The Peabody Pulse
August 10, 2020
Contact: Michael Hobbs (michael_hobbs (AT) unc.edu)
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School launches Ed Portal for faculty/staff resources
The School of Education has launched its Ed Portal, an online home for resources faculty and staff members need for day-to-day work. Ed Portal — which replaces the SOE Portal — includes materials and links to services faculty and staff need for teaching and for work, announcements, a calendar of committee meetings and events, details about School offices and committees, and how-to resources. It also houses links to a room reservation system and an equipment checkout request form.
School launching new undergraduate major in organizational leadership
Students interested in organizational leadership have a new option. The School of Education has received approval to launch a new undergraduate degree program in Human Organizational Leadership and Development. HOLD is designed to offer a program of study that combines and builds upon courses in education, social science, policy, analytics, and leadership education. Admission to HOLD will be offered every semester. Students who want more information about HOLD may contact Patricia Harris, director of recruitment for the School of Education, at firstname.lastname@example.org.
Dionne Cross Francis joins School’s faculty
Dionne Cross Francis, a leading scholar and teacher educator in mathematics education, has joined the School of Education’s faculty as the Joseph R. Neikirk Term Professor. Cross Francis comes to Chapel Hill from the School of Education at Indiana University Bloomington, where was an associate professor of mathematics education in the Department of Curriculum and Instruction. She also directed the Center for P-16 Research and Collaboration. More about Dionne Cross Francis here.
Eileen Parsons named Academic Leadership Advancement Fellow
Faculty member Eileen Parsons has been named Carolina’s inaugural Academic Leadership Advancement Fellow. The fellowship is in conjunction with a new campus-wide program — the Provost’s Academic Leadership Advancement Program for Underrepresented Faculty — that is intended to provide career-development opportunities and networking for selected tenure and tenure-track under-represented faculty members at Carolina. In the fellowship, Parsons will help develop the campus-wide program. Parsons has served as an American Association for the Advancement of Science Policy Fellow and was a 2019-20 Fellow in the American Council on Education Senior Leadership Development Program in which she served in administration at Johns Hopkins University.
Dana Griffin named Dean’s Fellow for Diversity, Equity, and Inclusion
Dana Griffin, a faculty member in the school counseling program, has been named the School of Education’s first Dean’s Fellow for Diversity, Equity, and Inclusion. In the role, Griffin will advise and work with the School’s leadership, faculty, staff, and students to advance diversity, equity, and inclusion. The appointment is for three years. Read more about Griffin and her plans here.
Troy Sadler project lauded by director of NSF
A project in which a team led by faculty member Troy Sadler created curricula and lesson plans for high school science classes centered on the COVID-19 pandemic has been praised by the director of the National Science Foundation. The project — funded by a Rapid Response NSF grant — was described by Director Sethuraman Panchanathan during a presentation to the National Science Board in July as an example of NSF funding in response to the pandemic. The mention is at the 15:15 mark in this video.
New book honors former faculty member George Noblit
George Noblit, who retired from the School of Education last year, has been honored by publication of a new book that contains essays from former students discussing his mentorship. The book — “How We Got Here: The Role of Critical Mentoring and Social Justice Praxis: Essays in Honor of George W. Noblit” — contains 12 essays. Noblit taught at the School for 40 years, mentoring dozens of doctoral students, with an emphasis on promoting the academic careers of students of color. More details about the book here.
Alumnus Christoph Stutts gives talk on white supremacy in high school history courses
Christoph Stutts, who completed his Ph.D. this summer, participated in a presentation regarding his dissertation research as part of his fellowship with the Center for the Study of the American South. Stutts had been named the McColl Dissertation Fellow by the center in recognition of his work. Stutts’s dissertation, entitled “The Place of White Supremacy and Racism in High School U.S. History Classrooms” — was the subject of a talk hosted by the center. Stutts, and faculty member Cheryl Mason Bolick, also participated in creation of a set of lesson plans for teaching about the American South.
Other News About Academic Programs
School participating in new graduate certificate program
A collaboration including the School of Education is offering a new graduate-level Certificate in Innovation for the Public Good. The certificate program is for graduate students interested in complex economic, social and environmental problems. The nine-credit program is a collaboration between the School of Education, Innovate Carolina, the College of Arts & Sciences, and the Gillings School of Global Public. More details here.
