Category: Education Research

Associate Prof. Walkington and Ph.D. Student Pruitt-Britton Write Ed Week Commentary Debunking Alleged Indoctrination in Math Textbooks

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Simmons Associate Professor Candace Walkington teaches a class in Harold Clark Simmons Hall on the SMU Campus.

Education Week published a commentary by Candace Walkington, Simmons associate professor of mathematics education and learning sciences, and co-author, Ph.D. student, Tiffini Pruitt-Britton, who show that math textbooks are not about indoctrination, but fall short in promoting diversity and inclusion.

Their commentary comes at a time when political accusations inflame education discussions at the local and national levels. Some politicians are declaring what books schools should carry and what subjects should not be taught, such as critical race theory.

“We found no references to race or social justice let alone critical race theory, a framework for understanding how racism has been persistently embedded in policy. But our analysis did show a lack of substantial attention to differences linked to race, culture, gender norms, and sexual orientation in math-story content, they say. Read their commentary here.

Tiffini Pruitt-Britton, Simmons Ph.D. student, and co-author of Education Week commentary.

NPR’s Planet Money Podcast Interviews Associate Prof. Dominique Baker About her Research on Black Students’ Loan Debt

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The Indicator, NPR’s Planet Money podcast, delves into the issue that Black students are more likely to default on student loans than white students. To examine this, reporters count on the expertise of SMU’s Associate Professor Dominique Baker, who teaches in the Simmons School’s Department of Education Policy and Leadership.

As they report, “We explore why Black borrowers are three times more likely to default on their student loans than white borrowers. From the intergenerational wealth gap to discrimination in the labor market to the type of majors and colleges they choose, find out how Black students are often disadvantaged even before college starts.”

Baker has been examining Black student loan debt and the for-profit schools that market heavily to people of color, who may later default because of the cost and lack of scholarships.  Baker believes the government should conduct fuller investigations of the for-profit school practices that often lead to students defaulting.

Simmons Associate Professor Dominique Baker, Department of Education Policy and Leadership

Listen to the podcast here.

 

 

 

NSF Noyce Track 4 Grant Award to Jeanna Wieselmann Makes Examination of Integrated STEM Instruction Possible

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Assistant Professor Jeanna Weiselmann, Ph.D., Department of Teaching and Learning

Assistant Professor Jeanna Wieselmann, Ph.D., heads up a collaborative research team investigating how elementary teachers integrate their instruction of science, technology, engineering, and mathematics (STEM).  The project, Research on Integrated STEM Self-Efficacy (RISE), will examine the STEM integration of 700 elementary teachers who experienced ten different teacher preparation programs across the U.S.

According to Wieselmann, quality integrated STEM instruction requires teachers to attend to the unique aspects of each discipline while also bringing them together in authentic learning opportunities for students, and this can be challenging. The aim is to support the national need to develop and retain highly effective elementary school teachers.

“Elementary teachers are often expected to teach integrated STEM, but teacher preparation programs have been slow to incorporate experiences that prepare teachers for this type of instruction, instead of focusing on mathematics and science as completely separate disciplines. ” she says. “Our project will explore how we can better support early-career elementary teachers to build their confidence and effectiveness in teaching integrated STEM lessons, with the ultimate goal of improving the quality of instruction students experience.”

Wieselmann, a faculty member in Simmons’ Department of Teaching and Learning, is the principal investigator of the project’s National Science Foundation Noyce Track 4 research grant (DUE-2151045) totaling $1.3 million. Additional principal investigators include Deepika Menon, Ph.D. (University of Nebraska, Lincoln), Sarah Haines, Ph.D. (Towson University), and Sumreen Asim. Ph.D. (Indiana University Southeast).

 

 

 

NAEd/Spencer Foundation Awards Dominique Baker Postdoctoral and Dissertation Fellowship

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Dominique J. Baker, PhD, Department of Education Policy and Leadership

DALLAS (SMU) –Dominique J. Baker, a nationally recognized expert on education policy in SMU’s Simmons School of Education and Human Development, was one of the recipients of the 2022 National Academy of Education/Spencer Postdoctoral Fellowships.

