However, financial supports may not be effective as standalone interventions. My mixed-methods dissertation investigates the role of informational supports for college-intending high school graduates who are eligible for free community and technical college in Tennessee. I have been working in collaboration with TN Promise non-profit partner tnAchieves to design, implement, and evaluate a text messaging informational campaign and to facilitate focus groups to learn directly from students about valuable resources and supports for their postsecondary success.
For the experimental study, I randomized roughly 18, college-intending high school graduates into four experimental conditions in order to determine whether the behavioral framing of informational text messaging affects college enrollment, successful maintenance of TN Promise eligibility, and within- and between-year persistence. This study fine-tunes an empirically tested intervention, text messaging for college-intending high school graduates, in a new context.
Nicholas Kryczka , University of Chicago.
Nick Kryczka is a PhD candidate in the Department of History at the University of Chicago, where he researches the history of education, urban history, and the history of racial ideology in the late twentieth-century United States. At UChicago, Nick has taught and assisted in courses on U. Prior to entering doctoral studies, Nick worked for a decade as a high school teacher in the Chicago Public Schools, where he taught U. Mounting pressure from black activists and the federal government had driven the desegregation goal.
I begin with the origin of the magnet concept among civil rights advocates and academic educationists in the s, shifting to a story of implementation in specific Chicago neighborhoods during the s and 80s. The dissertation offers three interventions. Here the project intervenes in history of education scholarship, tracing a mottled origin story for twenty-first century educational watchwords like equity, excellence, and choice.
Secondly, by placing educational policy at the center of spatial histories of late-twentieth-century cities, I demonstrate the role that schools played in processes of renewal in the urban core. Thirdly, the dissertation presents urban magnet schools as ideal sites for mapping the role of the state in shaping middle-class values—like diversity and academic competitiveness—in the post-civil rights era.
Here I converse with cultural and intellectual histories of the late-twentieth-century U. Alison Laurence , Massachusetts Institute of Technology. Alison Laurence is a doctoral candidate at M. Informed by work experience in history and natural history museums, her research focuses on the politics inherent in museum exhibition and similar practices of display. Employing the methods of cultural, environmental, and public history, her work attends to questions of voice, agency, and authority and queries not only what is communicated, but also what is obfuscated through exhibition.
Her collaborative work has appeared in the open-access History of Anthropology Newsletter and Anthropocene Curriculum.
Prior to doctoral research, Alison earned a B. Long extinct animals have a powerful hold on the popular imagination. They are thus effective, persuasive, and potentially dangerous didactic instruments.tax-marusa.com/order
NAEd/Spencer Postdoctoral Fellows - National Academy of Education
My dissertation, based on archival research in museums and libraries across the United States, offers a historical assessment of exhibitions staged from the early twentieth century to the present that featured dinosaurs and other long extinct animals as the main attractions. This dissertation contributes to scholarship that emphasizes the significance of animals as vehicles for education, while shifting the focus to extinct creatures. Of the diverse exhibits considered, I ask two guiding questions. What do these extinct animals teach audiences about a planetary past? And how do these extinct animals simultaneously instill lessons about the present moment?
More than a history of extinct animals in popular culture, this comparative study offers a historical perspective on long-contested issues of American identity, heritage, and representation, demonstrating the ways in which extinct animals have been used to weigh in on these entirely human categories.
Emily Lyons , University of Chicago. Emily McLaughlin Lyons is a Ph. Her research is aimed at understanding how classroom environments, individual psychological processes and instruction together impact achievement outcomes in K settings. She conducts classroom-based studies in a wide range of public, private and charter schools through the greater Chicago area. She holds a B. Before pursuing graduate study, she taught high school science in Louisiana and New York. As a classroom teacher, she was struck by the extent to which student learning could be impacted by pressure, and this experience formed the basis of her dissertation research.
My dissertation builds upon key understandings of the effects of stereotype threat and evaluative pressure in testing contexts to extend our understanding to encompass how these pressures impact students when experienced during learning opportunities. Although pressure during initial learning is understudied, it may have especially far-reaching, even cumulative consequences, as learning is built on a foundation of prior knowledge. Giselle has been a teacher for over 15 years in which she has lived and worked in several different countries including Colombia, England, China, Thailand, Mexico and the US.
Her research interests are centered on issues of language, equity, and social justice, particularly, in relation to the schooling of linguistically and culturally diverse children in the United States. Drawing on ethnographic methods, her research elucidates the intricate processes that young emergent bilinguals engage in as they use language to enact and negotiate their identities and interactions.
The education of linguistically diverse students has been a constant subject of debate in the US. However, recently, dual language immersion DLI programs have emerged in the country as effective ways to bring together language minority and language majority speakers in school settings with the goal of bilingualism and bi-literacy for all. Despite this progress, the proliferation of DLI programs has raised concerns regarding issues of inequity and dissimilar power dynamics in these spaces.
