Scott Beck, Ph.D.
Yasar Bodur, Ph.D.
Scott Beck, Ph.D., professor in the Department of Middle Grades and Secondary Education, and Yasar Bodur, Ph.D., professor in the Department of Elementary and Special Education, published an article in the 2018 edition of “Transformations: The Journal of Inclusive Scholarship and Pedagogy.”
The article, “Reading about What it is Really like is Eye-Opening,” outlines a set of three parallel-structured, mixed-method research and instructional projects that have sought to assess the appeal and effectiveness of books for youth being utilized in the college classroom. Focus was placed on books that addressed three of the most hotly debated political and social controversies of our time: immigrants and migrants, gender and sexual diversity, and Islam and Islamophobia. The article was co-authored Beck and Bodur and colleagues Dina Walker-Devose, Caren Town and Trina Smith.
Lydia Cross, Ed.D.
Lydia Cross, Ed.D., assessment coordinator, was published in the National Academic Advising Association (NACADA) journal. In “Graduation Student Perceptions of Online Advising,” Cross examined online graduation students’ need for and satisfaction with academic advising. In an quantitative analysis, Cross asked about online graduate students’ perspectives of advising experiences in terms of communication, academic advisor knowledge of support services, and academic advisor behaviors. Results provided Cross with the ability to make suggestions for enhancement of the current academic advising process for this population of graduate students.
Karin Fisher, Ph.D.
Karin Fisher, Ph.D., assistant professor in the Department of Elementary and Special Education, co-authored a book chapter published in The Wiley International Handbook of Educational Foundations. The chapter, titled “Teaching and Learning with Technology,” provides theoretical frameworks for guiding technology in education, outlines technologies that enhance student learning, define the role of technology in teacher preparation, collaborative problem solving capabilities, assessment options, and ethics considerations in a networked classroom.
Charles Hodges, Ph.D.
Charles Hodges, Ph.D., professor in the Department of Leadership, Technology and Human Development, and COE alumna Rachel Harris, published “STEM Education in Rural Schools: Implications of Untapped Potential” in the 2018 edition of the National Youth-At-Risk Journal. In the article, Hodges and Harris explore STEM education in rural schools and the unique considerations and issues associated with STEM education for students, teacher and parents in rural communities. Indicating that nearly 6.5 million students are attending remote and small rural school districts around the country, the specific lack of adequate STEM education impacts the country’s ability to compete in the global economy.
Robert Mayes, Ph.D.
Kent Rittschof, Ph.D.
Robert Mayes, Ph.D., professor in the Department of Middle Grades and Secondary Education, published two book chapters. Published in Interdisciplinary Mathematics Education: The State of the Art and Beyond, Mayes’ chapter, titled “Quantitative Reasoning and Its Role in Interdisciplinarity,” describes the Real STEM Project, a program conducted in middle and high schools around Georgia that supported the development of interdisciplinary STEM modules and courses in over 20 schools.
In an additional book chapter, titled “Interdisciplinary STEM: Broadening Participation of Underrepresented Groups,” Mayes analyzes how the Real STEM Project offers a broadening of under-represented groups in STEM including women, minorities and low-socio-economic class students. This chapter was published in Teaching Strategies: Perspectives, Challenges and Outcomes and co-authored with Michelle Thompson, Ed.D.
Mayes also co-authored an article with Department of Curriculum, Foundations and Reading Chair Kent Rittschof, Ph.D., and two others about the Real STEM program. The article, titled “Real STEM: An Interdisciplinary STEM Program, was published in the “Journal of Research in STEM Education,” and looks at the integration of STEM programs within the educational framework through the establishment of
STEM-designated schools and academic/career pathways. The goal of implementing STEM in grade 6 to 12 schools is to prepare students for the demands of the 21st century, while addressing future workforce needs, however often the STEM disciplines are taught independent of each other. The Real STEM Project focused on the development of interdisciplinary STEM experiences for students.