Thirty CEHS representatives present at AERA 2017

From April 27 through May 1, 30 CEHS faculty and students presented their research and facilitated discussions at the American Educational Research Association's Annual Meeting.

The following faculty and students presented at AERA:

Becoming Response-able Teachers:  How Sustained Inquiry Mediated Prospective Teachers’ (Re) Authoring of Self. Audra Slocum, WVU; Sharon B. Hayes, WVU; Keisha Hopkins Kibler, Preston County Schools; Casey King, Harrison County Schools; Jessica B. Lough, WVU; Michael Lane, WVU.

Boom and Bust, Rage and Rust: Rethinking Rural Community Cohesion and the Rural School Superintendency. Kathleen M. Budge; Boise State University; Erin McHenry-Sorber, WVU.

The Commodification of Instructional Improvement in an Age of High-State Accountability. Helen M. Hazi, WVU.

Designing Creativity at the Academy:  Examining Expert Practice in an Interdisciplinary Collaborative Environment. Malayna Bernstein, WVU.

Mathematical Learning Experiences:  Leveraging Elementary Preservice Teachers’ Existing Perspectives to Support New Understandings. Johnna Bolyard, WVU; Keri Duncan Valentine, WVU.

Noticing Students’ Thinking in Classroom Artifacts from an Integrated Math and Science Unit. Melissa J. Luna, WVU; Sarah Selmer, WVU.

Poverty and Exclusion:  Dalit Women’s Schooling in Kerala, India. Sera Mathew, WVU.

Prospective Elementary Teachers’ Debugging During Block-Based Visual Programming. ChanMin Kim, University of Georgia; Jiangmei Yuan, WVU; Laucas Vasconcelos, University of Georgia; Minyoung Shin; Roger B. Hill, University of Georgia. 

Recognizing Value of Technology:  Observation and Review Activities to Enhance Utility Value Toward Technology Integration. Ugur Kale, WVU.

The Relationship Between Rates of Advanced Math Achievement and Time Spent in School:  A Multilevel Exploratory Analysis. Scott Joseph Peters, University of Wisconsin – Whitewater; Karen E. Rambo-Hernandez, WVU; Jonathan A. Plucker, Johns Hopkins University.

Self-Study Narratives of Our Two Years of Experience with the edTPA. Stephanie Cronenberg, Rutgers; Dori Leigh Harrison, University of Illinois at Urbana-Champaign; Marilyn A. Johnston-Parsons, University of Illinois at Urbana-Champaign; Alexis Jones, University of Illinois at Urbana-Champaign; Stacey J. Korson, University of Illinois at Urbana-Champaign; Natasha C. Murray Everett, WVU; Michael Parrish, University of Illinois at Urbana-Champaign.

Semantic Processing and Cognitive Flexibility in Hypertext Environments. Dale S. Niederhauser, WVU. 

A Study of Student Engagement in Test Feedback in a Large Undergraduate Engineering Course. Jiangmei Yuan, WVU; Siddharth Savadatti, University of Georgia.

Teachers as Learners:  A Model to Build Teacher Content Knowledge Through Engineering Design. Reagan Curtis, WVU; Johnna Bolyard, WVU; Darran Cairns, WVU; Sera Mathew, WVU; David Luke Loomis, WVU; Kelly Watts.

Teachers Engaged in STEM and Literacy (TESAL):  Engineering Design for Middle School Teaching and Learning. Reagan Curtis, WVU; Johnna Bolyard, WVU; Darran Cairns, WVU; David Luke Loomis, WVU; Sera Mathew, WVU; Kelly Watts.

“Why Don’t Apple Trees Grow in the Desert?” Exploring Children’s Everyday Thinking in Science. Melissa J. Luna, WVU; Ashley N. Murphy, WVU.

In addition to presenting at AERA, CEHS representatives chaired conference sessions. The following faculty served as chairs:

Dr. Reagan Curtis chaired Advancing the Methodology of Mixed Methods Research.

Dr. Helen Hazi chaired Thinking About the Field:  Supervision Scholars Think About Its Past, Present, and Future.

Dr. Denise Lindstrom chaired Connected Forms of Professional Development:  Social Media, Open Online Courses, and Teacherpreneurs, and Exploring Time, Place, and Space With Digital Media.

Dr. Melissa Sherfinski chaired Broadening Perspectives and Fostering Responsive Approaches to Early Childhood Teacher Education and Professional Learning. 

Dr. M Cecil Smith chaired Studies in Adult Literacy and Adult Learning, and The Underpinnings of Cognitive Flexibility and Instructional Implications:  An Interactive Symposium.

For more information about the conference, visit the AERA website.