U.S. Department of Education: Jacob Javits Fellowship Program
She has a B. Yet we are not adequately preparing young people to answer it. Research-based approaches to teaching online evaluations are necessary to ensure that all students learn to find reliable information online. My research addresses this need in two ways. First, I analyze task-based think-aloud interviews with high school students, working to understand how students reason about online information and identify ways to build on that reasoning in order to help them become thoughtful consumers of digital content.
Second, over the course of a four-month design study, I worked with a classroom teacher to test and refine a set of curricular modules to teach students to evaluate online information. The strategies and knowledge required to find reliable digital sources are, increasingly, a requirement for informed and empowered participation in democratic life.
My research challenges educators to take seriously the task of teaching students to evaluate online information and outlines a potential instructional path forward. Alyssa Morley , Michigan State University. Alyssa Morley is a Ph. Through her research, Alyssa explores how the lives of teachers intersect with education policies. Peace Corps teacher in Malawi. Alyssa holds B.
External Dissertation Funding
Given the competing imperatives assigned to education systems and teachers across the world, it is crucial to develop ways of thinking about policy that acknowledge the complexity of what it means to be a teacher. Yet, as individuals, teachers are central to international development projects that assume they are role models for youth. This dissertation examines how teachers navigate the crowded and conflicting policy space of their work. Drawing on ethnographic data, this study reveals the creativity of individual teachers, the shifting terrains of teacher-related policy, and how teacher lives and policy are interwoven.
Cindy Nguyen , University of California, Berkeley. Cindy Nguyen is a doctoral candidate in the department of History at University of California, Berkeley. She specializes in the cultural and political history of Vietnam, print culture, and knowledge institutions such as libraries, archives, schools, and museums. Her interdisciplinary work bridges the diverse fields of history, technology, education, art, and language. As a refugee from the Vietnam War and English as a Second Language Learner, she is committed to advance the understanding of the complex history and culture of Vietnam as well as intergenerational memory and language.
Nguyen has also worked internationally through collaborations with universities and libraries in Vietnam Fulbright Scholar , France, and the United States.
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She is committed to advance the mission of education, information literacy, and libraries development, especially within underrepresented communities in Vietnam and the United States. How does the library develop as an institution of public education, literacy, and information? In what ways do different political regimes throughout twentieth century Vietnamese history—French colonialism , Vietnamese Communism present , and anti-Communism republic —envision the role of libraries in relation to 1 public education 2 control and access to information and 3 modern nationhood?
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By focusing on the long, complex, and important history of Vietnamese libraries, my research impacts the fields of Vietnamese history, library and information science, and education research. For education research, Nguyen contributes an important and understudied perspective on popular and alternative spaces of learning; also she demonstrates the Vietnamese case of public education and cultural library policy under different political and historical regimes.
Oscar E. Gina A. Garcia, research team, where they conducted a mixed-methods multi-site investigation examining the leadership development of Latinos in college.
Currently, Oscar is a visiting pre-doctoral scholar and research associate in the Race and Equity Center at the University of Southern California USC , where he has served as a teaching assistant for Dr. While at USC, Oscar is completing his dissertation, which investigates the resilience processes that queer Latino collegians undergo in relation to their social identities and surrounding contexts.
McNair Scholars program while at the U of I, where he presented his research on the complexities of identity and labels regarding the Latinx population at various conferences. Oscar has also been awarded the K. Latino males have been at the center of policy deliberation and educational reform in recent years. Although they have been labeled as vanishing from higher education, there has been a consistent increase in Latino male enrollment since As such, I take an asset-based approach that simultaneously provides a more nuanced understanding about Latino men than the negative and pathologizing portrayal found in mainstream media and recent literature.
This study explores the heterogeneity within this group by examining the experiences of resilient queer Latino male collegians, a group that has been largely overlooked in this realm of scholarship and that is known to encounter a series of challenges as a result of the intersection of their multiple identities. This qualitative investigation employs narrative as the guiding methodology, paying close attention to student experiences through life stories.
Data derives from a national sample of queer Latino males from different colleges and universities throughout the United States, particularly drawing from three forms of data collection including, 1 two semi-structured interviews per participant, 2 online responses and group discussions to specific prompts via a private social media page, and 3 the collection of pictures. Practical and theoretical implications are discussed. Her research focuses on how targeted social-psychological interventions based in motivation theory can be implemented to promote equitable outcomes in higher education, especially for first-generation college students and students of color.
She investigates these processes both in the laboratory and in large-scale, randomized controlled trials in the field. Most recently, Stacy has been working on projects assessing the values and goals of underrepresented students in a variety of educational contexts two-year colleges, regional universities, and research universities in varied geographical areas of the United States , and developing interventions for underrepresented students in each context.
Recent research suggests that a utility-value intervention in which students write about the usefulness of what they are learning for achieving prosocial goals e.
Such an intervention could help to address achievement gaps in STEM, but what is the best way to have students write about prosocial utility?