 

Baker and 24 other pre-tenure scholars will receive a $70,000 award to further their research in areas addressing critical national and international issues in education. The award provides funding for fellows to focus on research and attend professional development retreats.

 

With this award, Baker will explore the links between race, racism, and how student loan policies are covered in the media. She will be analyzing more than 90,000 newspaper articles from eight outlets to determine how often, if at all, news media outlets use words or phrases that convey ideas about race and racism when writing about student loans.

 

She’ll use SMU’s high-performance computing cluster to do the research.

 

Earlier this year, the Russell Sage Foundation, in partnership with the Economic Mobility and Opportunity program at the Bill & Melinda Gates Foundation, also awarded Baker a $30,000 grant to look into the same issue.

 

Her research focuses on the way that education policy affects and shapes the access and success of minoritized students in higher education. She primarily investigates student financial aid, affirmative action and admissions policies, and policies that influence the ability to create an inclusive and equitable campus climate. Baker is the 2021 recipient of the Association for Education Finance & Policy’s Early Career Award and the Association for the Study of Higher Education’s Excellence in Public Policy Award.

 

For more on her research, see the following:

 

Aki Kamata Receives the Holdsworth Endowed Professorship in Simmons

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Dr. Akihito Kamata, Dept. of  Education Policy and Leadership

 

 

Professor Akihito Kamata, director of Simmons’ PhD program and a faculty member in Educational Policy and Leadership, was named to the Mary Elizabeth Holdsworth Endowed Professorship in Simmons. The nominating committee commended him for his responsiveness to students and his top-notch research. 

Comments submitted by faculty in support of his professorship include, “He has been compassionate and responsive to the doctoral students and has encouraged their participation.” And as for his research, the following is noted: “He has three currently funded grants from the Institute for Education Sciences- two are related to assessment of oral reading fluency and another relates to English Language learners. He is well-known as a psychometrician and statistician in Education. He has also served on many grant review panels and even has a statistical procedure named after him.”

The Simmons School congratulates Professor Kamata for this honor and his contributions to SMU.

 

 

 

Professor Ketterlin Geller Gives Address at Honors Convocation 2022

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Professor Leanne Ketterlin Geller gave the address at SMU’s 2022 Honors Convocation. She advised students to understand not only what they do, but why they do it. Also, she said it was important to find “your people” for intellectual and emotional support. Lastly, set “hairy, audacious goals,” ones that are worth fighting for, even when feeling at the lowest ebb. Her introduction by President R. Gerald Turner starts at  26:05. See the video below.

 

Dominique Baker Receives Grant to Examine If Media Coverage of Student Debt Impacts the Narrative

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DALLAS (SMU) – Dominique J. Baker, a nationally recognized expert on education policy in SMU’s Simmons School of Education and Human Development, has received an emerging scholars pipeline grant to explore the links between race, racism, and how student loan policies are covered in media.

The $30,000 grant is from the Russell Sage Foundation (RSF), in partnership with the Economic Mobility and Opportunity program at the Bill & Melinda Gates Foundation.

Using SMU’s high performance computing cluster, Baker will analyze more than 90,000 newspaper articles from eight outlets to determine how often, if at all, news media outlets use words or phrases that convey ideas about race and racism when writing about student loans. She will explore both what the articles communicated and how words and phrases were used within the articles.

Words matter, Baker said, because “media discourse on student loans, including the way that race, racism, and student loans intersect in the framing of the issue, plays a significant role in the public and policy actors’ understanding of student loans’ challenges and potential solutions.”

“Focusing on policy communication through the media will help to ensure that the public and policy actors do not rely on decontextualized and race-neutral understandings of student loan debt,” she said.

Americans owe a record-breaking $1.7 trillion in student loan debt. Multiple studies, including research done by Baker, have shown that black college students are especially hard hit by student debt, in part because they are more likely to take on higher amounts of debt while earning less than their peers. Reasons for that are many, including labor market discrimination and inequities in students’ and families’ ability to afford college due to centuries of deliberate policymaking decisions in the United States, Baker said.

