Abstract

The proposed study seeks to examine how experiences during an undergraduate, elementary science methods course may impact prospective elementary teachers’ visions of themselves as teachers of science.  The following research questions will guide the study: 1. Do prospective elementary teachers’ visions of science teaching shift over the course of a semester-long science methods course?  If so, in what ways do they shift? and 2. What experiences during the methods semester influence prospective elementary teachers’ visions of science teaching and in what ways?  The proposed study uses a mixed methods approach to answer these questions. Findings from the research have the potential to shape future research on elementary science teacher preparation as well as the practice of teacher educators who work with elementary teachers.

Outcomes

• Submitted a NSF Career Award based on results of the grant.

Abstract

The primary goal is to develop and evaluate the Internet based Training of Paraeducators (i-ToPs) Program, a cost-effective and accessible model of professional development for early childhood paraeducators supporting children with developmental disabilities (DD). The i-ToPs program will utilize online training and a “train the trainer” approach, meaning teachers are trained to coach paraeducators. The project will utilize mixed methods, including a single-case study and interviews with participants. The project applies a cascading logic model in which teacher behavior impacts paraeducator behavior, thereby impacting child behavior. Within this model, the primary variable of interest is paraeducator fidelity of implementation of naturalistic teaching.

Outcomes

• No outcomes available

Abstract

This is a mixed methods cohort study of one group of NAU elementary education students to explore integrated lesson planning. The researchers will view this through the lens of the 1st and 2nd semester Elementary Education Methods Block (ECI 402, 403, 405 and 406) and corresponding practicum coursework. Mixed methodologies will be utilized to approach the target objectives of 1) tracking the changes in students’ self-expressed confidence in regards to integrating content areas, 2) exploring these students’ actual lesson plans for concrete evidence of integration, and 3) identifying those experiences across our methods block that were most meaningful and impactful regarding both student confidence levels and concrete evidence of integration.

Outcomes

• Research team added a doctoral student (Jodi Carlson)
• Analysis of interview and survey data in progress with regular meetings
• Plan to work on conference presentations and manuscripts
• Consideration of a grant submission to follow up with some of the students who participated and will be student teaching

Abstract

This project will investigate the stability of personality structure on college students who move from their culture of origin to a new culture. The main research question for this study is: How is the stability of personality influenced in college students as a result of involvement with a new culture? We will compare four groups–recently migrated Indian students, US students, Indian students living in India with no intention to migrate, and Indian individuals/future students, who are not yet here but have intentions to move to the US.  This study is important not only in terms of assessing the stability of personality traits as a result of experiencing new cultures, but also in the context of cultural influences throughout ones’ lifespan.

Outcomes

• Data Collection in Progress

Abstract

It is unclear whether teacher candidates are developing the data literacy skills necessary to positively affect student learning. NAU and the American Institutes for Research (AIR) are collaborating to create a data literacy assessment battery consisting of a knowledge assessment and a work sample assessment. This battery will support NAU in systematically evaluating candidates during their teacher preparation programs. Beyond the NAU context, these assessments may be used by other teacher preparation programs and districts.

Outcomes

• Conn, C. A., Bohan, K. J., Sweeny, S. P., Persinger, L. L., Bies-Hernandez, N. J., & Persinger, J. D. (2019, April). Evidence-Based Instructional Decisions: Preparing Pre-Service Teachers in Assessment & Data Literacy Knowledge and Skills. 2019 National Field Experience Conference. Greeley, Colorado: University of Northern Colorado.
• The undergraduate students presented their results at the Spring 2018 Undergraduate Symposium and won the Cline Library Research Excellence Award.

Abstract

Researchers will explore the lived experiences of a cohort of counselors in training (CIT). They will participate in an eight-week mindfulness based stress reduction (MBSR) program. Due to high levels of stress and anxiety associated with the practicum experience, the researchers delineate the implementation of the MBSR program in reducing the negative thoughts and feelings faced by CIT. Utilizing a grounded theory approach, this study addresses the research question: What meaning does participating in a MBSR have for CITs enrolled in their practicum course?

Outcomes

• The data is being coded using grounded theory methodology
• Farmer will present the results at an upcoming national conference- Western Association of Counselor Education and Supervision
• Doctoral student researcher, Stacey Bouffard, presented the findings for the 3-minute research presentation with the Graduate College
• This paper will be submitted for publication in Spring 2020

Abstract

This proposal aims to collect quantitative data to inform an on-going university-community partnership, high-school initiative, Stewards Observing and Advocating Relational Responsiveness (SOARR). The goal is to administer a student perception survey using a descriptive cross-sectional survey research design. This grant will enable development of valid, reliable instrumentation that can inform the current initiative as well as the expansion to two additional local high schools. The research questions are: Is there a change in students’ perception of belonging at the school following the shadow coaching informed by Culturally Responsive Pedagogy of Relations (CRPR)? And Which ethnic group demonstrates larger change in perceptions of belonging at the school following the shadow coaching informed by CRPR?

