CEHD Research Day

Persistent link for this collection

https://conservancy.umn.edu/handle/11299/211864

Search within CEHD Research Day

Browse

Now showing 1 - 20 of 66

Seduced by Numbers: Positioning “Teaching by Numbers” in Context
(2024) Arabadzhy, Galyna; Bartucz, John; Squillace Stenlund, Kristine
The trajectory of education in the United States hinges on recognizing the contrasting influence of two prominent educational theorists, Edward L. Thorndike and John Dewey. Lagemann brilliantly encapsulates this idea in The Plural Worlds of Educational Research (Lagemann, 1989), stating that “one cannot understand the history of education in the United States during the twentieth century unless one realizes that Edward L. Thorndike won and John Dewey lost” (p. 184). Having taken a statistical approach to education, Thorndike paved the way for measurable learning outcomes and standardized testing which shaped the course of American education. Even more so, the ideas of standards and accountability have permeated the schooling system to its core. In his book Teaching by Numbers: deconstructing the discourse of standards and accountability in education (Taubman, 2009), Peter Taubman unravels educational reforms and guides the reader through the multifaceted dynamics of the audit culture. In this polyvocal project, we intend to investigate how and why the current educational system has become fundamentally driven by data, provide an overview of its history rooted in the military origins of Instructional Design, and shed light on why educators are likely to accept the data-driven audit culture.
Separate School Placement for Students with Extensive Support Needs
(2024) Bowman, Jessica; Wu, Yi-Chen; Ghere, Gail
Research on students with extensive support needs (ESN) has shown that meaningful access and participation in inclusive settings improves outcomes in the areas of academics, behavior, communication, social, and adaptive skills. Yet, there is a resistance and persistence to place these students in separate settings. This presentation shares the results of a study investigating the placement of students with ESN in separate special education schools. We analyzed change in separate school placement over time, change in variances by age and state, the percentage of rate of change per state, the locale of the separate schools and change over time, and the presence of separate special education charter schools.
Professionals’ Adaptations of Autism-Specific Family Interventions for Somali Families
(2024-03) Reilly, Amber M; Savana Bak, M.Y.
The study employed qualitative methods, specifically 1:1 interviews, to investigate the adaptations that behavior analysts serving Somali families with a family member with autism make when conducting family training and education. To be included in the interviews, the individual had to have at least one year of experience supporting Somali families with a member with autism in an applied behavior analysis related professional field (e.g., Board Certified Behavior Analysts, speech language therapists). More specifically, the research question was “what considerations are necessary to adapt autism-specific family interventions for Somali families?” The questions for the topic guide were developed based on the Ecological Validity Model (EVM; Bernal et al., 1995) and further modified based on Barnett and colleagues’ (2019) study of therapists’ adaptation of children’s evidence-based practices. The semi-structured 1:1 interviews lasted approximately 60 minutes, and thematic analysis (Braun and Clarke, 2005) was used to identify themes. After analyzing the preliminary data, themes include 1) using appropriate language and styles of communication; 2) incorporating ideals related to religion; 3) building trust through including feedback and providing relevant examples; and 4) tailoring the contextual elements (e.g., setting, length) and methods (e.g., prompting, role-play). Implications, limitations, and future directions will be addressed.
Youth-Led Research: Middle and High School Youth Narratives on the Impact of COVID-19
(2024-03) Atugonza, Vianney; Dworkin, Jodi; Tzenis, Joanna; Horn, Stacey
The COVID-19 pandemic impacted how schools operate; in 2020, most schools across the U.S. experienced closures and a transition to remote learning. Families were forced to transform their homes into classrooms while facing many challenges, including lack of space, poor internet, reduced income, and physical and mental health challenges. To better understand how young people experienced these changes, a youth participatory action research project was employed to allow young people to name, explore, and share their experiences during this time. Nine high school students were trained as researchers to conduct interviews with their peers. Interviews were conducted with 36 middle and high school students from one suburban school district in Minnesota. Data were coded into five themes: mental health, changes in priorities or goals, youth voice/youth engagement, family/home and school intersection, and disruptions. This study reveals young people’s narratives on the impact of COVID-19 on their family and school lives – both the challenges and opportunities it created. Findings also reveal how a youth-led research approach can be used to explore issues that surround and affect young people.