Baker was one of 23 professors who received the RSF-Gates Pipeline Grant, which is designed to support early- and mid-career tenure-track scholars who are underrepresented in the social sciences and to promote diversity broadly, including racial, ethnic, gender, disciplinary, institutional, and geographic diversity.

 

Ketterlin Geller’s $8M Grant from Dept. of Education Is the Largest Single-Year Research Award at SMU

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DALLAS (SMU) – Renowned mathematics researcher Leanne Ketterlin Geller, Texas Instruments Endowed Chair in Education in the Simmons School of Education and Human Development, has been awarded the largest single-year research award in SMU history.

The nearly $8 million research award from the U.S. Department of Education will allow her team to adapt for use through grade 8 a program originally developed for fourth-graders. The intervention is aimed at helping better prepare students for high school algebra – the “make-or-break” prerequisite for higher math studies that students need for college and/or STEM careers.

The grant will support randomized controlled trials across two states among students in grades 4-8 to determine the effectiveness of a program called “Fraction Face-Off.” The trials will measure success among a diverse group of students experiencing math difficulties across urban, suburban and rural geographies, and will include comparisons between in-person and virtual training of interventionists.

“Many students experience difficulty with fractions in elementary school and then continue to have difficulty as they move through middle school,” said Ketterlin Geller. “When they start algebra, this difficulty becomes increasingly problematic because proficiency in fractions is highly related to algebraic readiness.”

Fraction Face-Off has shown evidence of effectiveness at Grade 4. But Ketterlin Geller points out that the original studies were done with smaller samples in one geographic region of the country.

“We seek to extend this original research with much larger diverse populations in two different states,” she said. “We will then test the effectiveness of this intervention for students in upper elementary and middle schools who need more intensive instructional support to be ready for algebra.”

Ketterlin Geller is director of Research in Mathematics Education in the Simmons School. Her research is informed by her previous experience in K-12 education, having taught high school science in public schools and trained as a K-12 administrator. If the research team is able to demonstrate effectiveness with a larger, more diverse group, Ketterlin Geller said, she hopes usage of the program will expand and student outcomes will improve.

Ketterlin Geller and SMU will take the lead in working with investigators from the American Institute for Research, University of Texas – Austin and University of Missouri. The $7.99 million award for research over a five-year period will be processed this fiscal year.

 

American Institute for Research Center for Education Equity Awards Grant to Pavlakis, Richards and Roberts

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Dr. Meredith Richards, Dr. Alex Pavlakis, and Dr. Kessa Roberts (L to R)

Education Policy and Leadership faculty members Alex Pavlakis and Meredith Richards, and postdoctorate fellow Kessa Roberts, have been awarded an American Institute for Research Center for Education Equity Mini-Research grant.

The grant, “Compound Trauma and Resilience Amid Crisis: Student Homelessness in the Context of COVID-19 and Natural Disasters” totals $24,985. Simmons Higher Education master’s student, Maria Jose Hernandez, will also contribute to the research.

Baker Joins the Ranks of Top 200 Education Scholars Influencing Public Discourse

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Dominique Baker, assistant professor of education policy in Simmons, is one of 200 top education scholars who move ideas from academic journals into the public sphere. The designation is part of the 2022 RHSU Edu-Scholar Public Influence Rankings, posted annually by Frederich M. Hess, an Education Week blogger, and director of the American Enterprise Institute’s education policy studies.

According to Hess, the scholars must excel in five areas:  disciplinary scholarship, policy analysis and popular writing, convening and shepherding collaborations, providing incisive media commentary, and speaking in the public square.

“This year, two junior faculty made the top 200: Harvard’s Anthony A. Jack, at 159, and Southern Methodist’s Dominique Baker, at 187. Given that the exercise, by design, favors scholars who’ve built bodies of work and had a sustained impact, these two are deserving of particular notice,” he said.

The Simmons School congratulates Baker for her high accomplishment.