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Twenty-one ���ߺ��� ���ߺ��� doctoral students will discuss their research projects on May 13, with topics that include how elementary students streamline math problem-solving, the role of teacher ratings of externalizing behaviors to predicting rates of suspensions and academic attainment, and the challenges facing immigrant families of children with developmental disabilities.   

The Research and Inquiry Presentations, a major milestone in each Ph.D. candidate's studies at the ���ߺ���, will take place from 9 a.m. to 5 p.m. in Miller Hall Rooms 112 and 212.

This quarter’s presentations are:

• 9 a.m. -- "Yet my Mind is all the while Cleaving to go home": Classics Education, Moor’s Indian Charity School, and the Identity Struggle of a Young “Cultural Broker” in 18th Century New England," La'akea Yoshida, Room 212
• 9 a.m. -- "The Role of Subjective Teacher Ratings of Externalizing Behaviors in Predicting Rates of Suspension, Academic Attainment and Incarceration," Candice Small, Room 112
• 9:30 a.m. --  "Education at the Crossroads of Pacific Imperialisms: Korean Schooling in Hawaii, 1906-1940," Ji Soo Hyun, Room 212
• 9:30 a.m. -- "A Qualitative Study of Low-Income Fathers: Cultural Consideration in the Formation of Latino Fatherhood Roles," Cindy Ola, Room 112
• 10 a.m. -- “Evaluating Efficacy of Multicultural Training through Self-Assessment of Multicultural Awareness, Knowledge, and Skill,” Yuet Juhn Tse, Room 112
• 10:30 a.m. -- “Leadership and Change in Higher Education Collective Impact Coalitions,” Jenee Myers Twitchell, Room 212
• 10:30 a.m. -- “Assessing Acceptability and Use of Teacher-driven 'Bite-sized' Practices for Motivation and Engagement in Middle School Students,” Steve Ottinger, Room 112
• 11 a.m. -- “Approaches for Estimating Treatment Effects in Quasi-Experiments: A Comparison of Four Methods,” Elizabeth Holleman, Room 212
• 11:30 a.m. -- “Relational Resistance: How a Hilltribe School Dared to Take up Counter-narratives in Teaching and Learning,” Meixi Ng, Room 212
• 12:30 p.m. -- “By Pen or by Keyboard: Effects of Writing Mode on the On-Line Writing Processes of Students in Grades 4 to 9 With and Without Dysgraphia or Dyslexia,” Terry Mickail, Room 212
• 1 p.m. -- “School and District Leaders Negotiating the Politics of Implementing a Dual Language Immersion Policy: A Research Proposal,” Stephanie Forman, Room 212
• 1 p.m. -- “Perspectives of Parent Advocacy for Japanese and Korean Immigrant Families of Children with Developmental Disabilities: Understanding Cultural Barriers and Challenges,” Sayaka Omori, Room 112
• 1:30 p.m. -- “Novice Faculty as Professional Teachers,” Becky Corriell, Room 212
• 1:30 p.m. -- “Does edTPA Rhetoric Honor Every Student’s Voice? An Analytic Study of Video Evidence from a Low Incidence Disabilities Special Education Program,” Jocelyn Walsh, Room 112
• 2 p.m. -- “Collaborative Curriculum Planning as a Strategy to Prepare Scientists and Engineers to Co-Teach an Informal Youth Science Program,” Kristen Bergsman, Room 212
• 2 p.m. -- “Alternative Certification for Special Education Teachers: Perspectives on Preservice,” Boris Krichevsky, Room 112
• 2:30 p.m. -- “Expansive Learning at the Intersection of the Arts, Sciences, and Engineering: Ethnographic Beginnings of a Youth Program,” Fan Kong, Room 212
• 2:30 p.m. -- “Relationship of GPA and Intrinsic Motivation with Academic Life Satisfaction in College Freshmen,” Jaclyn Newman, Room 112
• 3:30 p.m. -- “Mancala Club: How Elementary Students Streamline and Regulate their Math Problem Solving Processes,” David Phelps, Room 212
• 4 p.m. -- “¿Cuantas words son? Reliability of the LENA Device in Translingual Preschool Environment,” Jamie Philips, Room 212
• 4:30 p.m. -- “The Impact of Organizational Frameworks on Curriculum Renewal Efforts: The Infrastructure of a Quality Medical Education,” Corrin Sullivan, Room 212

Research and Inquiry Presentations immerse students in issues of content and method directly pertinent to their chosen specializations, provide practical experience in the use of methods and the application of content learned in coursework, and afford an opportunity for students to present research to a professional audience and to stimulate discussion about important matters impacting education research and practice.

Contact

Dustin Wunderlich, Director for Marketing and Communications
206-543-1035, dwunder@uw.edu