Outcomes

• No outcomes available

Abstract

This project’s purpose is to advance understanding educators’ decisions regarding children with diverse gender expression and the implicit influences on those decisions. This study focuses on development of an implicit association test (IAT) (Greenwald & Banaji, 1995) that will assess implicit bias regarding transgender, gender-nonconforming, and gender normative (cisgender) children.

Outcomes

• Persinger, L L.., Persinger, J. D., & Abercrombie, S. (accepted). Policies, practices, and public perception: How adults feel about protecting gender diverse youth. Journal of LGBT Youth.
• **LaSon, C., *Tarazi, C., Persinger, L. L., & Abercrombie, S. (2018, Spring). Adult beliefs and decisions about children’s gender expression. NAU Undergraduate Research Symposium. ;
• **LaSon, C., *Tarazi, C., Persinger, L. L., & Abercrombie, S. (2018, Spring). Adult beliefs and decisions about children’s gender expression. COE Educate2Act.;
• Persinger, L. L., Abercrombie, S. A., *Tarazi, C., Persinger, J. D., & Savage, T. (2019, February). Driving Advocacy: Adult Policy Perspectives for Gender Diverse Children. National Association of School Psychologists Annual Convention. Atlanta, Georgia: National Association of School Psychologists. ;
• Persinger, L. L., *Tarazi, C., *Rodriguez, L., Persinger, J. D., Abercrombie, S. A., & Savage, T. (2019, February). Measuring Adults’ Explicit Attitudes Toward Transgender and Gender Diverse Students. Association of School Psychologists Annual Convention. Atlanta, Georgia: National Association of School Psychologists. ;
• Persinger, L. L., Abercrombie, S. A., & Persinger, J. D. (2019, June). Validation of the Gender Expression in Childhood Implicit Association Test. Society for the Psychological Study of Social Issues Annual Conference. San Diego, CA: SPSSI.
• Persinger, L. L., Abercrombie, S. A., & Persinger, J. D. (2019, April). Adults’ Individual Characteristics and Implicit Attitudes Predict Support for Gender Equity Policy and Practice. American Educational Research Association Annual Conference. Toronto, Canada: AERA.

Abstract

NAU offers an opportunity to examine the study abroad experiences of a unique population–first generation college students. The mixed method research project is guided by the following questions:

• How do first generation students make meaning of their study abroad experiences?
• What are the barriers that prevent and/or supports that encourage decisions for first generation students at a public university to study abroad?
• How do students’ reports differ by their major, race/ethnicity, indigeneity, class, gender, sexuality, and discipline?

Outcomes

• The researchers had the assistance of Interns-to-Scholars for two years to gather data and analyze a survey and focus group interviews. They requested a student researcher to continue data collection.
• Riemer presented a paper at the Comparative and International Education Conference. The faculty planned to co-author an article for publication.

Abstract

This study will examine teacher candidate (pre-service teachers) perceptions of Virtual Reality (VR) usage in content instruction in comparison with traditional methods of content delivery (e.g. lesson plans with worksheets).  University students in a teacher education program will be asked to volunteer. Then random sampling will be used to select ten students each from a science methods and social studies methods course. Each candidate will implement both a traditional lesson plan and use the VR system to teach the same content.  Data will be analyzed for candidates’ pre and post interview perceptions of teaching using VR as well as their perceptions of the differences between traditional modes of instruction as compared with VR teaching.

Outcomes

• No outcomes available

Abstract

This study uses a mixed methods approach to examine how experiences during an undergraduate, elementary science methods course may impact prospective elementary teachers’ visions of themselves as teachers of science.  The research questions include:

• How do prospective elementary teachers’ visions of science teaching shift over the course of a semester-long science methods course?
• What experiences during the methods semester influence prospective elementary teachers’ visions of science teaching?

Findings have the potential to shape future research on elementary science teacher preparation as well as the practice of teacher educators who work with elementary teachers.

Outcomes

• Two conference presentations (one paper presentation co-authored with a C&I doctoral student at AERA in 2018) and one manuscript in preparation (co-authored with a C&I doctoral student) with an intent to submit to Teaching and Teacher Education.
• The results have informed resources that Dr. Canipe provides to faculty teaching ECI 406 for which she is the lead faculty.

Abstract

The project is an exploratory/pilot case study of 20 Indigenous families. The primary research question is: What informs and guides school choice decisions among Indigenous families in a northern Arizona community? The researcher will map all the schooling options available for grades 6-12 within a 100 mile radius of Flagstaff, interview school leaders about their perceptions of the available choices, summarize the options that are present, select students/families who have chosen schools other than their assigned neighborhood public school, and interview selected students/families about their choice decisions. This initial case study will provide an important empirical foundation to growing conversations about both school choice and American Indian education.

