She will be handling new submissions starting October 1, 2020.
The journal focuses on practical applications of assessment, with an emphasis on assessment considerations for special populations. The publishers are the Hammill Institute on Disabilities and SAGE in association with the Council for Educational Diagnostic Services.
The American Educational Research Association (AERA) recently recognized Professor Stephanie Al Otaiba with top honors for her substantial research accomplishments in the field. She was inducted as an AERA Fellow, September 1, 2020.
The fellows program was established to “convey the Association’s commitment to excellence in research, and to enable the next generation of emerging scholars to appreciate the value of sustained achievements in research and the breadth of scholarship worthy of recognition.”
Al Otaiba is the Patsy and Ray Caldwell Centennial Chair in Teaching and Learning. Her research interests include school-based literacy interventions, response to intervention, learning disabilities, diverse learners, and teacher training. She has published over 120 journal articles and book chapters related to these interests. She has also developed reading curricular materials. Her line of research has been supported by several federally funded grants from the U.S. Department of Education Institute of Education Sciences, the Office of Special Education Programs, and from the National Institute of Child Health and Human Development.
to convey the Association’s commitment to excellence in research,
Dominique Baker, assistant professor of education policy at Southern Methodist University’s Simmons School of Education and Human Development, joins a research team led by the College of Education at Penn State University to study state funding for higher education and how states can design equitable funding policies with support from the Bill & Melinda Gates Foundation.
The grant will support a two-year project that will focus on three main policy issues: how states fund colleges, funding disparities among community colleges, and how states fund students through financial aid. In addition to compiling detailed data from a nearly two-decade period related to those policy issues, the research team will also examine how variations in state funding approaches shape college outcomes, particularly among low-income and racially minoritized students.
Baker is a co-principal investigator with Kelly Rosinger, principal investigator for the project and an assistant professor at Penn State University. Other co-principal investigators include Justin Ortagus, assistant professor at the University of Florida, and Robert Kelchen, associate professor at Seton Hall University. The research team was awarded a $549,947 grant for the project, “Equity and Effectiveness of State Higher Education Funding Policies.”
The research team, along with a team of graduate students at Penn State and the University of Florida, comprises the InformEd States project, a clearinghouse for policy analysis, original research, data, and rigorous evidence on the equity and effectiveness of state higher education funding policies.
“States have taken various approaches to funding colleges and student financial aid, and our project will capture these variations over a nearly two-decade period.” Rosinger said. “We will then examine how these approaches relate to student outcomes in an effort to provide policymakers with evidence for how to design effective and equitable policies.”
For her part of the research, Baker will seek a better understanding of how financing, both for colleges and students, varies across the United States. “By deepening our understanding of that variation, we can begin to see what strategies are linked to student success, particularly for students of color or from low-income backgrounds,” she said.
The InformEd States team plans to tackle the current economic challenges related to the COVID-19 pandemic head-on with a rapid response segment that will take place in fall 2020. That part of the project will focus on providing state policymakers with evidence-based information through policy briefs and webinars regarding approaches for allocating severely diminished state funds in equitable and effective ways.
The Institute of Education Sciences (IES), the statistics, research, and evaluation arm of the U.S. Department of Education, is awarding significant funding to four Simmons professors: Jill Allor, Stephanie Al Otaiba, Aki Kamata, and Candace Walkington. The funding total, including two additional sub-grants, is $7,841,791.
Teaching and Learning Professor Jill Allor, Ed.D., will receive $3,299,943 over five years for “Examining the Efficacy of Friends on the Block: An Intensive Early Literacy Intervention for Elementary Students with Intellectual and Developmental Disability (Project Intensity)” The purpose of Project Intensity is to conduct a randomized control trial (RCT) to evaluate the efficacy of a literacy intervention designed to enhance reading and language outcomes for elementary students with intellectual and developmental disability (IDD). Read grant here.
Professor Stephanie Al Otaiba, Ph.D., receives $1,399,721 over four years for “Project GROW: Growing Vocabulary Knowledge to Support Comprehension Development through a Kindergarten Dialogic Read-Aloud Intervention”.