Measuring Mathematical Knowledge for Teaching Community College Algebra
(2024-03) Lim, Dexter; Duranczyk, Irene; Akoto, Bismark; AI@CC 2.0 VMQI Research Group
This poster presents preliminary findings about the dimensionality of our 34-item instrument designed to measure MKT-CCA and the performance of items within our instrument. Our analysis showed that a three-dimension model structured by function types better fitted the data than a unidimensional model. Our analysis also showed that two- and six-dimensional models, structured by the tasks of teaching or the combination of function types and tasks of teaching, did not converge.
Undergraduate Students’ Food Insecurity at Eighteen Research-Intensive Universities
(2023) Horgos, Bonnie M; Jones-White, Daniel
Access to healthy, nutritious food is vital for student wellbeing, yet food insecurity is a widespread issue across college campuses. This poster uses data from the Student Experience in the Research University (SERU) survey administered during 2022 to undergraduate students at eighteen R1 institutions including the University of Minnesota (n = 114,947). It addresses the following research question: How did the University of Minnesota’s levels of food insecurity compare to seventeen other institutions in the SERU Consortium during 2022? Food insecurity was assessed using a six-item food insecurity screen. University of Minnesota undergraduate students experienced less food insecurity (37.5%) versus all students at 17 other public R1s (more than 40%). Furthermore, social class was the greatest predictor of food insecurity. Finally, results suggest that students from marginalized backgrounds (e.g., BIPOC, LGBTQ+, or international students) experience even greater levels of food insecurity. While results at all institutions were comparable, these data suggest that campuses must continue addressing food insecurity.
Alcohol Consumption and Associated Risk Factors for Alcohol Use Disorder in Hungarian Women: A Systematic Review
(2024) Horgos, Bonnie M
Hungary has one of the highest rates of alcohol use disorder (AUD) in the world, yet the literature primarily focuses on alcohol consumption in Hungarian men. Furthermore, AUD is continuing to rise in women globally. Given the history of alcohol use in Hungary and growing levels of AUD in women, AUD in Hungarian women may be a latent issue that must be better understood. Therefore, this systematic review aims to assess alcohol consumption levels and associated risk factors for AUD among Hungarian women. A systematic review yielded 526 articles, with 17 selected for full-text review; 10 articles were excluded due to lack of rigor or falling outside of the scope. The remaining seven articles demonstrated moderate evidence that Hungarian women consume less alcohol than Hungarian men. However, the studies showed that women with co-occurring mental health disorders and a history of trauma may experience higher rates of AUD. Future research should focus on changing patterns of alcohol consumption in Hungarian women, particularly those with co-occurring mental health disorders and a history of trauma.
Analysis and forecasting of sacral tourism potential of Kazakhstan with the time series analysis
(2024-03-21) Amina, Uaisova
The aim of this study is to investigate the effect of tourist resources, conditions and opportunities of sacral tourism in Kazakhstan using panel data (time series and cross-sectional) regression analysis for a sample of 14 regions of Kazakhstan observations over the period from 2004 to 2022. The main focus is on the method of estimating the size and effectiveness of the tourist potential, which reflects the realization and volume of tourist resources and its potential.
The New Residential Information Systems Project (RISP) Website and Online Products
(2024-03) Begin, Brian C; Neidorf, Jon
Muxerista Activist Consciousness Development Framework
(2024-03) Orozco, Roberto C.
The outcome of this study was the Muxerista Activist Consciousness Development Framework as a guiding model for identity and socio-political consciousness development for queer Latinx/a/o college student activists. This framework encompasses the cognitive (knowledge and thoughts), behavioral (engaging in actions), social-political (focus on identities and social structures of power), and corporeal (focus on the physical body) reality of queer Latinx/a/o students. I build on Anzaldúa’s (2002) path of conocimiento and present the five overarching findings of this framework. These include: 1) sites of ruptures and heridas (wounds), 2) dismemberment of the mind/body, 3) claiming a Muxerista Jotería consciousness, 4) healing as a Muxerista praxis, and 5) imagining possibilities…visionary organizing. These generated themes include subthemes that speak to the nuances of each of the collaborator’s narratives and experiences that inform the meaning making process of queer Latinx/a/o students’ identity and socio-political consciousness development. Lastly, this study has implications for queer Latinx/a/o college students and higher education and student affairs practice and research.