Outcomes

• No outcomes available

Abstract

The project purpose is to advance understanding of how individual differences and social experience factors predict gender essentialist thinking among individuals pursuing advanced training related to career goals. This research tests the role of predictor variables including academic major, career goal, and individual social experience, on gender essentialist categorization after narrative text priming for the target groups.

Outcomes

• **Jones, K., *Rodriguez, L., Persinger, L. L., & Abercrombie, S. (2016, Spring). Gender Essentialist Thinking Among Students: The Role of Background and Academic Focus. NAU Undergraduate Research Symposium.
• Persinger, L. L., Abercrombie, S. A., & *Rodriguez, L. (2017, February). Do Graduate Students in Helping Professions Hold Implicit Gender Stereotypes? National Association of School Psychologists Annual Convention. San Antonio, TX: National Association of School Psychologists Annual Convention.

Abstract

We plan to develop and pilot the study’s instrumentation (electronic survey and face-to-face interview questions) with teachers and administrators in the Flagstaff Unified School District.  Creating our own instruments will allow us to focus on the specific issues related to rural Northern Arizona.  The results will provide insight into the trustworthiness of the research instrumentation.  Secondarily, data from this project may be used to offer valuable insight to district administrators and policy makers.  It may also be a service offered by COE to the local school district in partial recompense of the generous support the district offers our teacher candidates.

Outcomes

• The researchers were able to
  • Create their instrumentation for the larger study
  • Develop research procedures
• Found a more responsive pool of participants through the Arizona Rural Teachers Association; the researchers implemented the survey and had a large response rate.
• The students on the research team used the data to prepare a presentation for Spring 2017 semester. The doctoral student presented the findings with the researchers at both Invisible College and AACT.

Abstract

This study will examine how undergraduate and graduate students’ self-regulated learning (SRL) skills may serve as predictors to online minimester learning perceptions.  A growing number of higher education institutions have adopted an online “minimester” model, in which shortened, intensive classes are offered during the course of a normal semester (Gwozdek et al., 2011). The results would provide educators ideas about how to prepare courses and how to assist online minimester learners to obtain positive learning experiences.

Outcomes

Presentation

• Tu, C. H., Yen, C. J., Sujo-Montes, L., Harati, H., Rodas, C., & Roberts, G. (2019). Online Accelerated Learning Experiences and Self-regulated Learning Skills among Undergraduate Students. Paper presented at Annual Meeting of American Educational Research Association (AERA). April 5-9, 2019. Toronto, Canada.
• Yen, C. J., Tu, C. H., Sujo-Montes, L., Rodas, C., Harati, H., Moore, E., Armfield, S., & Blocher, M. (2017). Self-regulated Learning Skills as the Predictors for the Positive Perception of the Online Minimester Learning Experiences. Paper presented at Annual Meeting of American Educational Research Association (AERA). April 27-May 1, 2017. San Antonio, TX, USA.

Publication

• Yen, C. J., Buzkurt, A., Tu, C. H., Sujo-Montes, L., Rodas, C., Harati, H., & Lockwood, A. B. (2019). A predictive study of students’ self-regulated learning skills and their prominence in the social network interaction of online discussion board. Journal of Educational Technology Development and Exchange 11(1), Article 2.

Publication: Under Review

• Yen, C. J., Tu, C. H., Sujo-Montes, L., Harati, H. & Rodas, C. (Under Review) Self-regulated learning skills as the predictors for the positive perception of the online accelerated instruction learning experiences. International Journal of Educational Technology in Higher Education.
• Yen, C. J., Tu, C. H., Ozkeskin, E. E., Harati, H., Sujo-Montes, L., & Roberts, G. (Under Review). Online Accelerated Learning Experiences and Self-regulated Learning Skills among Undergraduate Students. Submitted to International Journal of Teaching and Learning in Higher Education.

Abstract

The study will document and analyze new teachers’ experiences in their first three years of teaching who have graduated from NAU. By identifying how novice teacher develop resilience, we consider how new teachers make the decision to stay, move schools, or leave the profession based on how their NAU program has prepared them to address the specific conditions teachers encounter. Using case study and grounded primarily in interviews, researchers will interview 15-20 teachers.

Outcomes

• Wood, G. K. & Michael-Blocher, L. (2017, October). Engaging and challenging hope: From individual narratives to structures. Presentation accepted for the Oral History Association (OHA). Minneapolis, MN. (work was based off of the Dean’s Research Grant Award with undergrad students)
• Wood, G. K. & Michael-Blocher, L., Rodriguez, K., Schoech, C., & Sharpe, K. (2017, March). Looking at beginning teachers for insights into the challenges and stresses that make students think twice about becoming a teacher. Presented at Critical Questions in Education (CQIE). New Orleans, LA. (work was based off of the Dean’s Research Grant Award with undergrad students but students were not able to attend)