HDFS program recognized with CFLE certification
The School of Education’s Human Development and Family Studies program has received certification from the National Council on Family Relations, which provides the program’s graduates access to provisional certification as Certified Family Life Educators. The certification came after the NCFR reviewed the HDFS program for its content and rigor in ten areas related to family life education, examining its courses, curricula, student assignments and other materials. With the certification, HDFS students who graduate from the program after completing a set of designated HDFS courses may apply for provisional CFLE certification. More details here.
New Research Grants
Team including Kara Hume wins $3.3 million autism research grant
A team that includes School of Education faculty member Kara Hume has won a $3.3 million grant from the Institute of Education Sciences to study educational interventions for students with autism. The five-year project includes a $1.3 million allotment that will support Hume’s portion of the project, which will focus on measuring the effectiveness of interventions that support high school students with autism in North Carolina. The project will examine the effectiveness of a learning intervention that combines two approaches that have been studied by autism researchers — the “Self-Determined Learning Model of Instruction” (SDLMI) and peer supports. Both approaches have been studied independently and have shown to be effective in supporting learning among students with autism spectrum disorders in general education classrooms. More details.
Nianbo Dong wins $1.3 million NSF grant
Nianbo Dong, associate professor at the School of Education, has been awarded a $1.3 million grant from the National Science Foundation to develop and test a new statistical framework and software intended to improve the design and use of cost-effectiveness evaluation studies in STEM research. Dong’s project is aimed at developing new statistical tools that can be used by scientists who use cost-effectiveness analysis in their studies when evaluating the costs versus the benefits of new interventions. The project will develop new statistical framework to guide the design of cost-effectiveness trials and test their precision. The project also will include incorporating the new features into a new version of the software package “PowerUp!” developed by a team led by Dong. More details.
Marraccini wins grant to develop ‘mixed reality’ supplement for suicide prevention treatment
Assistant Professor Marisa Marraccini has won a career development grant from the National Institute of Mental Health with which she will develop and conduct initial testing of a “mixed reality” supplement to interventions for adolescents being treated in hospitals for suicidal thoughts and behaviors. The grant will support four years of development and testing of an intervention that uses “mixed reality” — including both virtual and augmented reality —technology as a supplement to the treatment adolescents receive in hospitals for suicidal thoughts and behaviors. More details. Marraccini also won a $55,000 grant from the N.C. Policy Collaboratory to support the project. The Collaboratory awarded grants to 85 projects aimed at treatment, community testing and prevention of COVID-19. Marraccini’s project is expected to help address mental health care during the pandemic.
Gulledge, Papoi win grants to develop online international courses
Faculty members Suzanne Gulledge and Kristin Papoi are among 12 UNC faculty members to receive $3,000 Carolina Online International Learning Partnership Awards. With the grants, each will create an online course available to UNC students and students at an international partner school. Gulledge’s course — the Education minor capstone course — will be developed with the University of Hamburg in Germany, and Papoi’s course — “Practica Student Teaching” — will be developed with the Universidad San Francisco de Quito in the Galapagos. More details here.
Honors, Awards, Recognitions
Dorothy Espelage wins 2020 Prevention Science Award
Dorothy Espelage, the William C. Friday Distinguished Professor of Education, has been honored with the 2020 Prevention Science Award by the Society for Prevention Research. The award is among those bestowed by the Society each year and is given to an individual or team to recognize a significant body of research that has applied scientific methods to develop and test one or more preventive interventions or policies. Espelage, one of the nation’s leading academic experts on a wide range of school safety and student well-being issues, is frequently recognized for her work, including in prevention science. More details.
Esther Ohito named co-editor of journal
Esther Ohito, an assistant professor who specializes in curriculum studies, Black studies, teacher education, and feminist-oriented qualitative research, has been named a co-editor of the journal Equity & Excellence in Education. Ohito joined the School of Education in 2019. Her primary line of research addresses the role of race in teacher education programs, with publications that have focused on efforts to promote anti-racist pedagogy in teaching and teacher preparation. Ohito is one of four members of a team that begins a three-year term leading the journal this month. The other co-editors are Jamila Lyiscott and Keisha Green, both of the University of Massachusetts Amherst, and Justin A. Coles of Fordham University. More details.