Understanding Latine Families' Experiences in Early Intervention
(2024-03) Castillo, Andrea; Larson, Anne; Hall-Lande, Jennifer; Meraz Barrera, Jennifer
This research study centered Latine families’ voices as a driving force for critical systems change by evaluating caregivers experiences accessing, participating in, and transitioning from, EI in Minnesota. Our central hypothesis is that intentional connections with families of young children with, or at-risk for, delays/disabilities will create meaningful relationships that allow families to openly share their experiences and perspectives on EI. Our aim was to gather family experiences and perspectives on child development, disability, caregiver-child interactions, caregiver-practitioner relationships, to identify specific cultural and linguistic needs that may influence Latine families' understanding, access, and use of our state’s EI system. Our research question was: What are Latine families’ perceptions, beliefs, acceptability, and experiences related to Part C Early Intervention referral, evaluation, service, and transition? We were also interested in exploring how intentional collaboration with families can increase family involvement, empowerment, and advocacy within the EI system.
Utilization by and impact of recovery housing on adults attending an intensive outpatient program for co-occurring mental health and substance use disorders
(2024-03-18) Slotty, Brooke; Ries, Mikayla; Aceiro, Amilla; Gus, Emily; Wiseman, Jennifer; Markon, Kristian; Van Wert, Michael
Designing language course curriculum: Impacts of international internship programs
(2024) Berkinbayeva, Gulzat
The role of international internship programs in fostering global collaboration, cultural exchange, and human development is crucial. The "500 Scholars by Bolashaq" is the best program in Kazakhstan for scientists to develop research experience. Being awarded the Bolashaq scholarship is a great pleasure for Kazakhstani scholars to conduct research in the USA, at the University of Minnesota with the College of Education and Human Development (CEHD) Visiting Scholars Program: Research, Pedagogy, and Leadership. My research work aims to study the approaches used in the Minnesota English Language Program (MELP) at the University of Minnesota in designing foreign language teaching curricula in diverse contexts, and based on the findings create a new course curriculum for teaching the Kazakh language to non-Kazakh speakers in multicultural settings. This study adopts a mixed-methods research approach to comprehensively explore the research objectives. Specifically, a survey was administered to a representative sample of students and educators from Narxoz University and Kazakh-British Technical University to gather quantitative data on perceptions of the existing curriculum. The analysis of interview data provided certain evidence to qualify identified gaps and shortcomings in the curriculum, contributing to a deeper understanding of the research question
“Effects of Gaming-integrated Physical Activity Interventions on Physical Health and Development in Healthy Preschoolers: A Systematic Review”
(2023) Zhou, Wanjiang; Oginni, John; Palos Perez, Juan Jose; Gao, Zan
Increased obesity rate is one of major public health concerns among children and adolescents currently, which is largely due to poor adherence to participating regular physical activity (PA). Early PA interventions are critical to develop in preschool children, and exergaming PA interventions can be an effective approach for increase, such as PA levels and motor skill competence. The systematic review synthesized current literature regarding the effect of exergaming PA interventions on physical and psychological health indicators in typical development preschool children. A systematic review was performed in Academic Search Premier, CINAHL, ERIC, PubMed, SPORT Discus, and Web of Science, following the PRISMA guidelines. There was no restriction by year of journal publications, but language was limited English only. A total of ten experimental studies were included; two were home-based intervention, four were school-based interventions, and four were lab-based interventions. During the intervention, 9 (90%) studies reported exergaming PA intervention had significantly affected motor skill competence or PA levels in healthy preschool children with typical development. Casual evidence showed exergames could be an effective method to increase PA outcomes that is beneficial to physical and psychological health. Promoting the application and utilization of effective PA interventions to enrich PA options and promote PA participations is paramount to avoid and prevent chronic diseases in early childhood. There are more future studies needed to replicate findings and test feasibility and efficacy of exergaming PA interventions on physical and psychological health in preschooler with typical development.
Siblings and Social Interaction Development of Autistic Individuals: A Systematic Review
(2023) Pan, Qichao; Bak, M. Y. Savana; Johnson, LeAnne D.; Bell, Lalinne S.; Dumas, Natalie G.
Sibling relationships may contribute to social developmental outcomes of autistic individuals. From a holistic view of family system, there is much to be learned about the role siblings may play in social interaction skills development of autistic individuals. Therefore, this review aims to explore: (1) In what ways were siblings of autistic individuals involved in previous investigations of social interaction development? (2) What are the implications for future research and practice?