The project’s aim is to design an innovative whole-class read aloud intervention that can improve, or “grow” kindergartners’ knowledge of taught academic vocabulary, and their generalized vocabulary knowledge, listening and reading comprehension, and phonological awareness. Read grant here.
Professor Aki Kamata, Ph.D., executive director of the Center on Research and Evaluation, will receive $899,901 over a three-year period for “Developing Computational Tools for Model-based Oral Reading Fluency Assessments”. He also will be working on two sub-grants with faculty at UT Austin and the University of Oregon.
This project builds upon a previously IES funded project to develop a computer-based oral reading fluency (ORF) assessment system. As part of a Response to Intervention (RTI) framework, ORF measures have been widely used as screening tools to help identify students at risk for poor achievement outcomes, and as progress monitoring tools to help teachers determine effective instruction and monitor students reading growth. Read grant here.
Associate Professor Candace Walkington’s project, “Exploring Collaborative Embodiment for Learning (EXCEL): Understanding Geometry through Multiple Modalities” is receiving $1,398,245 over four years to build an augmented reality/virtual reality game for learning geometry based on the novella Flatland.
The purpose of this project is to explore how the interaction between collaboration and multisensory experiences affects students’ geometric reasoning through the use of augmented reality (AR) technology. Read grant here.
To develop the game, she is working with Simmons Assistant Dean for Technology and Innovation Tony Cuevas, SMU Guildhall faculty member Elizabeth Stringer, Professor Mitch Nathan from University of Wisconsin, Madison, and a software company, GeoGebra.
As COVID-19 hits all regions of the country, Education Policy and Leadership professors Alexandra Pavlakis, Ph.D. and Meredith Richards, Ph.D. believe the pandemic has deep implications for homeless students, a population they have been researching in Houston, where a large displacement of people began with Hurricane Harvey.
A new Spencer Foundation grant of $50,000 allows them to examine how the two disasters are shaping homeless students and families, and the practices of school and community providers. They are paying particular attention to geography because of how COVID-19 manifests in low income areas.
“We employ a novel mixed-method research approach informed by principles of environmental justice and geospatial techniques, and incorporate them into a qualitative case study of COVID-19 and homelessness in Houston,” Pavlakis and Richards say. “It is imperative that this research be conducted now to support schools, communities, and homeless families in the midst of this double crisis.”
Pavlakis and Richards work with SMU Simmons post-doctoral fellow Kessa Roberts, Ph.D., and with partners, Houston ISD and the Houston Education Research Consortium. In addition to the Spencer Foundation, the Moody Foundation and SMU’s University Research Council support the research.
Veronica Mellado De La Cruz, a Ph.D. student in Simmons, has been awarded a 2020-21 Moody Dissertation Fellowship from the Moody School of Graduate and Advanced Studies. Her award of $30,000 will help her research her dissertation topic that focuses on early reading assessments in English and Spanish for emerging bilingual students. She is one of four Moody Dissertation Fellows this year.
Her proposed work is an extension of a larger, and now complete, Institute of Education Science-funded project exploring brief, published tests for effectively measuring kindergartners’ early literacy growth and efficiently predicting reading difficulties (PI Nathan Clemens; Co-PI Stephanie Al Otaiba).
“When I joined the project and as my training in the Ph.D. program progressed, I began to formulate questions about whether scores on first language early literacy skills might be helpful to educators who use these data for instructional decisions,” she says.
Professor Stephanie Al Otaiba, dissertation advisor, says Mellado De La Cruz has had extensive training experiences at SMU through a doctoral training grant, the National Center for Leadership on Intensive Intervention, and workshops on learning different analytic methods. “She has already authored and co-authored several publications in peer-reviewed journals, and has made presentations at national conferences,” she says. “Veronica is likely to go on to have a position in educational research for the vulnerable population of students with intensive intervention needs.”
Mellado De La Cruz received her B.A. in Psychology from SMU in 2007, and says that years later when she developed an interest in education research, she reached out to Simmons faculty. Her contact with them lead her to apply for the doctoral program.”I am a Pony through and through!,” she adds.