Audrey Fulton, Tammy Siler win Staff Excellence Awards
Audrey Fulton, director of undergraduate advising and student engagement, and Tammy Siler, program administrative support specialist, were named the inaugural recipients of the School of Education’s Staff Excellence Awards. The Staff Excellence Awards are given to two staff members annually who exemplify the School’s values of teamwork, respect, service, innovation, expertise, and integrity and recognize individuals who perform their assigned job duties and go above and beyond their job descriptions.
Recruitment Director Patricia Harris wins UNC Diversity Award
Patricia Harris, the School of Education’s recruitment director, won a 2020 UNC Diversity Award. Carolina’s Diversity Awards are given to recognize significant contribution, time and effort of Carolina community members towards advancing an inclusive climate. Harris is one of the two winners in the staff category. Harris leads efforts at the School of Education to build student enrollment in the School’s academic programs. She joined the School of Education in 2017 with more than a decade of experience working in admissions counseling and recruitment. More details.
Leslie Deslis wins HR award
Assistant Dean for Development Leslie Deslis was awarded UNC Human Resources’ Outstanding Encouragement of Learning and Development Award for her commitment to her team’s continuous improvement. The award is sponsored by the Office of Human Resources to recognize supervisors and managers who facilitate employee professional development.
Gracie Grant named finalist for N.C. Student Teacher of the Year
Gracie Grant, a member of the 2020 class of the Master of Arts in Teaching program, has been named a finalist for North Carolina’s Student Teacher of the Year. Ten people from across the state were selected as finalists in the competition sponsored by the North Carolina Association for Colleges of Teacher Educators. The finalists will be honored by NCACTE during its annual fall forum on Sept. 24, when the winner will be announced. The event will be held online. More details.
School Counseling student Beth Swiatek wins Galassi-Brown Award
Beth Swiatek, a student in the School Counseling program, was named the 2020 winner of the the Galassi-Brown Social Justice and Advocacy Award. During her internship at Shepard Magnet Middle School in Durham, Swiatek worked to support LGBTQ+ students, helping students form a Gender and Sexualities Alliance. The award, named for John P. Galassi and Duane Brown who both retired as full professors from the School of Education and who contributed more than 80 years of combined service, is presented annually to the school counseling student who goes beyond expectations to promote social and educational justice. More details about Swiatek here.
Jeffrey Greene hosted another segment in his American Psychological Association Division 15 podcast series in which he talked with Erik Girvan about his 2019 Educational Psychologist article, “Tail, Tusk, and Trunk: What Different Metrics Reveal About Racial Disproportionality in School Discipline.”
Alison LaGarry and doctoral student Lucia Mock were cited in a May 20 BBC story about their project in which they had students write letters to their future selves. LaGarry was also interviewed on May 27 by TalkRadio, a British interview program, about the project and letter writing.
Fouad Abd-El-Khalick was interviewed for a May 26 Daily Tar Heel story about the School’s new Human Organizational Leadership and Development major.
Troy Sadler was interviewed for a June 9 Daily Tar Heel story about his project to develop science curricula around the novel coronavirus.
Eric Houck was cited in a July 16 opinion column in The News & Observer about Gov. Cooper’s school re-opening decisions.
Thad Domina’s research was cited in a July 16 column about a plan to address a policy thought to contribute to systemic racism in Ontario, Canada schools.
Jeffrey Greene was interviewed by Tim Boyum for a July 16 Spectrum News 1 cable news broadcast segment regarding tips for students, families, and educators returning to remote learning this fall. A longer conversation with Greene was featured in Boyum’s “Tying it Together” podcast on July 22, a segment that also included N.C. Superintendent of Public Instruction Mark Johnson.
Thad Domina was a guest on WUNC’s “The State of Things” interview program on July 30 in which he talked about how parents may approach helping their children navigate online learning this fall.
Doctoral student James Sadler was quoted in an August 8 NBC News story about how universities are responding to the COVID-19 pandemic.
Publications, presentations, recent grant awards, etc.
Faculty members are noted in bold, graduate students/recent graduates with underline.