Identifying patterns of parent-adolescent communication in person and using technology
(2023) Park, Eunyoung; LeBouef, Samantha; Dworkin, Jodi
We identified four latent classes of parent-adolescent communication in person and using ICTs. Class membership showed significant differences by gender, race, employment status, and age. Findings contribute to understanding communication processes, and how different communication modalities support different family communication needs.
Using Response Time of a Computer-Administered MOCCA to Predict Reading Proficiency
(2023) Wong, Yun L.
Reading involves several stages of information processing. Individuals without reading comprehension difficulties had shorter information processing times because they had achieved automatic information processing in reading. This suggests that response times can provide information about reading automaticity, a necessary characteristic for reading-to-learn. This study examined whether reading response times provided additional information, over and above item responses, in predicting 3rd through 5th grade students’ end-of-year statewide test performance. Specifically, the study examined whether the response time on correctly answered test items can be used to improve the prediction of proficiency on the statewide test. Results showed that students from all three grades who have a higher number of fast and correct responses have a lower expected probability of being at-risk than students whose responses are slow and correct. Although slow and correct responses helped predict proficiency status in all three grades, it added less value to the model. Lastly, the AUC showed that the predicted probabilities of all three grades are relatively accurate in predicting proficiency. Considering the detrimental effects of misidentifying at-risk or not-at-risk students, it is important to correctly identify at-risk students and provide instructions at an early stage, as reading comprehension is crucial for children’s future success.
A Case Study of Undergraduate Biology Students' Engagement in Blended Sensemaking During Mathematical Modeling Tasks
(2023) Desi; Roehrig, Gillian; Schuchardt, Anita
Studies of students engaging in problem solving tasks have shown that individual students who are able to draw on both their mathematical understanding of the equation and scientific knowledge of the phenomenon (blended sensemaking) are more successful in problem solving. Both science and mathematics sensemaking have been shown to occur in mathematical modeling tasks. Prior studies have only examined whether blended sensemaking occurs by individual students, not how blended sensemaking occurs when students are working collaboratively in mathematical modeling tasks.
When Support Matters: Predictors of Child Protection Workforce Retention During Welfare Reform
(2023) Kim, Dongwook; Piescher, Kristine
Child welfare systems play a critical role in promoting safety and wellbeing of children and families. The high-profile cases of child abuse heighten media attention and public outrage, culminating in reactionary system reforms. Reform efforts can have unintended consequences on the workforce when reforms are implemented in a way that does not adequately support and engage child welfare professionals. Nevertheless, the nexus between welfare system reform and workforce stability has not been robustly researched. This study assessed the association between child protection workers’ perception of support during the welfare reform and their intentions to remain employed. We hypothesized that workforce perception of support during reform could be transformed into a measurable scale (i.e., Support During Reform Scale). We then tested whether scale could predict workforce retention and above other factors commonly discussed in the literature. Drawing on the cross-sectional survey (n=679), researchers conducted a hierarchical regression analysis to fit the workforce predictive model. We found that our candidate model (R2adj=.17) includes four-point Likert-scaled perceived support during reform could explain the most variance in intentions for child protection workers and supervisors to stay in their current positions. The findings underscore that supports that agencies offer are critical in child protection workforce retention.
Disparities in Service Access and Waitlists for People with Intellectual and Developmental Disabilities
(2023) Neidorf, Jon; Begin, Brian
People with intellectual and developmental disabilities (IDD) most often look to their state IDD agencies to receive long-term supports and services (LTSS). However, access to these services varies significantly by state, and hundreds of thousands of people on LTSS waitlists nationally, some of whom wait more than a decade before being selected for services. Furthermore, while some states have eliminated waitlists and serve more people, this does not necessarily mean there are fewer people with unmet service needs. The Residential Information Systems Project (RISP) is a longitudinal study of LTSS for people with IDD that captures how states differ in access to and waitlists for Medicaid waiver-funded services (the most common type of LTSS). This poster will demonstrate with RISP data the state of LTSS access nationally, as well as differences by state in LTSS access, waitlists, and funding. We will also explain how RISP data challenges the notion that states with fewer people on waitlists have stronger LTSS systems.