ASD) at age 2.
The new study was published in Science Translational Medicine and led by researchers at the University of North Carolina at Chapel Hill and Washington University School of Medicine in St. Louis. Jed Elison, Ph.D., an assistant professor in the Institute of Child Development, and Jason Wolff, Ph.D., an assistant professor in the Department of Educational Psychology, were study co-authors. The study was conducted by the IBIS Network and funded by the National Institutes of Health.
Approximately one out of 68 school-aged children in the U.S. has a diagnosis of autism spectrum disorder, and their younger siblings are at a higher risk of developing the condition. “These findings need to be replicated, but that said, we are very excited about the potential to leverage cutting edge technology to advance the search for the earliest signs of autism,” Elison said.
For the study, researchers used magnetic resonance imaging (MRI) to measure the brain’s functional connectivity – or how different brain regions work together – in high-risk, 6-month-old infants. The infants were considered high-risk because they have an older sibling with autism. Overall, 59 high-risk infants were included in the study. Eleven of the infants were diagnosed with ASD at 2 years old and 48 were not.
The researchers applied machine learning algorithms to the infants’ brain scans to identify patterns that separated them into the two groups. They then applied the algorithm to each of the infants to predict which infants would later be diagnosed with ASD. The algorithm correctly predicted nine of the 11 infants who were later diagnosed with ASD and all 48 of the infants who were not later diagnosed with the condition.
According to the researchers, if replicated, the results could provide a clinically valuable tool for detecting ASD in high-risk infants before symptoms set in. This in turn would allow researchers to test the effectiveness of interventions on a population of high-risk infants who have been identified as having a greater risk of ASD based on their brain scan at 6 months of age.
“The researchers will now try to confirm their findings in larger groups of children. But they already have provided proof of principle that it’s possible to detect ASD long before children show the first visible signs of the condition,” NIH Director Francis Collins, M.D., Ph.D., wrote in a blog about the study. “The findings could pave the way for developing more cost-effective mobile neuroimaging tools, which might be used in early ASD screening.”
In February 2017, Elison and Wolff contributed to a separate study that used MRI scans of high-risk infants conducted at 6 and 12 months of age to accurately predict which infants would later meet criteria for ASD at age 2. The method used in the new study would only require one scan at 6 months of age.
“This is really interdisciplinary science at its very best, and I anticipate it will eventually lead to improved outcomes for children and families,” Wolff said. “The ability to predict autism in infancy opens the door for something that has long been improbable: pre-symptomatic intervention.”
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 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.
- 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