Patrick Akos, Jeffrey A. Greene, Eric Fotheringham, Samantha Raynor, Junius Gonzales, Jeremy Godwin. The Promise of Noncognitive Factors for Underrepresented College Students. Journal of College Student Retention: Research, Theory, & Practice. https://doi.org/10.1177/1521025120935111
Bernacki, Matthew & Vosicka, Lucie & Utz, Jenifer & Warren, Carryn. (2020). Effects of digital learning skill training on the academic performance of undergraduates in science and mathematics. Journal of Educational Psychology. 10.1037/edu0000485.
Candace Walkington & Matthew L. Bernacki (2020) Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions. Journal of Research on Technology in Education, 52:3, 235-252, DOI: 10.1080/15391523.2020.1747757
Jamie Kudlats, Kathleen M. Brown. Knowing kids makes a huge difference, Part II: Advancing a conceptual framework for positive principal-student relationships. Journal of School Leadership. https://doi.org/10.1177/1052684620935384
Todd Cherner, & Chyrstine Mitchell. Deconstructing EdTech frameworks based on their creators, features, and usefulness. Learning, Media & Technology. https://doi.org/10.1080/17439884.2020.1773852
Ben Kelcey, Jessaca Spybrook , Nianbo Dong & Fangxing Bai. Cross-Level Mediation in School-Randomized Studies of Teacher Development: Experimental Design and Power. Journal on Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2020.1726540
Glenn D. Walters & Dorothy L. Espelage. Peer Victimization, Antisocial Cognition, and Delinquency in Early Adolescent Schoolchildren: A Test of the Person–Situation Interface. Journal of School Violence. https://doi.org/10.1080/15388220.2020.1760107
Tyler Hatchel, Katherine M. Ingram, Yuanhong Huang, Dorothy L. Espelage. Homophobic bullying victimization trajectories: The roles of perpetration, sex assigned at birth, and sexuality. Aggressive Behavior. https://doi.org/10.1002/ab.21917
Kathleen C. Basile, Dorothy L. Espelage, Katherine M. Ingram, Thomas R. Simon, Faith L. Berrier. The role of middle school sports involvement in understanding high school sexual violence perpetration. Journal of Interpersonal Violence. https://doi.org/10.1177/0886260520922357
Jeffrey A. Greene. Building upon synergies among self-regulated learning and formative assessment research and practice. Assessment in Education: Principles, Policy and Practice. https://doi.org/10.1080/0969594X.2020.1802225
Cartiff, B. M., Duke, R. F., & Greene, J. A. (2020). The effect of epistemic cognition interventions on academic achievement: A meta-analysis. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000490
Brian Gibbs. (2020). The foot and the flag: Patriotism, place, and the teaching of war in a military town. Democracy and Education, Vol 28, No 1. http://democracyeducationjournal.org
Brian Gibbs & Kristin Papoi. (2020). “We are still here: (Not) teaching interruption and disruption. Making a Spectacle: Examining Curriculum and Pedagogy as Recovery From Political Trauma.
Brian Gibbs. (2020). Grant, Garner, Rice and teaching on. Making a Spectacle: Examining Curriculum/Pedagogy as Recovery From Political Trauma.
Brian Gibbs. (2020). Teaching our way out of nuclear war. Oregon Journal of the Social Studies.
Brian Gibbs. (2020). Critical teaching in classrooms of healing: Struggles and testimonios. Journal of Curriculum Studies Research, 2(1), 95-111.
Brian Gibbs & Jeremy Hilburn. (2020). “No one should see what they have to do”: Military children and representations of war. The Journal of Social Studies Research. https://doi.org/10.1016/j.jssr.2020.07.002 (Early Online Edition)
Brian Gibbs delivered a talk and workshop teachers titled Culturally Relevant Pedagogy, Ethnic Studies and Classrooms of Healing for Middle East and African Cultures (MEAC) Teacher Fellows through the Duke-UNC Consortium for Middle East and Islamic Studies.
