Each month, we host an informal conversation highlighting the research of a faculty member at the School of Education. For the 2020-2021 school year, all events will be held virtually.
These talks are open to all. We look forward to sharing the great research led by our faculty in the School of Education.
Patrick Mullen, Associate Professor of Counselor Education
April 27 at 12:00 pm ET
Megan Tschannen-Moran, Professor of Educational Policy, Planning & Leadership
Stephanie Blackmon: Technology Integration: Implications for Privacy & Trust
In this presentation, Dr. Stephanie Blackmon, Class of 1963 Associate Professor of Higher Education, discussed elements of privacy and trust in technology integration through the lens of learning analytics. She included information from her recently co-authored work on learning analytics and discussed considerations and implications for learning analytics use in higher education.
Janise Parker: Supporting Black Students through School-Community Partnerships
Community support for youth and adults represents a longstanding strength among Black families. Drawing from her current work and seminal research, Dr. Janise Parker, Assistant Professor of School Psychology, summarizes why educators and researchers should be intentional about collaborating with predominately Black community organizations to support the development of Black K-12 students. A second aim of the presentation is to discuss how interdisciplinary research and collaborative partnerships with community organizations can serve as a mechanism for applying theory to practice, with a specific focus on identifying “what works.”
Heartley Huber: Improving Inclusion for Individuals with Disabilities: The Power of Peers
Assistant Professor Heartley Huber discusses the significant impact peer partners can have on the social development, inclusion, and acceptance of students with disabilities in schools. She presents her research on peer-mediated interventions in inclusive school settings for students with autism and developmental disabilities and shares some considerations for implementing similar peer-mediated approaches for youth and young adults with disabilities in community and employment settings.
Dr. Heartley Huber's research is focused on the social and behavioral needs of students with autism and development disabilities and social supports to improve students’ inclusive experiences. She is also interested in the application of behavior analytic assessment approaches to individualize interventions to meet students’ unique needs.
Robert Knoeppel: Measuring Opportunity: The Equity Ratio
The conceptualization and measurement of educational adequacy has been a process that has engaged scholars for nearly three decades. The term came to be associated with “third wave” class action suits wherein plaintiffs brought suit against their respective states claiming that inadequate funding for education was unconstitutional and resulted in inequitable learning opportunities for children in property poor communities. Scholars have argued that the ‘benchmark’ of a finance system should be whether that system provides adequate resources so that schools and districts can deploy strategies to help all students learn. Despite repeated calls for changes to state funding models, many states continue to rely on a foundation program to fund public education; these models have been described as inadequate to meet the demands of educating all children to mandated levels of proficiency. This misalignment of resources to intended outcomes of schooling have led to calls reform in order to provide equal and adequate educational opportunity.
The equity and adequacy of finance policies has historically been measured separately from that of student achievement. Robert C. Knoeppel proposes an equity ratio that utilizes measures of dispersion of student performance and finance to measure opportunity.