Assistant Professor Denisa Gándara, Dept. of Education Policy and Leadership, looks at performance-based funding (PBF) policies, intended to improve college completion by linking state funding for public colleges and universities to performance measures, and sees if this causes institutions to restrict student access.
In her latest study, published in AERA’s Educational Researcher, she uses a difference-in-differences design and institution-level data from 2001 to 2014 to examine whether 4-year, public institutions become more selective or enroll fewer underrepresented students under PBF.
Her findings suggest that institutions subject to PBF enroll students with higher standardized test scores and enroll fewer first-generation students. PBF models tied to institutions’ base funding are more strongly associated with increased standardized test scores and enrollment of Pell students.
Gándara co-wrote the study with Indiana University’s Amanda Rutherford.
Faculty members Leanne Ketterlin Geller, Ph.D. (Education Policy and Leadership), and Candace Walkington, Ph.D. (Teaching & Learning), created winning videos about their STEM research for a National Science Foundation showcase competition, May 5-12. A voting public selected the top videos.
Professor Ketterlin Geller and her team, Research in Mathematics Education, received the Public Choice award, and Associate Professor Candace Walkington and her co-researchers received the Facilitators’ Choice award.
Ketterlin Geller’s video “Developing STEM Access in Students K-2 through MMaRS” illustrates research on two early predictors of mathematics success in K-2 students: numerical relational reasoning and spatial reasoning. Researchers describe what underlies the project and an elementary school principal articulates the importance of an assessment to identify student thinking and guide teacher instruction. View video here:
Walkington’s presentation, “The Hidden Village: Mathematical Reasoning Through Movement,” looks at a motion capture Kinect video game for learning high school geometry that was initially developed through a collaboration between the Simmons School of Education and Human Development at SMU, the Guildhall at SMU, and the University of Wisconsin-Madison. The project was funded by The Institute of Educational Sciences in the U.S. Department of Education, in an award given to the University of Wisconsin. View video here:
This summer, Simmons Ph.D. candidate Mark Pierce joins nine other SMU students in serving as a Maguire Public Service Fellow, to work on research and programs related to the COVID-19 pandemic.
His project focuses on researching adaptable models of distance learning that can be implemented for highly mobile students by collecting data from Dallas area family shelters and children’s support organizations during the COVID-19 outbreak. Pierce will receive a $2400 stipend and present his findings at a public seminar in the fall. His doctoral advisor is Assistant Professor Alexandra Pavlakis in the Department of Education Policy and Leadership.
Over the past 20 years, the Maguire Center has awarded summer fellowship stipends totaling over $400,000 to 181 SMU students, including volunteers in more than 150 agencies across 18 states, 25 countries, and five continents.
Claire Trotter, a second year Ph.D. student in the Department of Applied Physiology and Wellness, received a $5000 National ACSM Doctoral Research Grant from the American College of Sports Medicine Foundation.
The grant will help fund her dissertation research investigating central nervous system dysfunction in multiple sclerosis patients. Multiple sclerosis (MS) is characterized by degeneration of brain cells which alters their normal signaling patterns. Her goal is to quantify the alterations made to these signaling patterns to help aid in the more successful treatment of the disease.
Nearly 1 million US citizens are thought to be living with multiple sclerosis (MS). Despite diagnosis being on the rise, there is still a lack of mechanistic understanding of the disease.
Trotter works in the Integrative Physiology Laboratory under the direction of her Ph.D. mentor, Associate Professor Scott Davis. As an SMU senior undergraduate in 2016, she worked as a research assistant in Davis’ lab. After graduation she pursued a Master Degree in Biology from University of Colorado-Colorado Springs, and returned to SMU for her Ph.D. because of her undergraduate experience. “I was drawn to return to SMU because of the quality mentorship I had previously and the high level scientific investigation, ” she says.
The grant funder, the American College of Sports Medicine (ACSM), advances and integrates scientific research to provide educational and practical applications of exercise science and sports medicine. The ACSM Foundation receives, administers and disburses funds to support the College’s educational, scientific and charitable purposes.