Jeffrey A. Greene, Nikki G. Lobczowski, Rebekah Freed, Brian M. Cartiff, Cynthia Demetriou, A. T. Panter. Effects of a Science of Learning Course on College Students’ Learning With a Computer. American Educational Research Journal, Vol 57, Issue 3, 2020. https://doi.org/10.3102/0002831219865221
Kate E. Norwalk, Molly Dawes, Jill V. Hamm & Thomas W. Farmer. Improving Middle School Teachers’ Self-reported Use of Social Dynamics Management Practices. Journal of Applied School Psychology. https://doi.org/10.1080/15377903.2020.1799129
Ethan Hutt, Morgan S. Polikoff. Toward a framework for public accountability in education reform. Educational Researcher. https://doi.org/10.3102/0013189X20931246
Sean D. Hernandez Adkins & Sherick Hughes. Back to the Future of Autoethnography. Journal of Autoethnography, Vol.1, Issue3, pp.297–303. DOI: https://doi.org/10.1525/joae.2020.1.3.297
Halberstadt, A. G., Cooke, A. N., Garner, P. W., Hughes, S. A., Oertwig, D., & Neupert, S. D. (2020). Racialized emotion recognition accuracy and anger bias of children’s faces. Emotion. Advance online publication. https://doi.org/10.1037/emo0000756
Esther O. Ohito. Some of us die: A Black feminist researcher’s survival method for creatively refusing death and decay in the neoliberal academy. International Journal of Qualitative Studies in Education. https://doi.org/10.1080/09518398.2020.1771463
Jaimie A. Foulk, Troy D. Sadler, & Patricia M. Friedrichsen. Facilitating preservice teachers’ socioscientific issues curriculum design in teacher education. Innovations in Science Teacher Education.
Patricia J. Friedrichsen, Li Ke, Troy D. Sadler & Laura Zangori. Enacting Co-Designed Socio-Scientific Issues-Based Curriculum Units: A Case of Secondary Science Teacher Learning. Journal of Science Teaching Education. https://doi.org/10.1080/1046560X.2020.1795576
Laura Zangori, Li Ke, Troy D. Sadler & Amanda Peel. Exploring primary students causal reasoning about ecosystems. International Journal of Science Education. https://doi.org/10.1080/09500693.2020.1783718
Robert C. Carr, Mary Bratsch-Hines, Cheryl Varghese, Lynne Vernon-Feagans. Latent class growth trajectories of letter name knowledge during pre-kindergarten and kindergarten. Journal of Applied Developmental Psychology. https://doi.org/10.1016/j.appdev.2020.101141
Travis W. Duncan. (May1, 2020) The influence of principal leadership on literate practices and instruction in a middle school. Journal of Educational Leadership in Action.
Jeremy T. Godwin. The Gospel According to Christian White Nationalism. In: Faith Agostinone-Wilson (ed.) On the Question of Truth in the Era of Trump. Koninklijke Brill NV, Leiden, The Netherlands.
Allen, Tawannah G.; Jackson, Anthony; Johnson, Dustin Namath; and Jordan, Derrick D. (2020) “Preparing North Carolina Principals for Trauma-Sensitive Leadership,” Journal of Organizational & Educational Leadership: Vol. 5 : Iss. 2 , Article 5. Available at: https://digitalcommons.gardner-webb.edu/joel/vol5/iss2/5
Nicole Ross (2020). Anthropocentric tendencies in environmental education: a critical discourse analysis of nature-based learning. Ethics and Education. https://doi.org/10.1080/17449642.2020.1780550.
Claudia Cervantes-Soon, James Gambrell, G. Sue Kasun, Wenyang Sun, Juan A. Freire, & Lisa M. Dorner. “Everybody Wants a Choice” in dual language education of El Nuevo Sur: Whiteness as the gloss for everybody in media discourses of multilingual education. Journal of Language, Identity, & Education https://doi.org/10.1080/15348458.2020.1753201
Xinxin Wang, Rebekah Freed. The sociocultural capital of Chinese international graduate students in the U.S.: A Bourdieusian analysis. Journal of International Students. DOI: https://doi.org/10.32674/jis.v11i1.952
Patricia J. Friedrichsen, Li Ke , Troy D. Sadler & Laura Zangori. Enacting Co-Designed Socio-Scientific Issues-Based Curriculum Units: A Case of Secondary Science Teacher Learning. Journal of Science Teaching Education. https://doi.org/10.1080/1046560X.2020.1795576
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