Amanda Glaze, Ph.D.
Amanda Glaze, Ph.D. assistant professor in the Department of Middle Grades and Secondary Education, was interviewed as an evolution education expert by Scientific American. Featured in the August 2018 edition of the publication, Glaze spoke about her experiences of approaching evolution education, particularly in the Southeastern United States, in the classroom and appropriate approaches to teaching students about evolution without discounting their religious beliefs. The article, titled “Bringing Darwin Back,” can be found starting on page 57 of the edition.
Glaze also published a chapter in Evolution Education Around the Globe. The chapter, titled “Controversial Before Entering My Classroom: Exploring Pre-service Teacher Experiences with Evolution Teaching and Learning in the Southeastern United States,” provides a lens for teaching evolution in an area where it is perceived to be controversial and the implications of studies having translational value to teaching and learning evolution around the world.
Charles Hodges, Ph.D.
Charles Hodges, Ph.D., professor in the Department of Leadership, Technology and Human Development, serves as the editor of TechTrends, a leading journal for professionals in the educational communication and technology field. The Journal recently moved to No. 9 on Google Scholar’s annual list of Top 20 Journals in Educational Technology. TechTrends was also accepted into the Emerging Sources Citation Index earlier this year.
Robert Mayes, Ph.D.
Robert Mayes, Ph.D., professor in the Department of Middle Grades and Secondary Education, published “The 21st Century STEM Reasoning” earlier this year in the US-China Education Review.
The article, co-authored with Bryon Gallant, features the framework and benefits of the Real STEM Project which focuses on the development of interdisciplinary STEM education within the school and community. Also discussed are focusing classroom teaching to real-world, hands-on student engagement and structured around project-based, place-based and problem-based learning.
Peggy Shannon-Baker, Ph.D., assistant professor in the Department of Curriculum, Foundations and Reading, will be presenting at the Mixed Methods International Research Association (MMIRA) Conference in Vienna, Austria, August 22-25.
Shannon-Baker has been accepted to complete three presentations on topics including integrating visual methods in mixed methods research, teaching mixed methods research, and reflexivity in mixed methods research. She will also present on behalf of the MMIRA Board during the panel discussion on the Association’s new initiatives.
School Psychology faculty (pictured l-r) Jeff Tysinger, Ph.D., Dawn Tysinger, Ph.D., and Terry Diamanduros, Ph.D., of the Department of Leadership, Technology and Human Development, presented at the 40th International School Psychology Associate (ISPA) Conference held July 26-28 in Tokyo, Japan.
The paper presentation, “Crisis in K-12 Online Learning Environments: Frequency and Preparedness,” focused on the results of a research study which examined online educators’ perceptions of and preparedness for various types of crises. The conference was held at Tokyo Seitoku University and was attended by participants from 44 different countries.
For more information about this research, visit https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1022&context=nyar